DeptEd/ERIC/database/eric1967.xml

<?xml version="1.0"?>
<records xmlns:eric='http://www.eric.ed.gov' xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:dcterms='http://purl.org/dc/terms/'><record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>World Affairs</dc:subject>
<dc:creator scheme='personal author'>LALOR, IDA B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY ATTEMPTED TO DETERMINE WHETHER HIGH SCHOOL STUDENTS WHO HAVE GAINED KNOWLEDGE AND UNDERSTANDING OF CONCEPTS IN ANTHROPOLOGY WOULD--(1) ACHIEVE GREATER SELF-INSIGHT, (2) BECOME LESS ETHNOCENTRIC IN THEIR ATTITUDES TOWARD OTHERS, AND (3) INCREASE THEIR ABILITY TO THINK CRITICALLY ABOUT SOCIAL PROBLEMS. A 1-YEAR EXPERIMENTAL COURSE ON WORLD CULTURES PRESENTED LEARNING EXPERIENCES USING INTELLECTUAL AND EMOTIONAL STIMULI FOR STUDENTS TO TAKE THE ROLES OR ATTITUDES OF OTHER ADOLESCENTS IN OTHER CULTURES. ONE EXPERIMENTAL AND TWO CONTROL GROUPS OF STUDENTS RECEIVED A BATTERY OF PRE- AND POST-EXPERIMENT TESTS. RESULTS SHOWED THAT THE EXPERIMENTAL GROUP GAINED IN ACHIEVING LESS ETHNOCENTRISM AND THAT OTHER HYPOTHESES WERE NOT PROVEN. OTHER IMPLICATIONS WERE DISCUSSED.  (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010095</dc:identifier>
<dc:title>INSIGHTS GAINED AS A RESULT OF A HIGH SCHOOL SOCIAL STUDIES COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Central Office Administrators</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>HUGHES, LARRY W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_test>Organizational Climate Description Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INVESTIGATION WAS TO EXPLORE THE POSSIBLE INFLUENCES OF ORGANIZATIONAL CLIMATE AND ITS ELEMENTS (AS DEPICTED BY THE CENTRAL OFFICE ADMINISTRATIVE PERFORMANCE TEAMS IN SELECTED SCHOOL DISTRICTS OF THE STATE OF OHIO) ON THE INNOVATIVENESS OF A SCHOOL DISTRICT. THE &amp;quot;ORGANIZATIONAL CLIMATE DESCRIPTIVE QUESTIONNAIRE,&amp;quot; WHICH SERVED AS THE MAIN DATA-GATHERING INSTRUMENT, HAD BEEN DETERMINED IN SEVERAL PREVIOUS STUDIES TO BE A USEFUL INSTRUMENT WHEN WORKING WITH INDIVIDUAL SCHOOL STAFFS. FROM THE SCHOOL DISTRICT SAMPLE OF THE 1964 OHIO INNOVATIONS SURVEY, 13 PREDETERMINED NONINNOVATIVE DISTRICT AND 11 INNOVATIVE DISTRICTS WERE SELECTED FOR DATA COLLECTION. THE MAJOR FINDINGS WERE AS FOLLOWS--(1) INNOVATIVE SCHOOL DISTRICTS EVIDENCED A MORE OPEN CLIMATE THAN NONINNOVATIVE DISTRICTS,  (2) INNOVATIVE DISTRICTS WERE FOUND TO BE SIGNIFICANTLY LESS DISENGAGED AND EVIDENCED A HIGHER ESPRIT. NO SIGNIFICANT DIFFERENCES WERE OBTAINED FOR THE ELEMENT OF HINDRANCE, (3) NO SIGNIFICANT DIFFERENCES WERE FOUND WITH RESPECT TO THE GROUP BEHAVIOR ASPECT OF INTIMACY, (4) SUPERINTENDENTS IN INNOVATIVE DISTRICTS WERE PREDICTED TO EVIDENCE SIGNIFICANTLY LOWER ALOOFNESS, LOWER PRODUCTION EMPHASIS, HIGHER TRUST, AND HIGHER CONSIDERATION, ONLY THE COROLLARY INVOLVING HIGHER TRUST HELD, AND (5) FINDINGS ON SUCH OTHER ASPECTS AS RESEARCH EMPHASIS, BIOGRAPHICAL TEACHER CHARACTERISTICS, AND FINANCIAL PROGRAMS WERE ALSO OBTAINED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010096</dc:identifier>
<dc:title>A STUDY OF ADMINISTRATIVE ARRANGEMENTS IN DIFFERENT TYPES OF SCHOOL DISTRICTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>196</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:creator scheme='personal author'>SAFAR, DWIGHT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wyoming</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wyoming State Dept. of Education, Cheyenne.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE POTENTIAL DROPOUT WAS STUDIED IN THIS COUNSELING PROGRAM IN AN EFFORT TO LESSEN THE DROPOUT RATE. CRITERIA WERE ESTABLISHED AND SAMPLES WERE SELECTED FROM GRADES 8 THROUGH 11. AN EXPERIMENTAL AND CONTROL GROUP WERE FORMED, AND DATA WERE GATHERED ON A NUMBER OF VARIABLES. THE STATISTICAL TREATMENTS USED WERE CHI-SQUARE AND THE &amp;quot;T&amp;quot; TEST FOR THE DIFFERENCE BETWEEN MEANS. ANALYSIS INDICATED THE PROBABLE VALIDITY OF THE SELECTION PROCESS. THE FINDINGS SUGGEST THAT A SUMMER COUNSELING PROGRAM OF SHORT DURATION HAD LITTLE EFFECT UPON THE POTENTIAL DROPOUTS RETURNING AND CONTINUING IN SCHOOL. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010097</dc:identifier>
<dc:title>EFFECTS OF A SUMMER COUNSELING PROGRAM WITH POTENTIAL DROPOUTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BILLINGS, ELIZABETH L.</dc:creator>
<dc:creator scheme='personal author'>SPAULDING, HELEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>College and University Environmental Scales</eric:keywords>
<eric:keywords>New Hampshire (New London)</eric:keywords>
<eric:keywords_geo>New Hampshire</eric:keywords_geo>
<eric:keywords_test>College and University Environmental Scales</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colby Junior Coll. for Women, New London, NH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE JUNIOR COLLEGE ENVIRONMENT OF A RESIDENTIAL, 2-YEAR PRIVATE COLLEGE FOR WOMEN WAS INVESTIGATED IN TERMS OF THE FIVE DIMENSIONS MEASURED BY THE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES (CUES)--PRACTICALITY, COMMUNITY, AWARENESS, PROPRIETY, AND SCHOLARSHIP. ALSO, THE STUDY WAS DESIGNED TO--(1) COMPARE THE PERCEPTION OF CHARACTERISTICS BY STUDENTS, ALUMNAE, AND FACULTY, (2) ASSESS CHANGES THAT MAY OCCUR IN STUDENT PERCEPTION DURING COLLEGE RESIDENCE, (3) DISCOVER IMPLICATIONS GOVERNING ADMISSION POLICY AND CURRICULUM PLANNING, AND (4) EVALUATE THE USEFULNESS OF THE CUES. AT THE TIME THE STUDY WAS INITIATED RESULTS OF CUES WERE AVAILABLE FOR 1963-64. BETWEEN 1964 AND 1966 THE SCALES WERE ADMINISTERED TO ALL STUDENTS AND TO 3 SAMPLE ALUMNAE GROUPS (N=100 FOR EACH GROUP OF ALUMNAE  AND 510 FOR ALL STUDENTS). THE &amp;quot;66 PLUS&amp;quot; METHOD OF SCORING WAS THE PRINCIPAL APPROACH USED IN THE STUDY. SCORES WERE OBTAINED ON THE FIVE SCALES FOR ALL GROUPS AND SUBGROUPS IN THE STUDY. THE CHI-SQUARE TEST WAS USED IN DETERMINING THE SIGNIFICANCE OF DIFFERENCES. IT WAS GENERALLY CONCLUDED THAT THE STUDY DOES NOT PROVIDE A BASIS FOR EVALUATING THE EFFECTIVENESS OF CUES IN A MULTIPURPOSE, NONRESIDENTIAL, 2-YEAR COLLEGE. THE FAILURE OF THE COLLEGE&apos;S PROFILE TO COINCIDE WITH PATTERNS FOUND IN 4-YEAR SCHOOLS SUGGESTS THE NEED FOR FURTHER RESEARCH. CUES SEEMED TO HAVE BEEN ADEQUATE FOR THE PURPOSES OF THE STUDY. A TOTAL OF 41 SPECIFIC CONCLUSIONS WERE REACHED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010098</dc:identifier>
<dc:title>ASSESSMENT OF THE INTELLECTUAL-SOCIAL-CULTURAL ENVIRONMENT WHICH IS CHARACTERISTIC OF A PRIVATE JUNIOR COLLEGE FOR WOMEN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>89</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Engineering</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:creator scheme='personal author'>KORN, HAROLD A.</dc:creator>
<dc:creator scheme='personal author'>WISE, LAURESS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES WERE THE DEVELOPMENT OF TECHNIQUES FOR ASSESSING VARIOUS ASPECTS OF STUDENT PERFORMANCE IN SPECIFIC CLASSES, AND DEMONSTRATING THE UTILITY OF THE TRADITIONAL CUMULATIVE GRADE POINT AVERAGE. TWO DIFFERENT STRATEGIES WERE EMPLOYED--(1) A MULTIVARIATE CORRELATIONAL STUDY OF GRADING PRACTICES, AND (2) THE USE OF AN OBSERVER IN A WIDE VARIETY OF ENGINEERING CLASSES AND THE DEVELOPMENT OF A VARIETY OF ASSESSMENT DEVICES. THE COURSES WERE DYNAMICS, DESIGN, AND INTRODUCTION TO ELECTRICAL ENGINEERING. FINDINGS CONCLUDED THAT--(1) FOR A NARROW RANGE OF HIGH ABILITY STUDENTS THERE IS LITTLE OR NO CORRELATION BETWEEN ACADEMIC PERFORMANCE AND INTELLECTUAL APTITUDES, (2) A VARIETY OF VARIABLES THAT ARE ASSOCIATED WITH MOTIVATION AND ATTITUDE ACCOUNT FOR MORE OF THE VARIABILITY  IN A STUDENT&apos;S ACADEMIC PERFORMANCE, (3) THERE IS SOME EVIDENCE WHICH SUGGESTS THAT ATTITUDES OF PERSERVANCE RATHER THAN CREATIVITY ARE HIGHLY CORRELATED WITH SUCCESS IN THE ENGINEERING CURRICULUM, AND (4) CREATIVITY AND FLEXIBILITY ARE RECOGNIZED AS IMPORTANT INGREDIENTS IN PROBLEM SOLVING, BUT THERE IS LITTLE EVIDENCE OF THIS BEING A MAJOR FOCUS OF ATTENTION IN THE TRAINING OF ENGINEERS. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010099</dc:identifier>
<dc:title>TECHNIQUES FOR EVALUATING THE LEARNING PROCESS IN ENGINEERING EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>76</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Dropout Attitudes</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>ALFERT, ELIZABETH</dc:creator>
<dc:creator scheme='personal author'>SUCZEK, ROBERT F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California Ethnocentrism Scale (Adorno et al)</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>Omnibus Personality Inventory</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:keywords_test>Omnibus Personality Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE OF THE PERSONALITY CHARACTERISTICS OF COLLEGE DROPOUTS. PERSONALITY INVENTORIES AND RESPONSES TO QUESTIONNAIRES WERE USED TO DISTINGUISH PERSONALITY CHARACTERISTICS UNIQUE OR ESPECIALLY PREVALENT AMONG DROPOUTS. THE PERSONALITY SCALE DATA AND MOST OF THE QUESTIONNAIRE DATA USED IN THE STUDY WERE MADE AVAILABLE FROM ANOTHER STUDY. THE POPULATION IN BOTH STUDIES WAS THE BODY OF STUDENTS WHO ENTERED THE UNIVERSITY OF CALIFORNIA, BERKELEY, AS FRESHMEN IN THE FALL OF 1961. OVER A 4-YEAR PERIOD, THE TOTAL SAMPLE OF DROPOUTS WAS ACCUMULATED. SPECIFIC PERIODS IN WHICH THE STUDENTS DROPPED OUT CONSTITUTED A NUMBER OF SUBDIVISIONS OF THE POPULATION. THE ATTITUDE AND OPINION SURVEY WAS MADE UP OF SIX SCALES FROM THE OMNIBUS PERSONALITY INVENTORY (OPI), THE  ETHNOCENTRISM AND AUTHORITARIANISM SCALES, AND TWO OTHER INVENTORIES. FOR PURPOSES OF ITEM ANALYSIS, ITEMS FROM ALL OF THE SIX OPI SCALES WERE USED. MAJOR CONCLUSIONS WERE--(1) THE COLLEGE DROPOUT PHENOMENON WAS NOT SO ALARMING AS IT IS FREQUENTLY THOUGHT TO BE, (2) STUDENTS WHO LEFT THE UNIVERSITY PURSUED DIVERSE PATHS (THE MAJORITY WENT TO OTHER INSTITUTIONS AND COULD NOT BE LUMPED TOGETHER AS &amp;quot;DROPOUTS&amp;quot;), AND (3) REVISION OF COLLEGE PROGRAMS TO MEET THE VARIED NEEDS OF POTENTIAL DROPOUTS WILL LIKELY REDUCE FREQUENCY. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010101</dc:identifier>
<dc:title>PERSONALITY CHARACTERISTICS OF COLLEGE DROPOUTS, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Athletics</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Physical Activities</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Skills</dc:subject>
<dc:creator scheme='personal author'>SAFRIT, MARGARET J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS EFFORT INVOLVED AN EXAMINATION OF BASIC, GROSS MOTOR SKILLS IN A VARIETY OF SPORTS ACTIVITIES THROUGH FACTOR ANALYTIC TECHNIQUES. THREE ALTERNATE SETS OF MOVEMENT FACTOR PATTERNS WERE HYPOTHESIZED ON THE BASIS OF A LOGICAL &amp;quot;OPINION&amp;quot; ANALYSIS. PATTERN &amp;quot;A&amp;quot; REPRESENTED AN OBVIOUS &amp;quot;OPINION&amp;quot; CLASSIFICATION OF THE VARIABLE BY EXTREMITIES USED IN PROJECTION. PATTERN &amp;quot;B&amp;quot; INVOLVED A MORE COMPLICATED CLASSIFICATION OF SKILLS, INCLUDING OVERARM, SIDEARM, UNDERARM, PUSHING, AND STRIKING MOVEMENTS. PATTERN &amp;quot;C&amp;quot; WAS BASED IN PART ON TWO TYPES OF PROJECTION--STRIKING AND RELEASING. THE DATA WERE GATHERED OVER A 3-MONTH PERIOD. SUBJECTS WERE APPROXIMATELY 170 JUNIOR AND SENIOR HIGH SCHOOL FEMALE STUDENTS. THEY WERE TESTED ON 25 VARIABLES, ALL OF WHICH WERE MEASURES OF ALL-OUT PERFORMANCE.  EXAMINATION OF THE RESULTS INDICATED THAT THE ORIGINAL, HYPOTHESIZED SETS WERE AN INADEQUATE REPRESENTATION OF THE SKILLS IN QUESTION. THE ACTUAL FACTOR PATTERNS WERE ALMOST TOTALLY UNLIKE THE HYPOTHESIZED FACTOR PATTERNS. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010102</dc:identifier>
<dc:title>THE STRUCTURE OF GROSS MOTOR SKILL PATTERNS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>165</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Individual Needs</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>MATHIS, B. CLAUDE</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLLEGE SUGGESTOR SYSTEM</eric:keywords>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A UNIQUE DEVICE (&amp;quot;THE COLLEGE SUGGESTOR&amp;quot;) WAS DEVELOPED FOR CLASSIFYING FOR INSTANT RETRIEVAL CHARACTERISTIC INFORMATION ON SOME 1,930 JUNIOR COLLEGES, COLLEGES, AND UNIVERSITIES IN THE UNITED STATES AND ITS TERRITORIES. IN USING IT AN INDIVIDUAL WOULD IDENTIFY THOSE INSTITUTIONAL CHARACTERISTICS, CLOSELY RELATED TO HIS PERSONAL ABILITIES, INTERESTS, AND NEEDS. HE COULD ACCOMPLISH THIS UNDER COUNSELOR GUIDANCE OR AS AN INDEPENDENT ACTIVITY. THE INDIVIDUAL WOULD THEN FOLLOW THE FOLLOWING PROCEDURES--(1) SELECT CARDS FROM &amp;quot;THE COLLEGE SUGGESTOR&amp;quot; DESCRIPTIVE OF THE CHARACTERISTICS IN WHICH HE IS INTERESTED, (2) SQUARE OFF THE CHOSEN CARD DECK, (3) HOLD THE DECK AGAINST A LIGHT SOURCE, AND (4) IDENTIFY BY CODE NUMBER THOSE INSTITUTIONS WHICH HAVE THE COMBINED CHARACTERISTICS,  PERTAINING TO HIS PREIDENTIFIED INTERESTS. COLLEGE CHARACTERISTICS WERE ORGANIZED INTO THE FOLLOWING CLASSIFICATION--(1) LOCATION, (2) SIZE, (3) CONTROL, (4) PREREQUISITES, (5) ADMISSION INFORMATION, (6) COSTS, (7) FINANCIAL AID, (8) PROGRAM, (9) STUDENT BODY CHARACTERISTICS, (10) FACULTY CHARACTERISTICS, (11) AVAILABLE DEGREE MAJORS, AND (12) AVAILABLE OCCUPATIONAL PROGRAMS. THE DEVICE HAD YET TO BE FIELD TESTED. PLANS AND OBJECTIVES FOR SUCH A TEST PROGRAM WERE DESCRIBED. (REFER TO ACCESSION NUMBERS ED 010 104, ED 010 105, AND ED 010 106 FOR SUPPLEMENTAL DOCUMENTS TO THIS REPORT.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010103</dc:identifier>
<dc:title>THE COLLEGE SUGGESTOR, A DATA RETRIEVAL DEVICE FOR USE AS A GUIDE TO COLLEGE CHOICE, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Individual Needs</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Worksheets</dc:subject>
<dc:creator scheme='personal author'>MATHIS, B. CLAUDE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE, SEVEN-VOLUME, CODE LISTING IS PROVIDED OF SOME 1,930 COLLEGES, UNIVERSITIES, AND JUNIOR COLLEGES, REPRESENTED BY &amp;quot;THE COLLEGE SUGGESTOR&amp;quot; SYSTEM. INCLUDED UNDER EACH MAJOR COLLEGE HEADING IS A REPRESENTATIVE CODED LISTING OF THE CHARACTERISTICS OF THAT COLLEGE, INCLUDING SUCH FACTORS AS LOCATION, SIZE, CONTROL, PREREQUISITES, ADMISSION REQUIREMENTS, COSTS, FINANCIAL AID, PROGRAM, STUDY BODY CHARACTERISTICS, FACULTY CHARACTERISTICS, AVAILABLE DEGREE MAJORS, AND AVAILABLE OCCUPATIONAL PROGRAMS. &amp;quot;THE COLLEGE SUGGESTOR&amp;quot; SYSTEM WAS DEVELOPED TO HELP INDIVIDUALS CHOOSE A PARTICULAR COLLEGE ACCORDING TO PERSONAL INTERESTS AND CHARACTERISTICS. (REFER TO ACCESSION NUMBER ED 010 103 FOR DETAILS ON SYSTEM USE AND OPERATION.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010106</dc:identifier>
<dc:title>A DATA RETRIEVAL DEVICE FOR USE AS A GUIDE TO COLLEGE CHOICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>3141</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Lipreading</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Repetitive Film Showings</dc:subject>
<dc:subject>Research</dc:subject>
<dc:creator scheme='personal author'>STEPP, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEN CHILDREN AGED 5-8 WERE SELECTED TO TEST A SELF-INSTRUCTIONAL, SELF-OPERATING SYSTEM TO DEVELOP LIPREADING SKILLS. THEIR HEARING DEFICIENCY RANGED FROM HARD OF HEARING TO PROFOUNDLY DEAF. THE SYSTEM CONSISTED OF THREE STUDY CARRELS, AN 8-MM CARTRIDGE-LOADING SOUND MOTION PICTURE PROJECTOR, AND AN OBSERVATION BOOTH UTILIZING A ONE-WAY MIRROR. TWENTY-FIVE SOUND AND COLOR FILMS STRESSING SINGLE-WORD, ASSOCIATED-WORD, AND MULTIPLE-WORD INSTRUCTIONAL PATTERNS AND A SERIES OF FILM TESTS TO MEASURE THEIR ABILITY TO LIPREAD THE VOCABULARY PRESENTED WERE PRODUCED. EACH INSTRUCTIONAL PATTERN CONTAINED PRESENTATION, REVIEW, AND RESPONSE ELEMENTS. THE SYSTEM WAS EVALUATED THROUGH STUDENT CASE HISTORIES CONSISTING OF NEARLY 1,000 OBSERVATIONS COMPILED ON A DAILY BASIS. A SECOND EVALUATION  TECHNIQUE CONSISTED OF PERIODIC FILMING OF THE REACTIONS OF THE STUDENT WHILE VIEWING THE FILM AND USING IT TO PRODUCE A 16-MM SPLIT-FRAME PRODUCTION FOR STUDYING THE STIMULUS (TEACHER) AND THE RESPONSE (STUDENT). THE RESULTS SHOWED THAT IT IS POSSIBLE TO ESTABLISH A TEACHING RAPPORT SIMILAR TO THAT WHICH CURRENTLY EXISTS IN FACE-TO-FACE TEACHING. CITED AS AREAS OF FURTHER RESEARCH ARE FIELD STUDIES, INSTRUCTION IN EXISTING CURRICULUM SUBJECTS, INVESTIGATION INTO THE INDEPENDENT LEARNING VERSUS SUPPLEMENTAL LEARNING MODES FOR UTILIZATION OF THE SYSTEM, NARRATION TECHNIQUES, THE TEACHER/STUDENT RELATIONSHIP ROLES, FUNCTIONAL DESIGN OF LABORATORY FACILITIES, DISPLAY MEDIA, AND ITS APPLICATION TO OTHER TYPES OF HANDICAPS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010107</dc:identifier>
<dc:title>A FEASIBILITY STUDY TO INVESTIGATE THE INSTRUMENTATION, ESTABLISHMENT, AND OPERATION OF A LEARNING LABORATORY FOR HARD-OF-HEARING CHILDREN, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>299</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>EPSTEIN, ERWIN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Puerto Rico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO MEASURE THE ATTITUDES OF PUERTO RICAN CHILDREN (NINTH GRADERS) TOWARD THE ENGLISH LANGUAGE. THE PRIMARY CONCERN WAS TO ASCERTAIN WHETHER THOSE PUPILS WHO WERE MOST LIKELY TO BENEFIT FROM THE EVALUATION OF THE NEW ORDER WERE THOSE WHO DISPLAYED THE LEAST RESISTANCE TO LEARNING ENGLISH AND THE GREATEST APPRECIATION OF IT AS A MEANS OF SELF-BETTERMENT. THE STUDY WAS CONCERNED WITH NINTH GRADERS OF THE ENTIRE PUERTO RICAN SOCIETY IN BOTH PUBLIC AND CATHOLIC SCHOOLS. IN MAKING THE SURVEY, THE INVESTIGATOR SOUGHT REACTIONS TO SECOND-LANGUAGE LEARNING BEFORE THE ATTRITION RATE OF THE SCHOOL POPULATION BECAME HIGH AND SIFTED OUT MOST OF THE LEAST INTELLIGENT, LEAST MOTIVATED, OR ECONOMICALLY LEAST ENDOWED STUDENTS. PARENTAL ATTITUDES WERE ALSO ELICITED IN ORDER TO  ASSESS THE EXISTENCE OF INTERGENERATIONAL DIFFERENCES. A REVIEW OF THE FINDINGS REVEALS A PICTURE CONTRARY TO MANY ANTICIPATIONS. FOR EXAMPLE, LITTLE RELATIONSHIP WAS FOUND BETWEEN THE PLACE OF RESIDENCE AND THE ATTITUDE TOWARD ENGLISH. NO CONSISTENT POSITIVE RELATIONSHIP WITH SOCIOECONOMIC POSITION WAS UNCOVERED. MANY ATTITUDES WERE RELATED SIGNIFICANTLY TO SOCIAL MOBILITY. A TOTAL OF 224 TABLES WERE INCLUDED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010108</dc:identifier>
<dc:title>VALUE ORIENTATION AND THE ENGLISH LANGUAGE IN PUERTO RICO--ATTITUDES TOWARD SECOND LANGUAGE LEARNING AMONG NINTH-GRADE PUPILS AND THEIR PARENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>378</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>KELLETT, JEREMIAH J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Weston Junior High School, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY REPORTED THE DEVELOPMENT OF MATHEMATICS PROGRAM WHICH INCLUDED STUDENT SELF-STUDY FEATURES. STUDENTS IN GRADES SEVEN AND EIGHT WERE PROVIDED WITH SELF-STUDY MATERIALS. OBSERVATIONS WERE MADE OF STAFF PATTERNS IN LEARNING. PRE- AND POST-TESTS WERE ADMINISTERED TO THE ENTIRE STUDENT POPULATION AND THE RESULTS ANALYZED. ANALYSES WERE ACCOMPLISHED THROUGH MULTIVARIATE TECHNIQUES AND OTHER CHECK METHODS. THERE WERE NO SIGNIFICANT DIFFERENCES IN ACHIEVEMENT MADE BY USE OF THIS NEW INSTRUCTIONAL METHOD. THE PROGRAM DID NOT CHANGE THE STUDENT ATTITUDE TOWARD MATHEMATICS. THE RESULTS ALSO INDICATED THE POSSIBILITY OF FURTHERING RESEARCH ON A COOPERATIVE BASIS BETWEEN SCHOOLS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010109</dc:identifier>
<dc:title>BRIDGING THE GRADE SIX TO SEVEN GAP WITH CONTINUOUS PROGRESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Digital Computers</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:creator scheme='personal author'>RENO, MARTIN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Cleveland)</eric:keywords>
<eric:keywords>EUCLID</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Case Inst. of Tech., Cleveland, OH.</dc:creator>
<dc:creator scheme='institution'>Euclid Board of Education, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS UNDERTAKEN TO EXPLORE IN A QUALITATIVE WAY THE POSSIBLE UTILIZATION OF COMPUTER AND DATA PROCESSING METHODS IN HIGH SCHOOL EDUCATION. OBJECTIVES WERE--(1) TO ESTABLISH A WORKING RELATIONSHIP WITH A COMPUTER FACILITY SO THAT ABLE STUDENTS AND THEIR TEACHERS WOULD HAVE ACCESS TO THE FACILITIES, (2) TO DEVELOP A UNIT FOR THE UTILIZATION OF SUCH COMPUTER AND DATA PROCESSING FACILITIES IN THE MATHEMATICS PROGRAM AT EUCLID SENIOR HIGH SCHOOL, (3) TO DEVELOP A CURRICULUM UNIT AND TEACHING METHODS FOR THE UTILIZATION OF SUCH COMPUTER FACILITIES IN THE BUSINESS EDUCATION PROGRAM, AND (4) TO DISCOVER AND IMPLEMENT WAYS TO USE THE COMPUTER FACILITIES IN EXTRACURRICULAR ACTIVITIES AT THE HIGH SCHOOL. AFTER A SATISFACTORY METHOD OF COMPUTER ACCESS WAS ARRANGED THROUGH THE CASE  INSTITUTE OF TECHNOLOGY, PROGRAMS WERE WRITTEN AND PUNCHED INTO CARDS BY 70 STUDENTS. THROUGHOUT THE PROJECT ILLUSTRATIONS OF MATHEMATICS WERE EMPHASIZED, NOT DETAILS OF COMPUTERS. ALL PROJECT OBJECTIVES WERE ACHIEVED. THE CURRICULUM UNIT WHICH WAS DEVELOPED WILL BE EXAMINED AND IMPLEMENTED AT THE SCHOOL. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010110</dc:identifier>
<dc:title>UTILIZATION OF COMPUTER FACILITIES IN THE MATHEMATICS AND BUSINESS CURRICULUM IN A LARGE SUBURBAN HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blue Collar Occupations</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Friendship</dc:subject>
<dc:subject>High Achievement</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Social Background</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>STOUT, ROBERT T.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPLORATION OF THE EFFECTS OF LIFE CIRCUMSTANCES (SOCIAL CLASSES), DEFINED WITH REFERENCE TO FOUR ENVIRONMENTS, ON A PERSON&apos;S SUPPORT FOR COLLEGE EDUCATION WAS THE PURPOSE OF THE STUDY. THE FOUR ENVIRONMENTS USED WERE--(1) MAN&apos;S SOCIAL BACKGROUND, (2) MAN&apos;S FRIENDSHIP PATTERNS, (3) THE WORK ENVIRONMENT, AND (4) VOLUNTARY ACTIVITIES IN NONWORK ORGANIZATIONS. CAUCASIAN &amp;quot;BLUE-COLLAR&amp;quot; FATHERS HAVING CHILDREN IN HIGH SCHOOL WERE SELECTED FOR STUDY. EACH OF THESE FATHERS HAD AT LEAST ONE WHO--(1) HAD ATTENDED ONLY PUBLIC SCHOOLS, (2) WAS IN THE UPPER HALF OF HIS CLASS ACADEMICALLY, AND (3) WAS ENROLLED IN THE 10TH, 11TH, OR 12TH GRADE. INTRODUCTORY LETTERS AND FOLLOWUP AND PERSONAL INTERVIEWS WERE USED FOR THE DATA-GATHERING EXERCISE. THE FINAL SUBJECT GROUP CONTAINED OVER 330  RESPONDENTS, OR ABOUT 80 PERCENT OF THE ORIGINAL SAMPLE. IMPLICATIONS OF THE STUDY WERE THAT--(1) INFLUENCE EXERTED BY A &amp;quot;HIGH-STATUS&amp;quot; FRIEND OR NEIGHBOR APPEARS TO BE CONDITIONED BY A DESIRE TO ACCEPT THE POTENTIAL INFLUENCE, (2) A WORKING CLASS CHILD WHO ATTENDS A MIDDLE-CLASS HIGH SCHOOL IS MORE LIKELY TO ENTER COLLEGE THAN ONE ATTENDING A WORKING CLASS HIGH SCHOOL, (3) STYLE OF LIFE DID NOT APPEAR RELEVANT AS A DISTINGUISHER AMONG &amp;quot;BLUE-COLLAR&amp;quot; AND &amp;quot;WHITE-COLLAR&amp;quot; WORKERS, EXCEPT AS THE CONCEPT BECOMES REDEFINED FROM AN EXCLUSIVE USE OF OUTWARD SYMBOLS TO AN INCLUSION OF PATTERNS OF INTERPERSONAL ASSOCIATIONS. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010111</dc:identifier>
<dc:title>SOCIAL EFFECTS OF EDUCATION ON CHILDREN OF SUBURBAN BLUE COLLAR WORKERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>201</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>MITCHELL, HOWARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania Univ., Philadelphia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS WAS STUDIED OF A UNIQUE EDUCATIONAL PROJECT, CONDUCTED DURING 6 WEEKS OF A SUMMER, ON THE MOTIVATIONAL EXPERIENCES AND LEARNING ENHANCEMENT OF DISADVANTAGED YOUTH (UNEMPLOYABLE AND UNDEREDUCATED). THE 100 PARTICIPATING MALE YOUTHS, AGES 16 TO 21, WERE EACH ASSIGNED TO COUNSELORS FOR ADMINISTRATIVE AND SUPERVISORY CONTROL AND TO DORMATORIES WHERE THEY LIVED DURING THE WEEK FOR THE DURATION OF THE PROGRAM, RETURNING TO THEIR HOMES FOR WEEKENDS. PARTICIPANTS WERE PAID $10 EACH WEEK AND RECEIVED A $25 BONUS AT THE CONCLUSION OF THE PROJECT. THE FOLLOWING EXPERIENCES WERE PROVIDED--BASIC EDUCATION, VOCATIONAL EXPERIENCE, PHYSICAL FITNESS, GROUP COUNSELING, AND INDIVIDUAL GUIDANCE. EVALUATIVE INSTRUMENTS WERE DESIGNED AND ADMINISTERED TO TRAINEES, COUNSELORS,  SUPERVISORS, AND OTHERS. IN ADDITION, A CRITICAL REVIEW WAS ACCOMPLISHED AT THE CONCLUSION OF THE 6-WEEK PERIOD THROUGH GROUP INTERACTION AMONG CONSULTANTS, STAFF MEMBERS, AND OTHER CONCERNED PERSONNEL, ALL OF WHOM HAD OBSERVED THE PROJECT IN PROGRESS. IN GENERAL, IT WAS FOUND THAT THE PARTICIPATING YOUTHS RESPONDED FAVORABLY TO THE OVERALL PROJECT. MAJOR MOTIVATIONAL FUNCTIONING APPEARED THROUGH INTERPERSONAL STUDENT TEACHER RELATIONSHIPS. IMPLICATIONS SUGGESTED THAT SIMILAR PROJECTS COULD PROVIDE SIGNIFICANT GUIDELINES FOR EDUCATIONAL AND VOCATIONAL PROGRAM DEVELOPMENT. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010112</dc:identifier>
<dc:title>A SUMMER PILOT RESIDENTIAL EDUCATIONAL PROJECT FOR CULTURALLY DEPRIVED YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>164</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>STOLUROW, LAWRENCE M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY ON TRANSFER OF LEARNING STUDIES WAS COMPLETED FOR U.S. OFFICE OF EDUCATION CONTRACT NO. 4-20-002 AS APPENDIX &amp;quot;A&amp;quot; (SECTION TWO) TO THE FINAL REPORT. IT CONTAINS 1,775 TITLES FROM THE PERIOD 1890 TO 1966 ON TRANSFER OF LEARNING. THE CONCERN WAS TO COMPILE THE EMPIRICALLY BASED PRINCIPLES RELATING TO TRANSFER OF TRAINING IN A FORM THAT WOULD HAVE VALUE TO EDUCATORS. STUDIES BASED UPON ANIMAL EXPERIMENTS WERE GIVEN SECOND PRIORITY, HOWEVER IF A PRINCIPLE BASED UPON AN ANIMAL STUDY SEEMED TO HAVE EDUCATIONAL RELEVANCE, IT WAS INCLUDED. ENTRIES WERE ARRANGED ALPHABETICALLY BY AUTHOR. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010113</dc:identifier>
<dc:title>PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, SECTION TWO--BIBLIOGRAPHY OF STUDIES OF TRANSFER OF TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>168</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiotape Recordings</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teaching Programs</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>HAZARD, PATRICK D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Glenside)</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Beaver Coll., Glenside, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO REPORT WAYS OF ACCELERATING INNOVATION IN THE ENGLISH TEACHING. THROUGH A SERIES OF QUESTIONNAIRES TO STATE EDUCATION DEPARTMENTS AND A MAILING LIST OF OPINION LEADERS, PRIORITIES WERE ESTABLISHED, AND INNOVATIVE AND UNDERUSED PROGRAMS OF VALUE WERE COLLECTED. THE STUDY ALSO ATTEMPTED TO LOCATE REASONS FOR THE UNSATISFACTORY RESPONSE OF THE HUMANIST TO MASS EDUCATION AND COMMUNICATION, AND SUGGESTED A FEW SPECIFIC WAYS THAT THE HUMANIST COULD UTILIZE MASS COMMUNICATION TO HELP SOLVE THE PROBLEMS OF MASS EDUCATION. TWO RADIO SERIES--&amp;quot;TALKING SENSE&amp;quot; AND &amp;quot;LITERACY 1970&amp;quot;--(EACH CONSISTING OF THIRTEEN 15-MINUTE INTERVIEWS AND CONVERSATIONS) WERE APPENDED TO THE REPORT. THIS STUDY ALSO INCLUDED THE RAW MATERIALS FOR SOUND FILMSTRIPS AND FILMS (TRANSPARENCIES,  TAPE, AND FOOTAGE) ON TWO CRITICAL PROBLEMS--TEACHING THE DISADVANTAGED IN PRIMARY SCHOOLS AND TEACHING GENERATIVE RHETORIC IN HIGH SCHOOLS. IT WAS SUGGESTED THAT FURTHER FUNDING BE MADE AVAILABLE TO FINISH PRODUCING THESE TEACHING MATERIALS AND THAT THEY BE MADE PROTOTYPES FOR SERIES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010114</dc:identifier>
<dc:title>TRADITION AND INNOVATION IN THE CRAFT OF ENGLISH--RECONNAISSANCE FOR A WAR ON AESTHETIC POVERTY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>288</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Film Production</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Filmstrip Projectors</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:creator scheme='personal author'>FORSDALE, LOUIS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Horace Mann - Lincoln Inst. for School Experimentation.</dc:creator>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Teachers College.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BROCHURE HAS BEEN PREPARED WHICH COMPLEMENTS THE MOTION PICTURE &amp;quot;8MM FILM IN EDUCATION--ITS EMERGING ROLE,&amp;quot; PRODUCED BY THE PROJECT ON EDUCATIONAL COMMUNICATION OF THE HORACE MANN-LINCOLN INSTITUTE. THE PURPOSE OF THIS BROCHURE IS TO ACKNOWLEDGE THE CONTRIBUTIONS OF ALL WHO AIDED IN MAKING THE FILM, AND TO PROVIDE MORE DETAIL ABOUT THE EXAMPLES SHOWN IN THE DOCUMENTARY SEQUENCES. PRIOR TO THE PRODUCTION OF THE FILM, MEMBERS OF THE PROJECT TRAVELED THROUGHOUT THE UNITED STATES AND TALKED WITH EDUCATORS WHO WERE WORKING WITH 8-MM FILM. THE MAJOR BODY OF THE FILM SHOWS EXAMPLES SELECTED TO PROVIDE ILLUSTRATIONS OF THE WIDEST POSSIBLE RANGES OF INNOVATION IN THE USE OF 8-MM FILM FOR EDUCATIONAL PURPOSES. THE BROCHURE DESCRIBES--(1) SEQUENCES FROM THE FILM, (2) DRILL IN LIPREADING  FOR THE ACOUSTICALLY HANDICAPPED CHILD, (3) LABORATORY SESSIONS OF AN AUDIOVISUAL COURSE, (4) DRILL EXERCISES FOR THE DEAF, (5) LECTURES AND DEMONSTRATIONS MADE AVAILABLE IN THE SCHOOL LIBRARY, (6) SCIENTIFIC EXPERIMENTS FOR ELEMENTARY PUPILS, (7) INDEPENDENT STUDY FOR COLLEGE STUDENTS, (8) &amp;quot;FEEDBACK&amp;quot; ON PROGRESS IN CONDUCTING AN ORCHESTRA, (9) STUDY OF FRENCH, AND (10) USE OF 8-MM FILM BY 5-YEAR-OLD CHILDREN FROM CULTURALLY DEPRIVED AREAS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010115</dc:identifier>
<dc:title>8MM FILM IN EDUCATION--ITS EMERGING ROLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:creator scheme='personal author'>FULTON, W.R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma Univ., Norman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO DEVELOP TWO FORMS OF A SELF-EVALUATIVE CHECKLIST--ONE FOR EVALUATING EDUCATIONAL MEDIA PROGRAMS IN HIGHER EDUCATION INSTITUTIONS, AND ANOTHER FOR EVALUATING PROGRAMS IN SCHOOL SYSTEMS. THE PROCEDURES USED IN THE STUDY WERE DEVELOPMENTAL IN DESIGN. THEY REQUIRED THE DEVELOPMENT OF CRITERIA UPON WHICH TO BASE AN EVALUATIVE INSTRUMENT, DEVELOPMENT OF THE INSTRUMENT, AND THE FORMATION OF SUPPORTIVE MATERIALS. CONSULTANTS WERE SELECTED TO ASSIST IN THE DEVELOPMENTAL PHASES. EVALUATIVE CHECKLISTS WERE PILOT TESTED IN 15 SCHOOLS AND INSTITUTIONS FOR THE PURPOSE OF ESTABLISHING VALIDITY. AFTER REVISION, ON THE BASIS OF INITIAL TESTS, THE LISTS WERE FIELD TESTED IN A LARGE NUMBER OF SCHOOLS AND INSTITUTIONS LOCATED IN ALL MAJOR GEOGRAPHICAL AREAS OF THE COUNTRY.  REVISIONS WERE MADE IN LIGHT OF THE FINDINGS, AND A FINAL DRAFT PREPARED OF THE CHECKLISTS, CRITERIA, AND INVENTORY CHECK SHEET. BASED ON THE EXPERIENCE GAINED, THE FOLLOWING MAJOR CONCLUSIONS WERE REACHED--(1) THE CHECKLISTS APPEARED TO BE VALID, AND (2) USE OF THE INSTRUMENTS SHOULD PERMIT SCHOOL AND INSTITUTION ADMINISTRATORS TO INFER ADEQUACY OF THEIR MEDIA PROGRAMS. A NUMBER OF RECOMMENDATIONS WERE MADE CONCERNING FUTURE USE OF THE INSTRUMENTS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010116</dc:identifier>
<dc:title>SELF-EVALUATIVE CHECKLIST AND CRITERIA FOR EVALUATING EDUCATIONAL MEDIA PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>137</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Interstate Programs</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:creator scheme='personal author'>NOEL, FRANCIS W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Sacramento State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FINDINGS OF THE FOLLOWING TWO EXTENSIVE AND DETAILED STUDIES ARE BROUGHT TOGETHER IN BRIEF FORM--(1) THE &amp;quot;STATES AUDIOVISUAL EDUCATION STUDY (SAVES),&amp;quot; CONCERNED WITH PRACTICES OF STATE DEPARTMENTS OF EDUCATION IN THE FIELD OF AUDIOVISUAL AND NEW EDUCATIONAL MEDIA, AND (2) A STUDY OF STATE LAWS AFFECTING AUDIOVISUAL EDUCATION. THIS SUMMARY REPORT--(1) DESCRIBES THE RESEARCH DESIGN AND PROCEDURES EMPLOYED IN THE ORIGINAL &amp;quot;SAVES&amp;quot; STUDY, REPRESENTING THE TIME PERIOD FROM 1960 TO 1961, (2) EXAMINES AND DISCUSSES CERTAIN 1960-61 NATIONAL PATTERNS OF NEW EDUCATIONAL MEDIA ACTIVITIES IN THE 50 STATE DEPARTMENTS OF EDUCATION, WITH SPECIAL ATTENTION TO ORGANIZATION AND FINANCE, LEADERSHIP ACTIVITIES, OPERATIONAL SERVICES AND ACTIVITIES RESEARCH AND DEVELOPMENT ACTIVITIES, AND  REGULATORY ACTIVITIES, (3) REPORTS 1960-61 OPINIONS AND OBSERVATIONS OF PERSONNEL IN THE 50 STATE EDUCATIONAL DEPARTMENTS CONCERNING GROWTH, NEEDS, PROBLEMS, AND ANTICIPATED FUTURE DEVELOPMENTS IN THE EDUCATIONAL MEDIA FIELD, (4) COMPARES 1960-61 AND 1964-65 PLANS OF ORGANIZATION AND ACTIVITIES FOR NEW EDUCATIONAL MEDIA IN 5 SELECTED STATES, (5) COMPARES SELECTED ASPECTS OF THE 1960-61 AND 1964-65 NEW MEDIA PROGRAMS IN THE 50 STATES, BASED ON QUESTIONNAIRE RESPONSES, AND (6) SUMMARIZES AND COMMENTS ON LEGISLATION AFFECTING AND PERTAINING TO NEW EDUCATIONAL MEDIA ACTIVITIES IN THE 50 STATES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010117</dc:identifier>
<dc:title>STATES AUDIOVISUAL EDUCATION STUDY, A SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>145</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Educational Status Comparison</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>School Attitudes</dc:subject>
<dc:subject>School Boycotts</dc:subject>
<dc:subject>School Closing</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>GREEN, ROBERT L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords>Virginia (Prince Edward County)</eric:keywords>
<eric:keywords>VIRGINIA</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Virginia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOLLOWING A 4-YEAR CLOSURE PERIOD, STANDARD COGNITIVE AND NONCOGNITIVE MEASURES WERE OBTAINED ON A SIGNIFICANTLY LARGE GROUP OF NEGRO CHILDREN BEFORE AND AFTER AN 18-MONTH PERIOD OF RESUMED FORMAL SCHOOLING IN PRINCE EDWARD COUNTY, VIRGINIA. SAMPLES OF STUDENTS COMPLETING SOME FORMAL EDUCATION DURING THE CLOSURE PERIOD AND OTHERS HAVING NO EDUCATION DURING THIS PERIOD WERE USED TO DETERMINE THE VARIABLE IMPACT OF RESUMED FORMAL SCHOOLING ON THEIR INTELLECTUAL DEVELOPMENT, ACHIEVEMENT LEVELS, ASPIRATIONS, SELF-CONCEPT, AND ATTITUDES TOWARD SCHOOL. DATA ANALYSIS SHOWED GENERAL IMPROVEMENT IN MEASURED INTELLIGENCE AMONG THE SUBJECTS AFTER FORMAL SCHOOLING WAS RESUMED. ONLY THOSE CHILDREN WHO WERE TOTALLY DEPRIVED OF FORMAL EDUCATION DURING THE PERIOD OF SCHOOL CLOSURE, HOWEVER,  EXHIBITED SIGNIFICANT GAINS. RESULTS SHOWED, ALSO, THAT YOUNGER AGE GROUPS WERE CLOSER TO NATIONAL ACHIEVEMENT NORMS THAN THEIR OLDER COUNTERPARTS AFTER SCHOOLING RESUMED. ADDITIONALLY, IT WAS SHOWN THAT TOTALLY DEPRIVED STUDENTS MADE THE GREATEST POSITIVE CHANGE IN EDUCATIONAL AND OCCUPATIONAL ASPIRATIONS. THESE RESULTS AND OTHERS SUGGESTED THAT EDUCATIONAL DEFICIENCIES AMONG DISADVANTAGED GROUPS CAN POSSIBLY BE REVERSED IF SUFFICIENT RESOURCES, CURRICULUM INNOVATIONS, AND COMPETENT TEACHING ARE OBTAINED AND ADMINISTERED PROPERLY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010118</dc:identifier>
<dc:title>THE EDUCATIONAL STATUS OF CHILDREN DURING THE FIRST SCHOOL YEAR FOLLOWING FOUR YEARS OF LITTLE OR NO SCHOOLING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>139</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Citizenship</dc:subject>
<dc:subject>Citizenship Responsibility</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>HESS, ROBERT D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT WAS FOCUSED UPON THE INDUCTION OF CHILDREN INTO THE UNITED STATES POLITICAL SYSTEM. THE REPORT, PART ONE OF A TWO-PART REPORT, WAS DERIVED FROM A STUDY OF THE EDUCATIONAL PROCESS AND THE SCHOOL AS AGENTS FOR SOCIALIZATION. DATA WERE OBTAINED BY QUESTIONNAIRE FROM SCHOOL CHILDREN (GRADES TWO THROUGH EIGHT) IN BOTH LARGE AND SMALL CITIES. SCHOOLS SELECTED WITHIN EACH OF EIGHT CATEGORIES REPRESENTED MIDDLE AND WORKING CLASS SOCIOECONOMIC STATUS. FINDINGS REPORTED DEALT WITH--(1) CONTENT OF POLITICAL ATTITUDES DEVELOPED DURING ELEMENTARY SCHOOL YEARS, (2) AGENTS (INSTITUTIONS AND PERSONS) AND EXPERIENCES RELATED TO THE ACQUIRED ATTITUDES, AND (3) THE RATE AND SEQUENCE OF CHANGE IN ATTITUDES AS WELL AS THE PROCESSES WHICH ESTABLISHED THEM. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010119</dc:identifier>
<dc:title>THE DEVELOPMENT OF BASIC ATTITUDES AND VALUES TOWARD GOVERNMENT AND CITIZENSHIP DURING THE ELEMENTARY SCHOOL YEARS, PART 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>522</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>SHEA, J. J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DAVIS READING TEST</eric:keywords>
<eric:keywords>Massachusetts (Greenfield)</eric:keywords>
<eric:keywords>Lorge Thorndike Intelligence Tests</eric:keywords>
<eric:keywords>SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_test>Lorge Thorndike Intelligence Tests</eric:keywords_test>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Greenfield Community Coll., MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT WAS TO DETERMINE--(1) THE EFFECTIVENESS OF A SUMMER REMEDIAL PROGRAM IN PREPARING UNDERACHIEVING HIGH SCHOOL GRADUATES FOR SUCCESSFUL COMPLETION OF THE FIRST SEMESTER OF A 2-YEAR TERMINAL JUNIOR COLLEGE PROGRAM, AND (2) IF VOCATIONAL-PERSONAL COUNSELING HAS A DIFFERENTIATING EFFECT IN THEIR ACHIEVEMENT OF THAT GOAL. FORTY SUBJECTS WERE SELECTED WHO FAILED TO MEET NORMAL COLLEGE ADMISSION CRITERIA. A 7-WEEK REMEDIAL TREATMENT PROGRAM WAS ADMINISTERED, AFTER WHICH ALL SUBJECTS WERE ENROLLED IN A JUNIOR COLLEGE. PRE- AND POST-REMEDIATION TEST INFORMATION WAS COLLECTED. TWENTY STUDENTS WERE SELECTED FOR COUNSELING. EFFECTS OF THE PROGRAM WERE EVALUATED IN TERMS OF ACADEMIC GROWTH. STATISTICAL ANALYSIS OF DATA INDICATED THAT THE REMEDIAL PROGRAM WAS A CAUSATIVE FACTOR IN  UPGRADING STUDENT SCORES ON THE LORGE-THORNDIKE TEST OF INTELLIGENCE, THE DAVIS READING TEST, AND THE SCHOLASTIC APTITUDE TEST. PERFORMANCE WAS NOT AFFECTED BY VOCATIONAL COUNSELING. ONLY 40 PERCENT OF THE PARTICIPANTS HAD FAILED BY THE END OF THE FIRST SEMESTER, WHEREAS BASED UPON ADMISSION CRITERIA, NONE OF THESE SHOULD HAVE SUCCEEDED. (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010120</dc:identifier>
<dc:title>PREP--A PROGRAM FOR RECOVERING AND EXTENDING ACADEMIC POTENTIAL FOR HIGH SCHOOL UNDERACHIEVERS SEEKING ENTRANCE AT A REGIONAL COMMUNITY COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>GUNTER, G. O.</dc:creator>
<dc:creator scheme='personal author'>MCNITT, HELEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>YORK</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>York Junior Coll., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF AN INTEREST-MOTIVATED METHOD OF INSTRUCTION IN REMEDIAL ENGLISH WAS EVALUATED. ALL STUDENTS INVOLVED IN THE PROJECT WERE PERSONS WHO HAD GRADUATED FROM HIGH SCHOOLS IN THE LOWER 40 PERCENT OF THEIR CLASSES. THEY WERE ADMITTED TO COLLEGE ON A PROBATIONARY BASIS. EIGHT GROUPS OF STUDENTS WERE INVOLVED. FOUR GROUPS WERE DESIGNATED AS EXPERIMENTAL, AND THEIR CLASS PROCEDURE FOLLOWED THE INTEREST-MOTIVATED METHOD OF INSTRUCTION. THE REMAINING GROUPS FOLLOWED A TRADITIONAL METHOD. THE COURSES RAN CONCURRENTLY AND COVERED TWO 15-WEEK SEMESTERS. THE PRIMARY STUDY MATERIALS EMPLOYED IN THE FOUR EXPERIMENTAL GROUPS WERE &amp;quot;NEWSWEEK&amp;quot; MAGAZINE AND SELECTED NEWSPAPERS. STUDENTS PRE- AND POST-EXPERIMENTAL ESSAYS WERE JUDGED ON THE ELEMENTS OF MECHANICS, ORGANIZATION, AND  INTELLECTUAL CONTENT. ANALYSES OF VARIANCE WAS RUN ON THE SCORES. THE EXPERIMENTAL METHOD WAS NO MORE EFFECTIVE IN TEACHING THAN THE TRADITIONAL APPROACH. IT WAS CONCLUDED, ALSO, THAT REMEDIAL ENGLISH COURSES SHOULD BE OF NO GREATER DURATION THAN ONE SEMESTER. MEANINGFUL OBJECTIVE CRITERIA WERE DEVELOPED FOR SCORING STUDENT ESSAYS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010121</dc:identifier>
<dc:title>EFFECTIVENESS OF AN INTEREST-MOTIVATED APPROACH TO JUNIOR COLLEGE REMEDIAL ENGLISH INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Nursery Schools</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Evaluation</dc:subject>
<dc:subject>Preschool Learning</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>NIMNICHT, GLEN P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>Peabody Picture Vocabulary Test</eric:keywords>
<eric:keywords>Colorado (Greeley)</eric:keywords>
<eric:keywords>Stanford Binet Intelligence Scale</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:keywords_test>Peabody Picture Vocabulary Test</eric:keywords_test>
<eric:keywords_test>Stanford Binet Intelligence Scale</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Coll., Greeley.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEW NURSERY SCHOOL PROGRAM, COMBINING A RESPONSIVE ENVIRONMENT AND AN ENRICHED CLASSROOM SUBPROGRAM, WAS IMPLEMENTED IN AN EFFORT TO IMPROVE PARTICULAR SKILLS, ABILITIES, AND PERSONALITY CHARACTERISTICS OF DISADVANTAGED SPANISH-AMERICAN, PRESCHOOL CHILDREN. FIRST-YEAR EFFORTS WERE REPORTED OF AN EXTENDED LONGITUDINAL STUDY, PROJECTED FOR ABOUT 10 YEARS. THE &amp;quot;STANFORD-BINET TEST&amp;quot; AND THE &amp;quot;PEABODY PICTURE VOCABULARY TEST&amp;quot; WERE ADMINISTERED TO 30 CHILDREN FROM FAMILIES DEPRIVED BY OCCUPATION, INCOME, AND EDUCATION. AFTER 1 YEAR OF SCHOOL ATTENDANCE THE GROUP WAS RETESTED. THEIR SCORES WERE COMPARED WITH THOSE OBTAINED FROM--(1) A MATCHED SPANISH-AMERICAN CONTROL GROUP WHICH DID NOT ATTEND NURSERY SCHOOL, (2) A GROUP OF &amp;quot;ANGLO&amp;quot; MIDDLE- AND UPPERCLASS CHILDREN IN A PARALLEL  EXPERIMENTAL PROGRAM, AND (3) A GROUP OF COMPARABLE &amp;quot;ANGLO&amp;quot; CHILDREN IN A TRADITIONAL NURSERY SCHOOL PROGRAM. FINDINGS INDICATED SIGNIFICANT GAINS ON THE &amp;quot;PEABODY TEST&amp;quot; OF THE SPANISH-AMERICAN CHILDREN IN THE NEW NURSERY SCHOOL PROGRAM. SIGNIFICANT &amp;quot;STANFORD-BINET&amp;quot; GAINS BY THIS GROUP, HOWEVER, WERE NOT REALIZED AT THE TIME OF THIS REPORTING. IN ADDITION, LIMITED FOLLOWUP OF THIS GROUP SHOWED THEIR ACHIEVEMENT IN KINDERGARTEN TO BE SUPERIOR, ALLOWING FAVORABLE PROGNOSIS FOR THEIR SUCCESSFULLY COMPLETING THE FIRST GRADE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010122</dc:identifier>
<dc:title>FIRST-YEAR PROGRESS REPORT OF A PROJECT IN NURSERY SCHOOL EDUCATION FOR ENVIRONMENTALLY DEPRIVED SPANISH-AMERICAN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Education</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Teaching</dc:subject>
<dc:subject>Human Relations</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Southern Community</dc:subject>
<dc:creator scheme='personal author'>PINNOCK, THEO. J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tuskegee Inst., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPLORATORY STUDY ON VARIOUS ASPECTS OF FUNCTIONAL ILLITERACY, AND AN EXPERIMENTAL INSTRUCTIONAL PROGRAM WERE CONDUCTED. IN MACON COUNTY, ALABAMA THE SAMPLE SELECTION CONSISTED OF APPROXIMATELY 650 NEGRO AND 10 WHITE ILLITERATES FROM A SOUTHERN COMMUNITY. DATA WERE GATHERED THROUGH INTERVIEWS, QUESTIONNAIRES, TESTS, AND RATING TECHNIQUES. DATA WERE ANALYZED ON PERSONAL VARIABLES, EDUCATIONAL BACKGROUND, EDUCATIONAL ASPIRATIONS, ECONOMIC STATUS, AND COMMUNITY INVOLVEMENT AND PARTICIPATION. APPROXIMATELY 18 PAGES REPORTED CONCLUSIONS AND RECOMMENDATIONS. SOME OF THE MORE GENERAL FINDINGS WERE--(1) 96 PERCENT OF THE SUBJECTS HAD COMPLETED ONLY THE EIGHTH GRADE OR LESS, (2) REASONS FOR ILLITERACY WERE MANY AND VARIED, AND (3) TWO OF THE MAJOR PROBLEMS WERE FOUND TO BE THE  INDIFFERENT ATTITUDE OF THE STATE TOWARD ILLITERATE NEGROES AND CAUCASIANS AND A COMMUNICATION BREAKDOWN BETWEEN THE RACES. THE TEACHING AND TESTING EXPERIMENTS INDICATED ENTHUSIASTIC PARTICIPATION BY THE SUBJECTS. THE SUBJECT MATTER OFFERED APPEARED TO MEET THEIR NEEDS. THE RECOMMENDATIONS SUGGESTED MEANS TO AMELIORATE PROBLEMS AND PROVIDE OPPORTUNITIES FOR ILLITERATE PERSONS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010123</dc:identifier>
<dc:title>RESULTS OF AN EXPLORATORY STUDY OF FUNCTIONAL ILLITERATES IN MACON COUNTY, ALABAMA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>196</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Leadership Qualities</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>WENRICH, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRESS IN THE OPERATION OF LEADERSHIP DEVELOPMENT PROGRAMS AT THE UNIVERSITY OF MICHIGAN IS REPORTED. THE PROJECT DREW HEAVILY ON THE IDEAS AND THINKING INCORPORATED INTO TWO EARLIER PROGRAMS CONDUCTED AT THE UNIVERSITY. CONCERN WAS CENTERED ON THE IDENTIFICATION AND SELECTION OF INDIVIDUALS IN VOCATIONAL AND TEACHING EDUCATION WITH POTENTIAL LEADERSHIP ABILITIES. THESE INDIVIDUALS WERE RECRUITED, NOMINATED, INTERVIEWED, AND TESTED FOR PARTICIPATION IN THE PROGRAM. AN ADVISORY COMMITTEE WAS ESTABLISHED, COMPOSED OF SIX GRADUATES OF THE ORIGINAL LEADERSHIP DEVELOPMENT PROGRAM HELD ONE YEAR EARLIER. A COMMITTEE MEETING WAS THEN HELD, ELICITING SUGGESTIONS FOR STRENGTHENING SUMMER WORKSHOPS, INTERNSHIPS, FIELD EXPERIENCES, AND EVALUATION TECHNIQUES. FOLLOWON ACTIVITIES TO BE  CONDUCTED WERE THUS REPORTED. PLANS WERE INCLUDED FOR--(1) THE PREPARATION AND DIRECTION OF AN 8-WEEK SUMMER WORKSHOP, (2) IMPROVING THE INTERNSHIP EXPERIENCES THROUGH COOPERATIVE EFFORTS BETWEEN THE UNIVERSITY AND A PARTICULAR INTERN&apos;S EMPLOYING SCHOOL DISTRICT, AND (3) REFINING THE EVALUATIVE INSTRUMENTS PREVIOUSLY DEVELOPED FOR IMMEDIATE AND FOLLOWUP STUDY OF BOTH INDIVIDUAL PARTICIPANTS AND THE OVERALL PROGRAM. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010124</dc:identifier>
<dc:title>A STATE PROGRAM FOR THE DEVELOPMENT OF PERSONS FOR LEADERSHIP ROLES IN THE ADMINISTRATION OF LOCAL PROGRAMS OF VOCATIONAL AND TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Centers</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Transparencies</dc:subject>
<dc:creator scheme='personal author'>FREDRICKSON, RONALD</dc:creator>
<dc:creator scheme='personal author'>WYMAN, RAYMOND</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Amherst)</eric:keywords>
<eric:keywords>OVERHEAD PROJECT</eric:keywords>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Massachusetts Univ., Amherst. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY AND FEASIBILITY STUDY WAS CONDUCTED TO DETERMINE HOW TRANSPARENCIES MIGHT BEST BE UTILIZED TO BENEFIT A WIDE SEGMENT OF THE EDUCATIONAL ENTERPRISE. ADVICE AND ASSISTANCE WERE RECEIVED FROM CONSULTANTS AND AN ADVISORY GROUP. A POPULATION WAS IDENTIFIED WHICH INCLUDED THE MAJOR PORTION OF THE PROMINENT COMMERCIAL TRANSPARENCY PRODUCERS. A QUESTIONNAIRE WAS DEVELOPED TO SURVEY THE POPULATION, TESTED ON A SMALL SAMPLE, REVISED AND DISTRIBUTED. THE PROJECT WAS PUBLICIZED TO OBTAIN IDEAS AND COOPERATION. SOURCES OUTSIDE THE FIELD OF EDUCATION WERE SOUGHT. RESULTS INDICATED SIX MAJOR CONCLUSIONS--(1) IT IS FEASIBLE TO ESTABLISH A MEANS OF COLLECTION, EVALUATION, DUPLICATION, AND DISTRIBUTION OF LOCALLY DEVELOPED OVERHEAD TRANSPARENCIES, (2) COPYRIGHT AND EDITING DO NOT APPEAR  TO BE MAJOR PROBLEMS AS LONG AS CAUTION IS EXERCISED, (3) A SHORT UTILIZATION STATEMENT IS NEEDED TO ACCOMPANY MOST TRANSPARENCIES DISTRIBUTED BY THE CENTER, (4) AN ORGANIZED PROGRAM ON A NATIONAL LEVEL IS NEEDED TO CONDUCT WORKSHOPS, AND EXCHANGE IDEAS AND PRACTICES CONCERNING THE UTILIZATION OF OVERHEAD TRANSPARENCIES, (5) LARGE NUMBERS OF GOVERNMENTAL AND BUSINESS SPONSORED OVERHEAD TRANSPARENCIES WOULD BE USEFUL IN REGULAR CLASSROOM INSTRUCTION, AND (6) BASED ON A MAJORITY OF THE ORIGINAL TRANSPARENCIES SAMPLED, SOME EDITING WOULD BE NEEDED BEFORE DUPLICATION. A 3-YEAR DEMONSTRATION PROJECT IS PLANNED TO MAKE LOCALLY PRODUCED TRANSPARENCIES AVAILABLE TO A LARGE NUMBER OF EDUCATORS. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010125</dc:identifier>
<dc:title>STUDY OF THE AVAILABILITY OF LOCALLY PRODUCED OVERHEAD TRANSPARENCIES AND RECOMMENDATIONS FOR NATIONAL DISTRIBUTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Group Instruction</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Kinesthetic Methods</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Sensory Experience</dc:subject>
<dc:subject>Tactual Perception</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>CONCANNON, SISTER J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Coll., Chestnut Hill, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE IMPACT OF TWO TREATMENTS OF LEARNING EXPERIENCES ON THE ABILITIES OF PRESCHOOL CHILDREN WERE STUDIED. THE LEARNING EXPERIENCES INVOLVED PRINCIPLES OF HAPTIC (TACTUAL) PERCEPTION IN THE PERFORMANCE OF VARIOUS TASKS. CHILDREN, AGES 3 THROUGH 5, FROM HIGH AND LOW ECONOMIC LEVELS WERE SELECTED AS SUBJECTS. AN ANALYSIS WAS MADE OF THEIR HAPTIC PERCEPTION ABILITIES WHEN GIVEN INSTRUCTION, EITHER INDIVIDUALLY OR IN A GROUP. THEY WERE PRE- AND POST-TESTED IN FIVE AREAS OF HAPTIC ABILITY. DATA WERE ANALYZED BY F-RATIO AND CORRELATION COEFFICIENTS. THE 0.05 LEVEL INDICATED SIGNIFICANT DIFFERENCE BETWEEN THE MEANS AND FOR THE CORRELATION COEFFICIENTS. THE RESULTS INDICATED A NUMBER OF IDENTIFIABLE AND MEASURABLE VARIABLES WHICH PLAY AN IMPORTANT PART IN THE CHILD&apos;S PERFORMANCE. HOWEVER,  THE INSTRUCTION TREATMENTS DID NOT DIFFER SIGNIFICANTLY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010126</dc:identifier>
<dc:title>AN EXPERIMENTAL STUDY OF THE INFLUENCE OF INDIVIDUAL VS. GROUP INSTRUCTION ON SPATIAL ABILITIES IN PRESCHOOL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>166</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Urban Culture</dc:subject>
<dc:subject>Values</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>BEMIS, MAYNARD</dc:creator>
<dc:creator scheme='personal author'>MCLURE, WILLIAM</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Phi Delta Kappa, Bloomington, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DIALOGUE WAS PRESENTED AT A SYMPOSIUM FOR THE PURPOSE OF PROVIDING LEADERSHIP AND DIRECTION FOR A SERIES OF EDUCATIONAL RESEARCH AND PRACTICE. PARTICIPANTS AND DISCUSSANTS AT THE SYMPOSIUM WERE SCHOLARS IN ANTHROPOLOGY, ECONOMICS, EDUCATION, GOVERNMENT, AND SOCIOLOGY. AUTHORS OF MAJOR PAPERS INCLUDED SOLON KIMBALL, FRED STRODTBECK, ARTHUR ROSS, LEONARD LECHT, HECTOR CORREA, AND GERHARD COLM. PAPERS AND THE DISCUSSION REVEALED HOW THE INCREASING URBANIZATION, SECULARIZATION, AND SPECIALIZATION OF WORK HAVE AFFECTED INDIVIDUAL VALUES IN MASS SOCIETY AND AT THE SAME TIME INCREASED THE IMPORTANCE OF EDUCATION AS A BRIDGE BETWEEN THE PRIVATE WORLD OF FAMILY AND THE MASS SOCIETY OF WORK AND POLITICS. THERE IS A SUMMARY OF DISCUSSION AREAS, INCLUDING--(1) PROBLEMS THAT FACE SCHOOLS  WHICH ATTEMPT TO EDUCATE CHILDREN FROM UNSTABLE FAMILY BACKGROUNDS, (2) THE EFFECTS OF TECHNOLOGICAL CHANGE IN THE ECONOMY ON SOCIETY, (3) THE ECONOMIC VALUE OF EDUCATION TO SOCIETY, (4) A HISTORY OF THE GOVERNMENT&apos;S COMMITMENT TO INSURE FULL EMPLOYMENT, AND (5) HOW NATIONAL GOALS ARE TRANSLATED INTO DOLLAR COSTS AND MANPOWER REQUIREMENTS. CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS ARE ALSO SUMMARIZED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010127</dc:identifier>
<dc:title>SYMPOSIUM IN OCCUPATIONAL EDUCATION, MANPOWER, AND ECONOMIC CHANGE IN THE UNITED STATES, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Storage</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>MERSEL, JULES</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ERIC</eric:keywords>
<eric:keywords>California (Sherman Oaks)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Informatics, Inc., Sherman Oaks, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS CONDUCTED TO PROVIDE GUIDANCE IN THE DEVELOPMENT OF THE EDUCATIONAL RESEARCH INFORMATION CENTER (ERIC) FOR THE U.S. OFFICE OF EDUCATION. THE STUDY CENTERED AROUND THREE TASKS--(1) TO DETERMINE PRESENT INFORMATION NEEDS AMONG PERSONS CONCERNED WITH EDUCATIONAL RESEARCH, (2) TO IDENTIFY THE TECHNOLOGY PROBABLY AVAILABLE TO MEET THESE NEEDS BY 1969, AND (3) TO PLAN AN ORDERLY TRANSITION FROM THE INITIAL ERIC POSTURE TO ONE WHICH WOULD SATISFY THE NEEDS IN THE MOST ECONOMICAL AND EFFECTIVE MANNER. CHAPTERS OF THE REPORT DISCUSSED--(1) DISSEMINATION OF INFORMATION, (2) THE CHANGING INFORMATION TECHNOLOGY, (3) ERIC AND THE FUTURE, (4) CURRENT AWARENESS, AND (5) DATA PROCESSING FOR CURRENT NEEDS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010128</dc:identifier>
<dc:title>INFORMATION TRANSFER IN EDUCATIONAL RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>193</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description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dc:description>
<dc:identifier scheme='eric_accno'>ED010129</dc:identifier>
<dc:title>A CURRICULUM IN ENGLISH, GRADES 7-12, DESCRIPTIVE ESSAYS BY THE STAFF OF THE OREGON CURRICULUM STUDY CENTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Diction</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REPORTED HERE WAS A STUDY GUIDE FOR STUDENT USE. THE GUIDE WAS DEVELOPED FOR A SEVENTH-GRADE RHETORIC CURRICULUM. SUGGESTED ACTIVITIES WERE PRESENTED FOR--(1) AN ORIENTATION UNIT TO MAKE STUDENTS AWARE OF LANGUAGE PURPOSE, (2) A UNIT ON FINDING AND DEVELOPING IDEAS, (3) A UNIT ON THE RHETORIC OF THE SENTENCE, AND (4) A UNIT ON DICTION. AN ACCOMPANYING GUIDE WAS ALSO PREPARED FOR TEACHER USE (ED 010 131). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010130</dc:identifier>
<dc:title>ORIENTATION, FINDING AND DEVELOPING IDEAS, RHETORIC OF THE SENTENCE, DICTION--RHETORIC CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Diction</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT WAS CONCERNED WITH GUIDES FOR A RHETORIC CURRICULUM DESIGNED FOR SEVENTH-GRADE CLASSES. GUIDES FOR THE TEACHER WERE PRESENTED. THE GUIDES CONSISTED OF--(1) AN ORIENTATION UNIT TO MAKE STUDENTS AWARE OF LANGUAGE PURPOSE, (2) A UNIT ON FINDING AND DEVELOPING IDEAS, (3) A UNIT ON THE RHETORIC OF THE SENTENCE, AND (4) A UNIT ON DICTION. AN ACCOMPANYING GUIDE WAS ALSO PREPARED FOR STUDENT USE. (ED 010 130). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010131</dc:identifier>
<dc:title>ORIENTATION, FINDING AND DEVELOPING IDEAS, RHETORIC OF THE SENTENCE, DICTION--RHETORIC CURRICULUM I, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A HANDBOOK WAS PREPARED FOR TEACHER USE IN SEVENTH- AND EIGHTH-GRADE RHETORIC CURRICULUMS. THE HANDBOOK CONTAINED DISCUSSIONS ON--(1) EFFECTIVE AND CONFIDENT SPEAKING, (2) OPPORTUNITIES, ASSUMPTIONS, AND SPEECH ASSIGNMENTS, (3) CRITERIA FOR EVALUATING SPEECH ACCOMPLISHMENT, AND (4) STANDARDS AND GUIDELINES FOR CRITICIZING SPEECHES GIVEN BY STUDENTS. AN APPENDIX ON THE USE OF SPEECH EVALUATION CRITERIA FOR TEACHING LISTENING WAS PROVIDED AS WELL AS A BIBLIOGRAPHY CONTAINING 41 REFERENCES FOR SPEECH INSTRUCTION. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010132</dc:identifier>
<dc:title>HANDBOOK FOR SEVENTH- AND EIGHTH-GRADE WORK IN SPEECH--RHETORIC CURRICULUM, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PRESENTED TEACHING GUIDES FOR A SEVENTH-GRADE RHETORIC CURRICULUM. SUGGESTIONS AND BACKGROUND IN FORMATION WERE PRESENTED WITH LESSONS APPROPRIATE FOR--(1) FINDING AND DEVELOPING IDEAS, AND (2) RHETORIC OF THE SENTENCE. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENTS (ED 010 133). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010134</dc:identifier>
<dc:title>FINDING AND DEVELOPING IDEAS, RHETORIC OF THE SENTENCE--RHETORIC CURRICULUM II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A STUDY GUIDE FOR STUDENT USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. BACKGROUND INFORMATION, QUESTIONS, AND ACTIVITIES WERE INCLUDED FOR UNITS ON ORIENTATION TO LITERATURE, TRADITIONAL BALLADS, AND LITERARY BALLADS. A BOOK OF BALLADS REFERENCE WAS INCLUDED ALSO. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHER USE (ED 010 136). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010135</dc:identifier>
<dc:title>ORIENTATION TO LITERATURE, BALLADS, ORIENTATION, TRADITIONAL BALLAD, LITERARY BALLAD, BOOK OF BALLADS--LITERATURE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A GUIDE FOR TEACHER USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. ASSIGNMENT DESCRIPTIONS WHICH INCLUDED EASY, MEDIUM, AND DIFFICULT QUESTIONS AND ACTIVITIES WERE DISCUSSED. THE GUIDE CONTAINED A BIBLIOGRAPHY, A LIST OF RECORDINGS SUITABLE FOR PRESENTING UNITS COVERING ORIENTATION TO LITERATURE, TRADITIONAL BALLADS, AND LITERARY BALLADS, AND A BALLAD SUPPLEMENT. AN ACCOMPANYING STUDY GUIDE WAS ALSO PREPARED FOR STUDENT USE (ED 010 135). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010136</dc:identifier>
<dc:title>ORIENTATION TO LITERATURE, BALLADS--ORIENTATION, TRADITIONAL BALLAD, LITERARY BALLAD, BOOK OF BALLADS--LITERATURE CURRICULUM I, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Fables</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A STUDY GUIDE FOR STUDENT USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. BACKGROUND INFORMATION, STUDY QUESTIONS, AND EXERCISES WERE INCLUDED FOR USE IN UNITS DEALING WITH FABLES, PARABLES, AND SHORT STORIES. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHER USE (ED 010 138). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010137</dc:identifier>
<dc:title>FABLES, PARABLES, SHORT STORIES--LITERATURE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Fables</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A GUIDE FOR TEACHER USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. BACKGROUND INFORMATION, ASSIGNMENT DESCRIPTIONS, AND SUGGESTED ACTIVITIES AND DISCUSSIONS WERE INCLUDED FOR USE IN UNITS DEALING WITH FABLES, PARABLES, AND SHORT STORIES. AN ACCOMPANYING STUDY GUIDE WAS ALSO PREPARED FOR STUDENT USE (ED 010 137). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010138</dc:identifier>
<dc:title>FABLES, PARABLES, SHORT STORIES--LITERATURE CURRICULUM I, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Mythology</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A STUDY GUIDE FOR STUDENT USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. INTRODUCTORY MATERIAL WAS PRESENTED ON GREEK MYTHS, NORSE MYTHOLOGY, AND AMERICAN INDIAN MYTHOLOGY. STUDY QUESTIONS, SUGGESTED ACTIVITIES, AND A REFERENCE BOOK OF MYTHS WERE PRESENTED. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHERS (ED 010 140). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010139</dc:identifier>
<dc:title>MYTHS--LITERATURE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Mythology</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WAS A GUIDE FOR TEACHER USE IN A SEVENTH-GRADE LITERATURE CURRICULUM. BACKGROUND INFORMATION RELATED TO MYTHS OF CREATION, CHANGES IN NATURE, HEROES, AND ADVENTURE WERE PRESENTED. SUGGESTIONS FOR MOTIVATING STUDENTS WERE DISCUSSED. APPROPRIATE QUESTIONS FOR DISCUSSION, SUGGESTED ACTIVITIES, AND EXERCISES WERE PRESENTED WITH MYTH SUMMARIZATIONS. THE GUIDE ALSO INCLUDED SUGGESTED REFERENCES FOR SUPPLEMENTARY READING. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENT USE (ED 010 139). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010140</dc:identifier>
<dc:title>MYTHS--LITERATURE CURRICULUM I, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY GUIDE WAS PREPARED FOR STUDENT USE IN AN EIGHTH-GRADE LITERATURE CURRICULUM. THE GUIDE WAS DESIGNED TO INCLUDE ANALYSIS OF PLOT, FORM, AND VIEWPOINT OF LITERATURE WHICH WOULD APPEAL TO EIGHTH-GRADE STUDENTS. LITERATURE PASSAGES, STUDY QUESTIONS, AND SUGGESTED ACTIVITIES WERE INCLUDED FOR USE IN UNITS ON (1) LITERATURE REORIENTATION (REVIEWING LITERATURE CURRICULUM ONE, DEVELOPED FOR SEVENTH-GRADE USE), (2) TRAVEL LITERATURE, AND (3) NARRATIVE POETRY. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010141</dc:identifier>
<dc:title>LITERATURE REORIENTATION, TRAVEL LITERATURE, NARRATIVE POETRY--LITERATURE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR TEACHER USE WAS PREPARED FOR AN EIGHTH-GRADE LITERATURE CURRICULUM. THE SUGGESTED CURRICULUM WAS DESIGNED TO DEVELOP AN ANALYTICAL APPROACH TO LITERATURE WHICH WOULD APPEAL TO EIGHTH-GRADE STUDENTS. BACKGROUND DISCUSSIONS RELATED TO ANALYSIS OF PLOT, FORM, AND VIEWPOINT WERE PRESENTED. EXPLANATIONS, STUDY QUESTIONS, AND SUGGESTED ACTIVITIES (GRADED LEVEL OF DIFFICULTY) WERE INCLUDED FOR UNITS ON LITERATURE REORIENTATION, TRAVEL LITERATURE, AND NARRATIVE POETRY. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENT USE (ED 010 141). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010142</dc:identifier>
<dc:title>LITERATURE REORIENTATION, TRAVEL LITERATURE, NARRATIVE POETRY--LITERATURE CURRICULUM II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Dramatics</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>United States Literature</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR STUDENT USE WAS PREPARED FOR AN EIGHTH-GRADE LANGUAGE CURRICULUM. THE GUIDE INCLUDED STUDIES OF CHAPTERS FROM, &amp;quot;THE CALL OF THE WILD,&amp;quot; AND &amp;quot;THE PEARL,&amp;quot; AND THE STUDY OF ONE-ACT PLAYS (&amp;quot;A NIGHT AT AN INN,&amp;quot; AND &amp;quot;TRIFLES,&amp;quot;) IN ADDITION TO UNITS OF STUDY ON LITERATURE FORM INVOLVING EITHER DEFINITION, EXAMPLE, COMPARISON, OR CONTRAST. BACKGROUND INFORMATION FOR EACH UNIT WAS DISCUSSED. PASSAGES GRADED FOR DIFFICULT, INTERMEDIATE, AND SIMPLE ASSIGNMENTS WERE PRESENTED WITH QUESTIONS AND EXERCISES AT EACH LEVEL. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHERS (ED 010 144). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010143</dc:identifier>
<dc:title>THE NOVEL, THE ONE-ACT PLAY, NONSTORIED FORMS--LITERATURE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Dramatics</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>United States Literature</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR TEACHERS IN THE EIGHTH-GRADE LITERATURE CURRICULUM. THE GUIDE INCLUDED BACKGROUND INFORMATION AND SUGGESTIONS FOR LITERATURE STUDY. &amp;quot;THE CALL OF THE WILD&amp;quot; AND &amp;quot;THE PEARL&amp;quot; WERE CHOSEN FOR ANALYSIS ON A CHAPTER-BY-CHAPTER BASIS. TWO ONE-ACT PLAYS, &amp;quot;A NIGHT AT AN INN&amp;quot; AND &amp;quot;TRIFLES,&amp;quot; WERE INCLUDED FOR TREATMENT. ALSO, THREE STUDY UNITS WERE PRESENTED WHICH DEALT WITH THE STUDY OF NONSTORIED FORMS. (DEFINITION, EXAMPLE, AND CONTRAST AND COMPARISON). AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENT USE (ED 010 143). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010144</dc:identifier>
<dc:title>THE NOVEL, THE ONE-ACT PLAY, NONSTORIED FORMS--LITERATURE CURRICULUM II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>120</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY GUIDE WAS PREPARED FOR STUDENT USE IN A SEVENTH-GRADE LANGUAGE CURRICULUM. BACKGROUND INFORMATION ABOUT LANGUAGE PURPOSE AND STRUCTURE WERE PRESENTED WITH DISCUSSIONS OF ENGLISH SENTENCE STRUCTURE, ENGLISH GRAMMAR, AND SYMBOLS OF LINGUISTICS. APPROPRIATE EXERCISES WERE INCLUDED TO AFFORD PRACTICE WITH 12 PHRASE STRUCTURE RULES AND THEIR LINGUISTIC SYMBOLS. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHERS (ED 010 146). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010145</dc:identifier>
<dc:title>GRAMMATICALITY AND PHRASE STRUCTURE RULES 1-12--LANGUAGE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR TEACHING GRAMMATICALITY AND PHRASE STRUCTURE RULES IN A SEVENTH-GRADE LANGUAGE CURRICULUM. THE GUIDE DETAILED BACKGROUND INFORMATION, EXERCISES, AND QUESTIONS APPROPRIATE FOR TEACHING GRAMMATICALITY. TWELVE PHRASE STRUCTURE RULES WITH LINGUISTIC SYMBOLS WERE PRESENTED WITH EXPLANATIONS FOR USE. APPROPRIATE EXERCISES WERE DISCUSSED REQUIRING USE OF THE RULES AND SYMBOLS. AN ACCOMPANYING GUIDE WAS ALSO PREPARED FOR STUDENT USE (ED 010 145). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010146</dc:identifier>
<dc:title>TEACHER&apos;S MANUAL FOR GRAMMATICALITY AND PHRASE STRUCTURE RULES 1-12--LANGUAGE CURRICULUM I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>105</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR STUDENT USE IN A SEVENTH-GRADE LANGUAGE CURRICULUM. SIX PHRASE STRUCTURE RULES AND LINGUISTICS SYMBOLS WERE DISCUSSED. TWELVE ADDITIONAL RULES WERE REPORTED EARLIER (ED 010 145 AND ED 010 146). APPROPRIATE INSTRUCTION AND EXERCISES WERE INCLUDED. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHERS (ED 010 148). A REVIEW UNIT ON THE 18 PHRASE STRUCTURE RULES WAS REPORTED IN ERIC DOCUMENT (ED 010 152). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010147</dc:identifier>
<dc:title>PHRASE STRUCTURE RULES 13-18--LANGUAGE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR TEACHING PHRASE STRUCTURE RULES IN A SEVENTH-GRADE LANGUAGE CURRICULUM. THE GUIDE INCORPORATED DISCOVERY TECHNIQUES TO TEACH PHRASE STRUCTURE RULES AND SYMBOLOGY IN ADDITION TO 12 PHRASE STRUCTURE RULES DISCUSSED EARLIER (ED 010 146). AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENT USE (ED 010 147). A REVIEW ON THE 18 PHRASE STRUCTURE RULES WAS ALSO PREPARED (ED 010 152). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010148</dc:identifier>
<dc:title>TEACHER&apos;S MANUAL FOR PHRASE STRUCTURE RULES 13-18--LANGUAGE CURRICULUM I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY GUIDE WAS PREPARED FOR STUDENT USE IN A SEVENTH-GRADE LANGUAGE CURRICULUM. BACKGROUND INFORMATION ABOUT REGIONAL DIALECTS, SOCIAL DIALECTS, AND FUNCTIONAL VARIETIES OF ENGLISH WERE INCLUDED WITH RELATED EXERCISES. THE GUIDE ALSO DESCRIBED A UNIT ON USING THE DICTIONARY. REVIEW MATERIALS WERE INCLUDED FOR EACH OF TWO UNITS COVERED BY THE GUIDE. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHERS (ED 010 150). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010149</dc:identifier>
<dc:title>VARIETIES OF ENGLISH, USING THE DICTIONARY--LANGUAGE CURRICULUM I, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR TEACHER USE WAS PREPARED FOR A SEVENTH-GRADE LANGUAGE CURRICULUM. CONTAINED IN THE GUIDE WERE BACKGROUND INFORMATION, SUGGESTIONS FOR INTRODUCING UNITS ON (1) VARIETIES OF ENGLISH, AND (2) USING THE DICTIONARY, AN ANNOTATED BIBLIOGRAPHY, TEACHING METHOD DESCRIPTIONS, EXERCISES, AND ANSWERS. RELATED ASSIGNMENTS IN SPEECH AND COMPOSITION WERE ALSO INCLUDED. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENTS (ED 010 149). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010150</dc:identifier>
<dc:title>VARIETIES OF ENGLISH, USING THE DICTIONARY--LANGUAGE CURRICULUM I, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR STUDENT USE IN A REVIEW UNIT FOR AN EIGHTH-GRADE LANGUAGE CURRICULUM. THE GUIDE WAS CONCERNED WITH A REVIEW OF 18 PHRASE STRUCTURE RULES WHICH WERE TO BE DEVELOPED IN THE SEVENTH-GRADE LANGUAGE CURRICULUM (ED 010 145 AND ED 010 147). AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHER USE (ED 010 152). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010151</dc:identifier>
<dc:title>REVIEW UNIT FOR PHRASE STRUCTURE RULES--LANGUAGE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR REVIEWING PHRASE STRUCTURE RULES AND LINGUISTIC SYMBOLS WAS PREPARED FOR AN EIGHTH-GRADE LANGUAGE CURRICULUM. THE GUIDE, FOR TEACHER USE, WAS DEVELOPED TO REVIEW 18 PHRASE STRUCTURE RULES PREVIOUSLY REPORTED (ED 010 146 AND ED 010 148). AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENT USE (ED 010 151). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010152</dc:identifier>
<dc:title>REVIEW UNIT FOR PHRASE STRUCTURE RULES--LANGUAGE CURRICULUM II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL WAS PREPARED FOR STUDENT USE IN AN EIGHTH-GRADE LANGUAGE CURRICULUM. THE MANUAL WAS A STUDY GUIDE CONCERNED WITH ADDITIONAL PHRASE STRUCTURE RULES AND SINGLE-BASE TRANSFORMATIONS. GUIDES FOR INSTRUCTION ON 18 PHRASE STRUCTURE RULES WERE PREVIOUSLY REPORTED (ED 010 151). THE MANUAL WAS KEYED TO A MANUAL FOR TEACHERS (ED 010 154) AND PROVIDED EXPLANATIONS, DIAGRAMS AND EXAMPLES FOR STUDENT EXERCISES. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010153</dc:identifier>
<dc:title>EXPANSION OF PHRASE STRUCTURE RULES AND SINGLE-BASE TRANSFORMATIONS--LANGUAGE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>SINGLE BASE TRANSFORMATIONS</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>DOUBLE BASE TRANSFORMATIONS</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL WAS PREPARED FOR EXPANSION OF PHRASE STRUCTURE RULES AND SINGLE-BASE TRANSFORMATIONS IN EIGHTH-GRADE LANGUAGE CURRICULUM. THE MANUAL INCREASED THE 18 PHRASE STRUCTURE RULES PREVIOUSLY REPORTED (ED 010 146, ED 010 148, AND ED 010 152). BACKGROUND INFORMATION AND GUIDES FOR THE TEACHER WERE PRESENTED FOR UNITS OF STUDY ON PHRASE STRUCTURE RULES, DOUBLE-BASE TRANSFORMATIONS, AND SINGLE-BASE TRANSFORMATIONS. ACCOMPANYING STUDENT EXERCISES WERE EXPLAINED WITH DIAGRAMED SOLUTIONS. THE MANUAL FOR TEACHERS WAS KEYED TO A MANUAL FOR STUDENTS (ED 010 153). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010154</dc:identifier>
<dc:title>TEACHER&apos;S MANUAL FOR EXPANSION OF THE PHRASE STRUCTURE RULES AND SINGLE-BASE TRANSFORMATIONS--LANGUAGE CURRICULUM II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>DOUBLE BASE TRANSFORMATIONS</eric:keywords>
<eric:keywords>CONJUNCTIVE TRANSFORMATIONS</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>EMBEDDING TRANSFORMATIONS</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL ON DOUBLE-BASE TRANSFORMATIONS WAS PREPARED FOR STUDENTS IN THE EIGHTH-GRADE LANGUAGE CURRICULUM. THE MANUAL WAS A STUDY GUIDE ACCOMPANYING UNITS OF INSTRUCTION ON CONJUNCTIVE AND EMBEDDING TRANSFORMATIONS. APPROPRIATE INSTRUCTIONS AND DIAGRAMS WERE INCLUDED WITH STUDENT EXERCISES KEYED TO THE MANUAL PREPARED FOR TEACHERS (ED 010 156). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010155</dc:identifier>
<dc:title>DOUBLE-BASE TRANSFORMATIONS--LANGUAGE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>CONJUNCTIVE TRANSFORMATIONS</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>EMBEDDING TRANSFORMATIONS</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL FOR TEACHING DOUBLE-BASE TRANSFORMATIONS WAS PREPARED FOR TEACHERS IN THE EIGHTH-GRADE LANGUAGE CURRICULUM. BACKGROUND INFORMATION WAS PRESENTED WITH SYMBOLS OF LINGUISTICS IN DISCUSSIONS OF CONJUNCTIVE TRANSFORMATIONS (SENTENCE, SUBJECT AND VERB CONJUNCTIONS). APPROPRIATE STUDENT EXERCISES WITH SUGGESTIONS FOR USING THEM WERE DISCUSSED WITH DIAGRAMED SOLUTIONS. EMBEDDING TRANSFORMATIONS (USING CONJUNCTIONS TO EMBED ONE SENTENCE IN ANOTHER) WERE ALSO TREATED. EMBEDDING TRANSFORMATIONS INTRODUCED WERE THOSE WHICH ACCOUNT FOR THE USE OF ADJECTIVES BEFORE NOUNS AND THOSE WHICH ACCOUNT FOR POSSESSIVE CONSTRUCTIONS. AN ACCOMPANYING MANUAL WAS PREPARED FOR STUDENT USE AS A STUDY GUIDE (ED 010 155). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010156</dc:identifier>
<dc:title>TEACHER&apos;S MANUAL FOR DOUBLE-BASE TRANSFORMATIONS--LANGUAGE CURRICULUM II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>67</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PREPARED FOR STUDENTS IN THE EIGHTH-GRADE LANGUAGE CURRICULUM. THE GUIDE CONTAINED INSTRUCTIONS AND EXERCISES APPROPRIATE FOR UNITS ON SOUNDS OF ENGLISH AND WRITING SYSTEMS. BACKGROUND INFORMATION ON ENGLISH SOUNDS (CONSONANT AND VOWEL PHONEMES) WAS PRESENTED. THE UNIT ON WRITING SYSTEMS WAS CONCERNED WITH (1) RELATIONSHIPS BETWEEN SPEECH AND WRITING, (2) TYPES OF WRITING (PICTURE, IDEOGRAPHIC, AND PHONETIC), AND (3) THE HISTORY OF WRITING. QUESTIONS FOR DISCUSSION AND RELATED ASSIGNMENTS WERE ALSO PRESENTED. THE STUDY GUIDE FOR STUDENTS WAS KEYED TO A WRITING SYSTEMS GUIDE FOR TEACHERS (ED 010 158). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010157</dc:identifier>
<dc:title>SOUNDS OF ENGLISH, WRITING SYSTEMS--LANGUAGE CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A WRITING SYSTEMS GUIDE WAS PREPARED FOR TEACHING IN THE EIGHTH-GRADE LANGUAGE CURRICULUM. THE GUIDE FOR TEACHERS CONTAINS BACKGROUND INFORMATION STRESSING THE DISTINCTION BETWEEN WRITING AND SPEECH, ORIGINS OF WRITING, AND THE GREEK ALPHABET AS THE SOURCE OF ALL WESTERN ALPHABETS. SUGGESTED METHODS FOR TEACHING THE WRITING SYSTEMS UNIT WERE DISCUSSED. APPROPRIATE STUDENT EXERCISES WERE DISCUSSED WITH ANSWERS FOR EXERCISES IN A STUDY GUIDE PREPARED FOR STUDENTS (ED 010 157). AN ANNOTATED BIBLIOGRAPHY ON THE HISTORY AND APPLICATIONS OF WRITING WAS ALSO INCLUDED. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010158</dc:identifier>
<dc:title>WRITING SYSTEMS--LANGUAGE CURRICULUM II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REFERENCE MANUAL ON GRAMMAR USAGE WAS PREPARED FOR STUDENT USE IN SEVENTH- AND EIGHTH-GRADE LANGUAGE CURRICULUMS. THE MANUAL WAS CONCERNED WITH APPROXIMATELY 100 GRAMMAR USAGE ITEMS WHICH COULD BE PROFITABLY TREATED IN THE SEVENTH AND EIGHTH GRADES. AN ACCOMPANYING MANUAL WAS PREPARED FOR USE BY TEACHERS (ED 010 160). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010159</dc:identifier>
<dc:title>USAGE MANUAL--LANGUAGE CURRICULUM I AND II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL ON GRAMMAR USAGE WAS PREPARED FOR TEACHING IN SEVENTH- AND EIGHTH-GRADE LANGUAGE CURRICULUMS. THE MANUAL WAS FOR TEACHERS AND CONTAINS 96 GRAMMAR USAGE ITEMS WHICH COULD BE PROFITABLY TREATED IN SEVENTH AND EIGHTH GRADES. THE CONTENTS HAVE BEEN ARRANGED ALPHABETICALLY WITH A CERTAIN AMOUNT OF CROSS-REFERENCES. THE MANUAL WAS BUILT ON STUDENT KNOWLEDGE OF TRANSFORMATIONAL GRAMMAR TO INTEGRATE IT WITH OTHER ASPECTS OF THE ENGLISH CURRICULUM. AN ACCOMPANYING MANUAL WAS PREPARED FOR STUDENT USE (ED 010 159). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010160</dc:identifier>
<dc:title>USAGE MANUAL--LANGUAGE CURRICULUM I AND II, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consultants</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Degrees (Academic)</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>O&apos;BRIAN, JOHN L.</dc:creator>
<dc:creator scheme='personal author'>O&apos;NEILL, JOHN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Library Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM AND COURSE OF STUDY WERE DEVELOPED TO PROVIDE GRADUATE TRAINING FOR TEACHERS OF DISADVANTAGED YOUTH. AN INTERDISCIPLINARY COMMITTEE OF SPECIALISTS WAS ORGANIZED TO DEVELOP BACKGROUND MATERIALS AND TO EVALUATE AND REFINE THE WORK OF ITS MEMBERS. PRACTITIONERS WERE ALSO INVITED TO PREPARE PAPERS ON VARIOUS ASPECTS OF STUDENT-TEACHER NEEDS, SKILLS, AND CHARACTERISTICS. THE CURRICULUM WAS DESIGNED TO PROVIDE TEACHER TRAINING AT THE MASTER&apos;S DEGREE LEVEL. IT WAS BASED ON A PROGRESSION FROM ORIENTATION TO CONCEPTUALIZATION, AND FROM EXPERIENCING TO INTEGRATION OF EXPERIENCES. INCLUDED WERE PRESENTATIONS ON (1) CURRICULUM, (2) ORIENTATION WORKSHOP, (3) SOCIAL PSYCHOLOGY OF THE DISADVANTAGED, (4) SEMINAR IN URBAN SOCIETY, (5) FIELD EXPERIENCE, (6) SEMINAR IN LEARNING,  DEVELOPMENT, AND MEASUREMENT, (7) EDUCATIONAL PROCESSES FOR TEACHING THE DISADVANTAGED YOUTH, (8) EDUCATIONAL PRACTICUM FOR TEACHING DISADVANTAGED YOUTH, (9) SEMINAR ON PROFESSIONAL ISSUES, AND (10) INTEGRATING OPTION. RECOMMENDATIONS WERE THAT THOSE IMPLEMENTING THE PROGRAM BE COGNIZANT OF THE NEED TO DEVELOP ADEQUATE EVALUATION PROCEDURES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010161</dc:identifier>
<dc:title>THE DEVELOPMENT OF A MASTER TEACHER TRAINING CURRICULUM FOR TEACHERS OF OCCUPATIONAL LEVEL TRAINING PROGRAMS, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Teachers</dc:subject>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching (Occupation)</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>HITE, F. HERBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Office of the State Superintendent of Public Instruction, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE TO SEE WHETHER EXPERIMENTAL TREATMENTS INVOLVING REDUCED WORK LOADS AND INTENSIVE INSERVICE INSTRUCTION WOULD AFFECT THE PERFORMANCES AND ATTITUDES OF BEGINNING TEACHERS. IT WAS HOPED THAT THE STUDY DATA WOULD SHOW TO WHAT EXTENT AN INTERNSHIP PROGRAM FOR CAREER TEACHERS WOULD BE JUSTIFIED. THE EXPERIENCE IN THIS STUDY WITH THE APPRAISAL TECHNIQUES USED TO EVALUATE BEGINNING TEACHERS&apos; PERFORMANCES SUGGESTS THAT EXPERIENCED TEACHERS CAN BE TRAINED TO USE AN OBSERVATION CHECKLIST AND ARRIVE AT A FAIR DEGREE OF AGREEMENT WITH OTHER SUCH TRAINED OBSERVERS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010162</dc:identifier>
<dc:title>EFFECTS OF REDUCED LOADS AND INTENSIVE INSERVICE TRAINING UPON THE CLASSROOM BEHAVIOR OF BEGINNING ELEMENTARY TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>141</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Studies</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:creator scheme='personal author'>APPLEBEE, ROGER K.</dc:creator>
<dc:creator scheme='personal author'>SQUIRE, JAMES R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BY IDENTIFYING AND STUDYING SECONDARY ENGLISH PROGRAMS WHICH WERE REPORTED TO BE OUTSTANDING, THE INVESTIGATORS SOUGHT TO IDENTIFY CHARACTERISTICS OF SUPERIOR PROGRAMS WHICH MIGHT BE EMULATED IN OTHER SCHOOLS. TO GUIDE STAFF MEMBERS IN PLANNING, 12 HYPOTHESES WERE FORMULATED. THE METHOD USED WAS A SERIES OF CASE STUDIES OF INDIVIDUAL ENGLISH PROGRAMS. STUDENT GROUPS WERE MATCHED, INSTRUMENTS CREATED FOR MEASUREMENT, AND OBSERVERS SELECTED AND PREPARED. THE FINDINGS PERTAINING TO THE 12 HYPOTHESES PROVIDED ONLY A PARTIAL SUMMARY OF THE OVERALL RESULTS. OTHER FINDINGS INDICATED THAT MANY OF THE PROGRAMS EVALUATED WERE FAR WEAKER THAN THEY SHOULD BE. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010163</dc:identifier>
<dc:title>A STUDY OF ENGLISH PROGRAMS IN SELECTED HIGH SCHOOLS WHICH CONSISTENTLY EDUCATE OUTSTANDING STUDENTS IN ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>619</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Attitudes</dc:subject>
<dc:subject>Community Support</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Orientation</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>AGGER, ROBERT E.</dc:creator>
<dc:creator scheme='personal author'>GOLDSTEIN, MARSHALL N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Springfield)</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SCHOOL POLITICS OF TWO COMMUNITIES WERE REPORTED. RANDOM-SAMPLE SURVEYS WERE CONDUCTED FOR BOTH THE SCHOOL DISTRICTS OF EUGENE AND SPRINGFIELD. INTERVIEWS WERE MADE WITH 703 RANDOMLY SELECTED ADULTS IN EUGENE AND 528 IN SPRINGFIELD. ATTITUDE OR ORIENTATION MEASUREMENTS WERE OBTAINED FOR VARIOUS ASPECTS OF THEIR PUBLIC SCHOOL SYSTEMS. THESE MEASURES WERE OBTAINED 4 YEARS LATER, AFTER THE NEW TECHNIQUES HAD BEEN INITIATED IN THE SCHOOL SYSTEMS. THE FINDINGS INDICATED BOTH PROGRAMS HAD A VISIBLE IMPACT UPON CITIZENS, BOTH IN THEIR CONVERSATION AND THEIR REGARD FOR THEIR SCHOOLS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010164</dc:identifier>
<dc:title>EDUCATIONAL INNOVATIONS IN THE COMMUNITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>357</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Speech)</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>VAN RIPER, CHARLES</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western Michigan Univ., Kalamazoo.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONSTRUCTION OF A TEST TO IDENTIFY DEFECTIVE ARTICULATION IN FIRST-GRADE CHILDREN WAS REPORTED. THE &amp;quot;EMPIRICAL SCALE DERIVATION METHOD&amp;quot; WAS SELECTED AS THE MOST APPROPRIATE TECHNIQUE TO SEEK TEST ITEMS FOR THE PREDICTION OF ARTICULATORY MATUARATION. AFTER SELECTION AND REDUCTION TO 135 TEST ITEMS, AN EXPERIMENTAL ITEM POOL WAS ADMINISTERED TO 167 BEGINNING FIRST-GRADE CHILDREN. THESE SUBJECTS HAD BEEN DIAGNOSED TO HAVE FUNCTIONALLY DEFECTIVE ARTICULATION. REQUESTS WERE MADE THAT NONE OF THE SUBJECTS RECEIVE THERAPY DURING THE STUDY PERIOD. THE SUBJECTS WERE CLASSIFIED IN THE BEGINNING OF THE SECOND GRADE AS HAVING STILL DEFECTIVE OR NORMAL ARTICULATION. THIS WAS DONE ALSO AT THE THIRD-GRADE LEVEL WITH THOSE SUBJECTS STILL AVAILABLE. ITEM ANALYSES WERE PERFORMED TO IDENTIFY  ITEMS WHICH DIFFERENTIATED THE GROUPS. A RESPONSE RECORD SHEET WAS INDIVIDUALLY SCORED WITH THE KEYS DERIVED EMPIRICALLY. THE RESULTANT FREQUENCY DISTRIBUTIONS OF SCORES WERE ANALYZED AND POSSIBLE CUT-OFF SCORES ESTABLISHED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010165</dc:identifier>
<dc:title>A PREDICTIVE SCREENING TEST FOR CHILDREN WITH ARTICULATORY SPEECH DEFECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>EYE, GLEN G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS BASED ON THE THESIS THAT THE EXTENT OF CONGRUENCE AMONG TEACHERS, ADMINISTRATORS, AND SUPERVISORS WAS RELATED, IN A POSITIVE MANNER AT AN APPRECIABLE LEVEL OF SIGNIFICANCE, TO THE INCIDENCE OF PLANNING FOR INSTRUCTIONAL CHANGE AND TO THE EXTENT OF THE IMPLEMENTATION OF THIS PLANNING. TEACHERS, ADMINISTRATORS, AND SUPERVISORS (N 6183) RESPONDED TO SUCH DECISION-POINT QUESTIONS AS (1) WHO MAKES THIS DECISION, (2) WHO ELSE PARTICIPATES IN MAKING THIS DECISION, AND (3) HOW DID YOU PARTICIPATE IN THIS DECISION. RESULTS INDICATED THAT THE RELATIONSHIP BETWEEN THE EXTENT OF CONGRUENCE IN STAFF PERCEPTIONS OF DECISION-POINT LOCATION WAS NOT SIGNIFICANTLY RELATED TO THE PRODUCTION OF CURRICULAR PLANS AND THE IMPLEMENTATION OF THESE PLANS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010166</dc:identifier>
<dc:title>RELATIONSHIP BETWEEN INSTRUCTIONAL CHANGE AND THE EXTENT TO WHICH SCHOOL ADMINISTRATORS AND TEACHERS AGREE ON THE LOCATION OF RESPONSIBILITIES FOR ADMINISTRATIVE DECISIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>254</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>OPENSHAW, M. KARL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO DEVELOP A TAXONOMY FROM A SYNTHESIS OF PREVIOUS APPROACHES TO THE DESCRIPTION AND CATEGORIZATION OF TEACHER CLASSROOM BEHAVIOR. INVESTIGATORS FOUND THAT THE VARIETY OF VIEWPOINTS COULD NOT BE SYNTHESIZED INTO ONE SINGLE SYSTEM. HOWEVER, SOME OF THE CATEGORIES, APPROACHES, AND CONCEPTUALIZATIONS FROM PREVIOUS EFFORTS PROVIDED INSIGHTS FROM WHICH A TAXONOMY WAS EVOLVED WHICH CAN BE USED FOR EMPIRICAL DESCRIPTION OF GROSS AND MIDDLE-RANGE LEVELS OF TEACHER BEHAVIOR. THE TAXONOMY AND RELATED PARADIGMS WERE EMPIRICALLY TESTED IN 30 OBSERVATIONS OF CLASSROOM BEHAVIOR RANGING FROM THE FIRST GRADE THROUGH A COLLEGE GRADUATE COURSE. THE TAXONOMY WAS SUBSEQUENTLY MODIFIED. VALIDATION OF THE FINAL TAXONOMY WAS CONDUCTED WITH FILMED SEQUENCES OF SPONTANEOUS CLASSROOM  BEHAVIOR WHICH WERE EVALUATED AT TIMED INTERVALS, AS WELL AS WITH OBSERVATIONS OF LIVE CLASSROOM TEACHING. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010167</dc:identifier>
<dc:title>THE DEVELOPMENT OF A TAXONOMY FOR THE CLASSIFICATION OF TEACHER CLASSROOM BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>223</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:creator scheme='personal author'>EDMONDS, FRED</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>APPALACHIA</eric:keywords>
<eric:keywords>KENTUCKY</eric:keywords>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ON-THE-JOB INSERVICE EDUCATION FOR SCHOOL ADMINISTRATORS WAS INVESTIGATED IN FOUR RURAL, CULTURALLY DEPRIVED, AND ECONOMICALLY DEPRESSED SCHOOL DISTRICTS. THE INVESTIGATIONS CONSISTED OF A TEAM OF SPECIALISTS IN SCHOOL ADMINISTRATION, CURRICULUM, SUPERVISION, AND INSERVICE EDUCATION WORKING WITH TEAMS OF SCHOOL ADMINISTRATORS IN LOCAL SCHOOL DISTRICTS. ONE OBJECTIVE WAS TO DETERMINE THE EXTENT OF MODIFIED PERFORMANCE WHEN PARTICIPATING ADMINISTRATORS WERE HELPED (1) TO CONCEPTUALIZE THEIR ADMINISTRATIVE JOBS, (2) TO CLARIFY THEIR ADMINISTRATIVE ORGANIZATIONS, (3) TO IDENTIFY THEIR SCHOOL PROBLEMS, (4) TO FORMULATE SOLUTIONS FOR THEIR SCHOOL PROBLEMS, AND (5) TO EVALUATE CONSEQUENCES OF THEIR ADMINISTRATIVE PERFORMANCE. ANOTHER OBJECTIVE WAS TO EXPERIMENT WITH FIELD WORK AS A PART  OF THE ADVANCED PREPARATION OF PROMISING YOUNG ADMINISTRATORS BY INCLUDING THEM AS MEMBERS OF THE COLLEGE INTERDISCIPLINARY TEAM. DATA ON THE CONCEPTS, PROCEDURES, PERFORMANCES, AND INSTRUCTIONAL PROGRAMS ASSOCIATED WITH 64 ADMINISTRATORS WERE COLLECTED BY QUESTIONNAIRES, Q-SORTS, AND STAFF OBSERVATIONS. RESULTS SHOWED THAT THE ADMINISTRATORS DID REFORMULATE THEIR JOB CONCEPTS, REDEFINE THEIR ROLES, AND MODIFY THEIR CONCEPTS OF THEIR SCHOOL&apos;S ULTIMATE PURPOSES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010168</dc:identifier>
<dc:title>DEVELOPING PROCEDURES FOR THE INSERVICE EDUCATION OF SCHOOL ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>169</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Political Issues</dc:subject>
<dc:subject>Public Opinion</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:creator scheme='personal author'>PINNER, FRANK A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SOCIAL STRATA STUDY WAS MADE OF SELECTED HIGH SCHOOLS. THE INSTRUMENTS, METHODS OF CLIQUE AND CROWD DETECTION, AND THE STRUCTURE OF PARTICIPATION WERE ALL REPORTED. EMPIRICAL EXPLORATIONS INCLUDED CULTURAL AND POLITICAL ORIENTATIONS, SOCIAL PARTICIPATION, AND POLITICAL ORIENTATIONS. THE STUDY WAS CONDUCTED PRIMARILY FOR THE PURPOSE OF DEVELOPING INSTRUMENTS AND TESTING IDEAS. HOWEVER, CONCLUSIONS WERE PRESENTED ON THE SUBSTANTIVE FINDINGS. AN IMPORTANT FINDING INDICATED THE RELATIVE ISOLATION OF MANY STUDENTS FROM THE SCHOOL AS A COMMUNITY. FUTURE STUDIES WERE SUGGESTED TO DESIGN INSTRUMENTS FOR MEASURING THE RELATIONSHIPS BETWEEN SOCIAL PARTICIPATION AND ORIENTATION TOWARD PUBLIC AFFAIRS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010169</dc:identifier>
<dc:title>RELATIONSHIPS BETWEEN HIGH SCHOOL GROUP STRUCTURES AND THE DEVELOPMENT OF ORIENTATIONS TOWARD PUBLIC AFFAIRS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>346</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-06</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Imagination</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:creator scheme='personal author'>PALMER, EDWARD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS UNDERTAKEN TO EXPLORE THE INSTRUCTIONAL IMPLICATIONS OF JEAN PIAGET&apos;S POSITION ON EQUILIBRATION. ONE PURPOSE WAS TO TEST THE GENERAL HYPOTHESIS THAT THE MISCONCEPTIONS OF CHILDREN, WHEN DISPLACED BY EVIDENCE CONTRARY TO THE MISCONCEPTIONS, GIVE RISE TO COGNITIVE CONFLICTS. THE RESULTS, IN GENERAL, CONFIRM THIS HYPOTHESIS. A SECOND PURPOSE WAS TO EXPLORE THE MEANS BY WHICH COGNITIVE CONFLICTS ARE PRODUCED. IN THIS REGARD, EMPHASIS WAS ON TECHNIQUES READILY ADAPTABLE TO THE INSTRUCTIONAL SITUATION. FEIGNED SURPRISE WAS SUCH TECHNIQUE WHICH PROVED EFFECTIVE. ONE OF THE MORE STRIKING OUTCOMES OF THE STUDY WAS THE EXTENT TO WHICH BOYS OUTPERFORMED GIRLS IN CONSTRUCTIVELY RESOLVING COGNITIVE CONFLICTS. A SECOND PHASE OF THE STUDY WAS LARGELY EXPLORATORY. IT FOCUSED  ON THE IDENTIFICATION OF NONCONSTRUCTIVE FORMS OF CONFLICT RESOLUTION AMONG CHILDREN. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010170</dc:identifier>
<dc:title>HOW ELEMENTARY SCHOOL CHILDREN RESOLVE EXPERIMENTALLY PRODUCED CONFLICTS IN THINKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Classes (Groups of Students)</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:creator scheme='personal author'>ROBINSON, R. E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Asheville City Schools, NC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR OBJECTIVE OF THIS STUDY WAS TO TEST THE NULL HYPOTHESES THAT THERE WOULD BE NO SIGNIFICANT DIFFERENCES IN THE CHANGE IN READING ACHIEVEMENT LEVEL OF SEVERAL VARIED GROUPS OF PUPILS. THE MEASURE OF READING ACHIEVEMENT WAS THE METROPOLITAN READINESS TEST. THE MINIMUM ACCEPTABLE CONFIDENCE LEVEL WAS .05. SEVERAL CONCLUSIONS WERE REACHED. FIRST, WHEN CONTINUOUS PROGRESS PROGRAM PUPILS WHO WERE TAUGHT BY TEACHERS WHO HAD FORMAL TRAINING WITHIN THE LAST 5 YEARS WERE COMPARED WITH PUPILS IN THE SAME PROGRAM WHO WERE TAUGHT BY TEACHERS WITHOUT FORMAL TRAINING WITHIN THE PAST 5 YEARS, NO SIGNIFICANT DIFFERENCES APPEARED. SECONDLY, UNDER THIS SITUATION, HEAD START PROGRAM PUPILS WERE ABLE TO COMPETE EQUALLY WITH OTHER FIRST GRADERS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010171</dc:identifier>
<dc:title>FIRST-GRADE READING INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Fixed Sequence</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>High Achievement</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Programing Problems</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>KRESS, GERALD C., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GENERAL PURPOSE OF THIS STUDY WAS TO EVALUATE THE EFFICACY OF PERMITTING SIXTH- AND TWELFTH-GRADE STUDENTS TO ADOPT THEIR OWN WORK RATES DURING PROGRAMED INSTRUCTION. SPECIFIC COMPARISONS WERE MADE BETWEEN LOW- AND HIGH-ABILITY STUDENTS WORKING (1) UNDER SELF-PACED VERSUS FIXED-PACED CONDITIONS AND (2) IN GROUP SETTINGS VERSUS ISOLATED SETTINGS. AT BOTH GRADE LEVELS, THE HIGH-ABILITY STUDENTS PERFORMED SUPERIOR TO LOW-ABILITY STUDENTS. GROUP SETTINGS LED TO SLOWER, SELF-ADOPTED WORK RATES AND LOWER PROGRAM ERROR RATES THAN DID THE ISOLATED SETTINGS. HOWEVER, SETTING HAD NO RELIABLE EFFECT ON POST-TEST OR RETENTION SCORES. THE SELF-ADOPTED WORK RATES WERE HIGHLY STABLE ON TWO PROGRAMS. IT WAS CONCLUDED THAT THE ASSUMPTIONS UNDERLYING THE ADMINISTRATIVE STRATEGY CALL FOR  SELF-PACING BECOME BETTER JUSTIFIED AT HIGHER GRADE LEVELS. TWELFTH-GRADERS ADOPTED WORK RATES WHICH CORRESPONDED CLOSELY WITH THEIR ABILITY. SIXTH GRADERS, HOWEVER, ADOPTED WORKRATES WHICH DID NOT CORRESPOND WELL WITH THEIR ABILITY AND WHICH OFTEN WERE EITHER TOO FAST OR TOO SLOW TO PERMIT EFFICIENT LEARNING. REMEDIAL COURSES OF ACTION WERE SUGGESTED. IT WAS RECOMMENDED THAT FUTURE RESEARCH BE DIRECTED TOWARD DETERMINING THE GENERALITY OF UNDERACHIEVEMENT RESULTING FROM MALADAPTIVE SELF-PACING STYLES, AND TOWARD DEVELOPING TECHNIQUES TO REMEDY SUCH STYLES. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010172</dc:identifier>
<dc:title>THE EFFECTS OF PACING ON PROGRAMED LEARNING UNDER SEVERAL ADMINISTRATIVE CONDITIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>124</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquent Behavior</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:creator scheme='personal author'>DIAMOND, JAMES</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>Stern Activities Index</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXAMINATION WAS MADE OF THE VARIOUS PATTERNS OF INTERPERSONAL BEHAVIOR OF YOUTHS WHICH DISTINGUISH DELINQUENTS FROM NONDELINQUENTS. THREE GROUPS WERE EMPLOYED IN THIS STUDY. GROUP ONE CONSISTED OF IDENTIFIED DELINQUENTS. GROUP TWO CONSISTED OF UNBEARABLE YOUNGSTERS AS DETERMINED BY THE TEACHER. GROUP THREE CONSISTED OF A MATCHED CONTROL GROUP. THE SUBJECTS WERE SELECTED FROM THE LOCAL JUNIOR HIGH SCHOOLS. THE RANGE OF DATA AND RESPONSES VARIED BETWEEN 135 TO 168 SUBJECTS. THE ACTIVITIES INDEX WAS ADMINISTERED TO ALL SUBJECTS. INFORMATION WAS ALSO OBTAINED FROM QUESTIONNAIRES SENT TO THE TEACHERS. INTERVIEWS WITH THE PARENTS, AND THE SUBJECTS&apos;&amp;quot;LIFE CARDS.&amp;quot; ANALYSES OF DATA WERE MADE USING CHI-SQUARE PROCEDURES. THE GENERAL FINDINGS SUGGESTED THAT DELINQUENT AND UNBEARABLE  SUBJECTS WERE NOT THE SAME. ALSO THE DISTANCE BETWEEN THE DELINQUENT AND THE PARENT INDICATED THE HOSTILITY WAS DIRECTED AGAINST THE ENTIRE SOCIETY AND NOT JUST THE SCHOOLS. FURTHER INVESTIGATION WAS SUGGESTED ON THE RESPONSE OF THE TEACHERS TO SUCH BEHAVIOR AND THE DIFFERENCES IN HANDLING THE DELINQUENT AND UNBEARABLE-TYPE STUDENTS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010173</dc:identifier>
<dc:title>SOCIOLOGICAL AND EDUCATIONAL FACTORS IN THE ETIOLOGY OF JUVENILE DELINQUENCY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>BILODEAU, INA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Louisiana (New Orleans)</eric:keywords>
<eric:keywords_geo>Louisiana (New Orleans)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tulane Univ., New Orleans, LA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SYSTEMATIC STUDY OF GENERALIZATION AS A MAJOR MECHANISM OF TRANSFER OF TRAINING WAS CONDUCTED. A NUMBER OF SPECIFIC HYPOTHESES WERE TESTED TO MEASURE THE FORM OF GRADIENTS OF GENERALIZATION IN TRANSFER OF TRAINING, EXTINCTION, AND RELEARNING TESTS. THE SUBJECTS CONSISTED OF 480 MALE COLLEGE STUDENTS WHO WERE TOLD TO RESPOND TO THE SECOND OF A PAIR OF STIMULI. TRAINING AND RELEARNING CONSISTED OF REPEATED PRESENTATIONS OF THE STIMULI. EXTINCTION AND TRANSFER OF TRAINING TESTS USED A COMMON, CENTRAL VALUE FOR THE GENERALIZED STIMULUS IN ALL GROUPS. SUBJECTS RETURNED TO THE ORIGINAL STIMULUS VALUE USED IN TRAINING. FOUR EXPERIMENTS WERE INCLUDED IN THE EXPERIMENTAL DESIGN. EXPERIMENTS ONE AND TWO USED TRANSFER OF TRAINING PROCEDURES AND A SIMPLE, SINGLE VARIABLE DESIGN WITH AN  OUTSIDE CONTROL GROUP. EXPERIMENT THREE USED AN EXTINCTION TEST OF GENERALIZATION. EXPERIMENT FOUR USED THE SUBJECTS OF EXPERIMENT THREE IN A RELEARNING TEST OF GENERALIZATION OF EXTINCTION EFFECTS. ANALYSIS OF VARIANCE, TREND TESTS, AND NONPARAMETRIC TESTS WERE EMPLOYED IN ANALYSES. RESULTS INDICATED COMPLETE TRANSFER OF BOTH POSITIVE AND NEGATIVE EFFECTS OF EXPERIENCE WITH A DIFFERENT STIMULUS VALUE. CONCLUSIONS SUGGESTED UNDER SOME CONDITIONS THE STIMULUS VALUES USED IN TRAINING WERE IRRELEVANT TO LATER PERFORMANCE UNDER CHANGED CIRCUMSTANCES. TRANSFER OF CORRECT TRAINING RESPONSES TO CHANGED CIRCUMSTANCES COULD BE COMPLETE. FURTHER RESEARCH WAS INDICATED TO USE THE MODIFICATION OF VOLUNTARY CONDITIONING PROCEDURES AS A TECHNIQUE IN HUMAN LEARNING. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010174</dc:identifier>
<dc:title>EFFECTS OF GENERALIZING IN LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditoriums</dc:subject>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Television</dc:subject>
<dc:creator scheme='personal author'>RICH, OWEN S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Brigham Young Univ., Provo, UT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES OF THIS STUDY WERE (1) TO DEVELOP GUIDELINES FOR ADOPTING CURRENT COLLEGE COURSES FOR THE PRESENTATION BY LARGE-SCREEN TELEVISION IN LARGE AUDITORIUMS, (2) TO IDENTIFY AND DEVELOP TECHNIQUES FOR LARGE-SCREEN TV INSTRUCTION, (3) TO DEVELOP STUDENT AND FACULTY ORIENTATION PROCEDURES FOR LARGE-SCREEN TV PROGRAMS, (4) TO ASCERTAIN OPTIMUM DISTANCE AND VIEWING ANGLES, AND (5) TO ANALYZE ECONOMIC IMPLICATIONS AND INSTRUCTIONAL VALUE OF LARGE-SCREEN TELEVISION AS PART OF CURRICULUM PLANNING. EACH OF THESE OBJECTIVES IS TREATED SEPARATELY IN THIS REPORT. THE TREATMENT IS PRIMARILY DESCRIPTIVE AND SUGGESTIVE--EXPERIMENTAL ACTIVITIES ARE REPORTED AND INTERPRETED WITH THE USE OF TRADITIONAL CONTROLLED RESEARCH TECHNIQUES ONLY IN CONNECTION WITH PARTS OF THE INVESTIGATION. THE  STUDY SUPPORTS THE VAST ARRAY OF TV STUDIES SHOWING NO SIGNIFICANT DIFFERENCES IN MEASURED LEARNING OR INFORMATION GAIN BETWEEN FACE-TO-FACE INSTRUCTION AND TELEVISION. THE STUDY ALSO SUPPORTS A PREVIOUS STUDY SHOWING NO SIGNIFICANT DIFFERENCES IN LEARNING BETWEEN CONVENTIONAL TV AND LARGE-SCREEN TV. MANY USEFUL GUIDELINES ARE PRESENTED RELATIVE TO LARGE-SCREEN TV PRESENTATIONS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010175</dc:identifier>
<dc:title>THE UTILIZATION OF LARGE-SCREEN TV TO OVERCOME SHORTAGES OF CLASSROOM SPACE AND TEACHING PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Research</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>KERSH, BERT Y.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTRUCTIONAL MODEL CALLED FOR A SIMULATED CLASSROOM SETTING IN WHICH A STUDENT TEACHER COULD PRACTICE NEW TEACHING BEHAVIORS UNDER SUPERVISION AND EXPERIENCE THE CONSEQUENCES OF HIS OWN BEHAVIOR. THE MODEL ALSO SPECIFIED THAT THE SUPERVISOR OF THE STUDENT TEACHER&apos;S BEHAVIOR HAVE THE CAPABILITY FOR CONTROLLING THE CLASSROOM EVENTS WHICH FOLLOW IMMEDIATELY UPON THE STUDENT TEACHER&apos;S ACTIONS. IF THE SUPERVISING TEACHER (E) WERE TO JUDGE THE INSTRUCTIONAL BEHAVIOR OF THE STUDENT TEACHER (T) AS BEING EFFECTIVE, E COULD REINFORCE T&apos;S BEHAVIOR BY CAUSING THE STUDENTS IN THE SIMULATED CLASSROOM TO REACT FAVORABLY TO T. IF ON THE OTHER HAND, T&apos;S BEHAVIOR WERE TO BE JUDGED INEFFECTIVE, E COULD CAUSE CAUSE THE STUDENTS TO REACT NEGATIVELY TO T. IN ACCORDANCE WITH THE ABOVE  SPECIFICATIONS, AN EXPERIMENTAL LABORATORY WAS BUILT AND TECHNIQUES DEVELOPED FOR SIMULATING A VARIETY OF CLASSROOM SITUATIONS. THE SITUATIONS WERE SIMULATED THROUGH MOTION PICTURES AND PRINTED MATERIALS. EXPERIMENTS WERE CONDUCTED CONCERNING IMAGE SIZE, FEEDBACK MODE, AND RESPONSE MODE. SEVERAL FOLLOWUP STUDIES AND ONGOING RESEARCH EFFORTS WERE ALSO DISCUSSED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010176</dc:identifier>
<dc:title>CLASSROOM SIMULATION--FURTHER STUDIES ON DIMENSIONS OF REALISM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>SIEGEL, LAURENCE</dc:creator>
<dc:creator scheme='personal author'>SIEGEL, LILA C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Miami Univ., Oxford, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USEFULNESS OF A MULTIVARIATE PARADIGM FOR RESEARCH IN HIGHER EDUCATION WAS EXPLORED IN THIS INVESTIGATION. THE INSTRUCTIONAL PROCESS WAS CONCEPTUALIZED AS FOUR CLUSTERS OF INTERACTING VARIABLES--LEARNER, ENVIRONMENTAL, INSTRUCTOR, AND COURSE VARIABLES. THESE VARIABLES ARE DESIGNATED AS THE &amp;quot;INSTRUCTIONAL GESTALT.&amp;quot; FOR METHODOLOGICAL REASONS, THE RESEARCH WAS CONDUCTED IN FIVE TELEVISED COURSES. &amp;quot;CRITICAL SUBJECTS&amp;quot; POSSESSING THE DESIRED COMBINATIONS OF LEARNER CHARACTERISTICS WERE IDENTIFIED IN EACH COURSE AND ASSIGNED TO EXPERIMENTAL GROUPS COMPRISING A FULL SET OF CRITICAL SUBJECTS (ALL COMBINATIONS OF LEARNER VARIABLES). THESE SETS WERE RANDOMLY ASSIGNED TO RECEIVING ROOMS PRESENTING VARIOUS CONFIGURATIONS OF INSTRUCTOR AND ENVIRONMENTAL VARIABLES. THREE CRITERIA OF  PERFORMANCE WERE USED--TWO WERE END-OF-COURSE ACQUISITION MEASURES AND A THIRD WAS A MEASURE OF &amp;quot;THOUGHT RELEVANCE.&amp;quot; THE DESIGN IN EACH COURSE GENERATED AN ANALYSIS OF VARIANCE MATRIX FOR EACH OF THE CRITERIA. THE PARADIGM WAS DISCUSSED AS A USEFUL STRATEGY FOR RESEARCH IN THAT IT HELPS TO CLARIFY CERTAIN DYNAMICS OF THE EDUCATIONAL PROCESS WHICH ARE ORDINARILY OBSCURED. ORGANIZING CONCEPTS WERE PRESENTED TO INTEGRATE THE RESULTS, AND STUDY IMPLICATIONS WERE MADE. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010177</dc:identifier>
<dc:title>A STUDY OF THE INSTRUCTIONAL GESTALT IN UNIVERSITY COURSES PRESENTED BY TELEVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>214</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>MASLING, JOSEPH M.</dc:creator>
<dc:creator scheme='personal author'>STERN, GEORGE G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>STERN ACTIVITIES INDEX</eric:keywords>
<eric:keywords>Stern Teacher Preference Schedule</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo.</dc:creator>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS DESIGNED TO PRODUCE AN UNDERSTANDING OF THE INFLUENCE OF A TEACHER&apos;S MOTIVES FOR HER PERFORMANCE AND EFFECTIVENESS IN THE CLASSROOM. THE FIRST ASPECT OF THE STUDY DEALT WITH A PSYCHOMETRIC DESCRIPTION OF THE INSTRUMENTS DESIGNED TO ASSESS TEACHER MOTIVES. THE SECOND ASPECT DEALT WITH THE ABILITY OF THE TEACHER PREFERENCE SCALE (TPS) TO DISCRIMINATE AND CLARIFY DIFFERENCES BETWEEN VARIOUS GROUPS OF TEACHERS. THE THIRD ASPECT WAS CONCERNED WITH THE INTERRELATIONSHIPS AMONG THREE FACTORS--(1) TEACHER PERSONALITY, (2) TEACHER BEHAVIOR IN THE CLASSROOM, AND (3) PUPIL RESPONSE. TEACHER PERSONALITY WAS ASSESSED THROUGH THE TPS AND THE STERN ACTIVITIES INDEX. TEACHER BEHAVIOR WAS OBSERVED DIRECTLY IN THE CLASSROOM. PUPIL RESPONSE WAS ALSO OBSERVED DIRECTLY IN THE CLASSROOM  AND SEVERAL INDIRECT MEASURES OF PUPIL RESPONSE BECAME AVAILABLE. THE SAMPLE INCLUDED 86 TEACHERS OF FOURTH AND FIFTH GRADES IN SCHOOLS IN CENTRAL NEW YORK STATE. THREE TEST SCORES WERE AVAILABLE--(1) TPS FORM A, (2) TPS FORM G, AND (3) THE STERN ACTIVITIES INDEX (SAI). EIGHT HYPOTHESES WERE TESTED. THE THIRD ASPECT OF THE STUDY WAS CONSIDERED THE MOST IMPORTANT BUT, ALSO PROVED DISAPPOINTING. THE TPS DID NOT RELATE IN ANY CONSISTENT MANNER WITH PUPIL BEHAVIOR, ACADEMIC ACHIEVEMENT, OR SOCIOMETRIC RESULTS. THE SAI PROVED TO BE A MUCH BETTER INSTRUMENT FOR PREDICTING PUPIL BEHAVIOR AND ACHIEVEMENT THAN THE TPS. OTHER FINDINGS WERE DESCRIBED. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010178</dc:identifier>
<dc:title>THE PEDAGOGICAL SIGNIFICANCE OF UNCONSCIOUS FACTORS IN CAREER MOTIVATION FOR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>110</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Postdoctoral Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>BUSWELL, GUY T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for the Study of Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FACTORS WHICH LEAD TO PRODUCTIVITY IN EDUCATIONAL RESEARCH WERE STUDIED. THE PROGRAM WAS DIVIDED INTO FOUR SECTIONS--(1) AN ANALYSIS OF QUESTIONNAIRES FROM 818 PERSONS RECEIVING DOCTORAL DEGREES IN 1954, (2) AN ANALYSIS OF A PREVIOUS STUDY OF 1,750 PERSONS RECEIVING DOCTORAL DEGREES IN 1964, (3) A STUDY OF DISSERTATIONS OF 1,598 PERSONS RECEIVING DOCTORAL DEGREES IN 1964, AND (4) A STUDY OF THE BACKGROUND, TRAINING, AND VARIOUS OTHER ASPECTS OF 31 OUTSTANDING SCHOLARS. INTERVIEWS WERE ALSO CONDUCTED TO STUDY THE GENERAL CLIMATE AND CONDITIONS UNDER WHICH PRODUCTIVE SCHOLARS WORK. BEFORE FINAL RECOMMENDATIONS WERE SUBMITTED, 16 CONSULTANTS WERE INVITED TO OFFER CRITICISMS AND SUGGESTIONS AT A 2-DAY CONFERENCE. TWELVE FINAL RECOMMENDATIONS WERE MADE AND ACCEPTED. THE  CONCLUSIONS INDICATED THAT RESEARCH SHOULD BE PROBLEM CENTERED AND CONDUCTED BY INTERDISCIPLINARY TEAMS WHO CAN ATTACK MAJOR PROBLEMS WITH THE INTELLECTUAL AND SCHOLARLY RESOURCES OF AN ENTIRE UNIVERSITY BROUGHT TO BEAR ON THE PROBLEM BEING STUDIED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010180</dc:identifier>
<dc:title>TRAINING FOR EDUCATIONAL RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MCMILLION, MARTIN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY ATTEMPTED (1) TO DETERMINE WHETHER OR NOT SOCIOECONOMICALLY DISADVANTAGED PUPILS AND TWO OTHER SOCIOECONOMIC GROUPS OF PUPILS IN SECONDARY SCHOOL GRADES PLACED A SIGNIFICANTLY DIFFERENT CONNOTATIVE MEANING ON SELECTED WORDS AND PHRASES WHICH ARE OF IMPORTANCE TO VOCATIONAL EDUCATION IN AGRICULTURE, (2) TO DETERMINE WHETHER OR NOT THE CONNOTATIVE MEANING WHICH THE AGRICULTURE TEACHERS OF THESE PUPILS PLACED ON THE WORDS AND PHRASES WAS MORE LIKE THAT OF THE HIGHER SOCIOECONOMIC PUPILS THAN THAT OF THE LOWER SOCIOECONOMIC PUPILS, AND (3) TO DETERMINE THE EXTENT TO WHICH TEACHERS RECOGNIZE ANY DIFFERENCE IN CONNOTATIVE MEANING FOR SELECTED WORDS AND PHRASES WHICH MAY EXIST AMONG THE VARIOUS CLASSIFICATIONS OF PUPILS. A STRATIFIED RANDOM SAMPLE OF 240 HIGH SCHOOL STUDENTS  COMPLETED A SEMANTIC DIFFERENTIAL INSTRUMENT. MULTIVARIATE ANALYSIS OF VARIANCE WAS THE MAJOR STATISTICAL PROCEDURE EMPLOYED IN THE STUDY. AMONG OTHER RECOMMENDATIONS, IT WAS SUGGESTED THAT LOW-STATUS PUPILS VALUE LEADERSHIP MORE HIGHLY THAN DO HIGH-STATUS PUPILS AND SHOULD BE AFFORDED AN OPPORTUNITY TO ASSUME POSITIONS OF LEADERSHIP. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010181</dc:identifier>
<dc:title>A STUDY IN COMMUNICATION BETWEEN HIGH SCHOOL TEACHERS OF VOCATIONAL AGRICULTURE AND SOCIO-ECONOMICALLY DISADVANTAGED YOUTH BY THE USE OF SEMANTIC DIFFERENTIAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>148</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>ASHCRAFT, KENNETH B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Vocational Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FINAL REPORT HAS BEEN PREPARED ON A CONFERENCE CONCERNING VOCATIONAL DEVELOPMENT AND CAREER PLANNING. FOLLOWING A PLANNING SESSION, THOSE INDIVIDUALS WHO HAD BEEN IDENTIFIED AS PROMINENT INNOVATORS IN SELECTED TOPIC AREAS WERE INVITED TO PARTICIPATE IN THE CONFERENCE. PARTICIPANTS PREPARED PAPERS FOR DISTRIBUTION PRIOR TO THE CONFERENCE AND MADE PRESENTATIONS AT THE CONFERENCE. FOLLOWING EACH PRESENTATION, THE ATTENDEES BROKE INTO SMALL DISCUSSION GROUPS WHICH HAD THE DEFINITIVE ASSIGNMENT OF DEVELOPING IMPLEMENTING PROCEDURES. THE REPORT INCLUDED REPRODUCTIONS OF THE PAPERS PRESENTED AND THE FOLLOWING SUMMARIES--(1) CURRICULAR IMPLICATIONS FOR CAREER DEVELOPMENT, (2) IMPLICATIONS FOR COUNSELOR EDUCATION, (3) IMPLICATIONS FOR RESEARCH, AND (4) SUMMARY OF THE DISCUSSION  SESSIONS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010182</dc:identifier>
<dc:title>A REPORT OF THE INVITATIONAL CONFERENCE ON IMPLEMENTING CAREER DEVELOPMENT THEORY AND RESEARCH THROUGH THE CURRICULUM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>205</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Training</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Research Committees</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:creator scheme='personal author'>SPEAKS, CHARLES</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Speech and Hearing Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ACTIVITIES OF A CONFERENCE TO STIMULATE AND FACILITATE THE STUDY OF SPEECH AND HEARING PROBLEMS WERE REPORTED. SPEECH AND HEARING PERSONNEL (N=40) ATTENDED THE 4-DAY CONFERENCE. LECTURES ON METHODS OF RESEARCH, SPECIFIC QUESTIONS FOR RESEARCH, LOGISTIC AND TACTICAL PROCEDURES, AND RESEARCH DESIGN PRESENTATIONS WERE GIVEN BY SIX SPECIALISTS IN THE FIELD. THE GUIDELINES INCLUDED THE ISOLATION AND DISCUSSION OF CRUCIAL NEEDS FACED BY PUBLIC SCHOOL ENVIRONMENTS, AND THE DISCUSSION OF EFFECTIVE TECHNIQUES ON THE PROBLEMS IDENTIFIED. A SERIES OF CONCLUSIONS WERE FORMULATED FOR THE MORE PRESSING NEEDS THAT EXIST IN PRESENT-DAY, PUBLIC SCHOOL SPEECH AND HEARING PROGRAMS. THESE NEEDS WERE INFORMATION DISSEMINATION OF CURRENT RESEARCH PROJECTS, MEASUREMENT INSTRUMENTS FOR DATA  ANALYSIS, AND FOLLOWUP MEETINGS AT BOTH REGIONAL AND NATIONAL LEVELS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010183</dc:identifier>
<dc:title>CONFERENCE ON RESEARCH FOR PUBLIC SCHOOL SPEECH AND HEARING PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>198</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:creator scheme='personal author'>RESTLE, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDIES REPORTED WERE ATTEMPTS TO LEARN THE INNER ARRANGEMENT OF DOING MATHEMATICS. MATHEMATICS WAS VIEWED AS A MATTER OF SOLVING PROBLEMS BY A SEQUENCE OF STEPS PERFORMED AS AN ALGORITHM. THE PROCESSES STUDIED WERE--(1) COUNTING OR ENUMERATING SETS, (2) SIMPLIFYING COMPLEX LOGICAL STATEMENTS, (3) ADDING LARGE NUMBERS, AND (4) MULTIPLYING. WITHIN EACH EXPERIMENT, A VARIETY OF TASKS WAS CONSTRUCTED SO THAT DIFFERENT DISCRIMINATIONS, SLIGHTLY DIFFERENT STEPS OF ALGORITHM, OR SLIGHTLY DIFFERENT OVERALL PLANS COULD BE TESTED. STUDIES ON ENUMERATION TESTED 18, 20, AND 24 SCHOOL CHILDREN AND COLLEGE STUDENTS IN THREE EXPERIMENTS. SUBJECTS FOR THE OTHER PROCESSES STUDIED WERE 28 SCHOOL CHILDREN, 12 SCHOOL CHILDREN DIVIDED ACCORDING TO AGE, AND 50 COLLEGE STUDENTS. STUDIES  DEMONSTRATED THAT PATTERNS OF PERFORMANCE MAY EMERGE UNDER STUDY OF THE ELEMENTS OF A MATHEMATICAL TASK. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010184</dc:identifier>
<dc:title>A STUDY OF PSYCHOLOGICAL PATTERNS IN LEARNING ELEMENTARY MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>101</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:creator scheme='personal author'>KRUMBOLTZ, JOHN D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COUNSELING PROCEDURES DERIVED FROM RESEARCH IN SOCIAL LEARNING WERE EXPERIMENTALLY TESTED. PROCEDURES WERE USED BY COUNSELORS TO ASSIST STUDENTS IN LEARNING HOW TO MAKE PLANS AND DECISIONS MORE EFFECTIVELY. SPECIFICALLY, THIS STUDY TESTED THE RELATIVE EFFECT OF STUDENT SOCIAL MODELS, CHARACTERIZED BY VARYING DEGREES OF ATHLETIC, SOCIAL, AND ACADEMIC SUCCESS, ON THE INFORMATION-SEEKING BEHAVIOR OF MALE HIGH SCHOOL STUDENTS. THE STUDY WAS CONDUCTED IN 4 HIGH SCHOOLS WITH 225 ELEVENTH-GRADE STUDENTS. TREATMENT PROCEDURES ADMINISTERED TO 189 STUDENTS IN 27 ACTIVE TREATMENT GROUPS INCLUDED THE PRESENTATION OF AN AUDIOTAPE IN WHICH THE PEER SOCIAL MODEL VERBALLY DEMONSTRATED THOSE BEHAVIORS THE STUDY SOUGHT TO PROMOTE. EVALUATION OF THE TREATMENT PROCEDURES WAS MADE BY DETERMINING THE  FREQUENCY AND VARIETY OF SUCH INFORMATION-SEEKING BEHAVIORS AS WRITING TO A COLLEGE FOR ENTRANCE INFORMATION. RESULTS INDICATED THAT THE TREATMENT PROCEDURES DID NOT PRODUCE STATISTICALLY SIGNIFICANT DIFFERENCES AMONG THE VARIOUS TREATMENT GROUPS TO ANSWER OR SUPPORT THE QUESTIONS AND HYPOTHESES RAISED. THOUGH NOT HYPOTHESIZED, IT WAS FOUND THAT SUBJECTS COUNSELED BY A MALE COUNSELOR ENGAGED IN A SIGNIFICANTLY GREATER NUMBER AND VARIETY OF INFORMATION-SEEKING BEHAVIORS THAN SUBJECTS COUNSELED BY A FEMALE COUNSELOR IN THE SAME SCHOOL SETTING. ADDITIONAL RESEARCH UTILIZING DIFFERENT CRITERION MEASURES, DESIGNS, AND MEDIA OF MODEL PRESENTATION IS NECESSARY BEFORE ANY FINAL CONCLUSION CAN BE DRAWN. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010185</dc:identifier>
<dc:title>A STUDY TO DETERMINE HOW COUNSELING PROCEDURES CAN BE USED TO HELP STUDENTS MAKE DECISIONS AND PLANS MORE EFFECTIVELY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>126</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:creator scheme='personal author'>BETTS, MARY L.B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Lab. for Research in Instruction.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY CONSISTED OF A SERIES OF EXPERIMENTS DESIGNED TO YIELD DATA ON THE PARAMETERS OF LEARNING IN THESE SITUATIONS--(1) THE QUANTITY OF MATERIAL TO BE LEARNED WAS GREATER THAN USUAL, AND (2) THE SCHEDULING OF LEARNING, REVIEW TRIALS, AND THE AMOUNTS OF MATERIAL PRESENTED WERE VARIED WITHIN A DESIGN JUDGED TO APPROACH OPTIMAL SCHEDULING IN CERTAIN RESPECTS. OF PARTICULAR INTEREST WERE QUESTIONS HAVING TO DO WITH THE POSSIBLE INTERFERENCE OF ONE LIST OF PAIRED-ASSOCIATE MATERIAL WITH ANOTHER, AND THE ROLE OF INDIVIDUAL DIFFERENCES IN LEARNING ABILITY. THE EXPERIMENTS INVOLVED 9 GROUPS OF COLLEGE STUDENTS, 10 SUBJECTS IN EACH GROUP. A NUMBER OF QUESTIONS CONCERNING THE LEARNING CURVE DATA WERE ANSWERED BY USING A TREND ANALYSIS WITH COVARIANCE ADJUSTMENTS FOR ABILITY SCORES.  IN ADDITION, A MULTIPLE REGRESSION EQUATION WAS USED TO ASSESS THE USEFULNESS OF SIX VARIABLES IN PREDICTING LEARNING TIMES. THE AUTHOR POINTS OUT THAT THE ANALYSES PRESENTED DO NOT DEPICT A COMPLETE PICTURE OF LEARNING. HOWEVER, MANY OF THE FINDINGS ARE NEW AND OF THEORETICAL AND PRACTICAL INTEREST. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010186</dc:identifier>
<dc:title>RELATIONSHIPS AMONG LEARNING, PRACTICE, AND RECALL, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>216</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Overachievement</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>PANCRAZIO, SALLY</dc:creator>
<dc:creator scheme='personal author'>STARR, FAY H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords>Illinois (Edwardsville)</eric:keywords>
<eric:keywords>TEXAS HUMAN TALENT PROJECT</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Edwardsville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCORES FROM 16 VARIABLES WERE USED TO ASSESS DIFFERENCES AMONG 194 JUNIOR HIGH SCHOOL BOYS AND GIRLS OF 4 TEXAS COMMUNITIES WHO WERE AMONG MORE THAN 1,500 PUPILS INCLUDED IN THE &amp;quot;TEXAS HUMAN TALENT PROJECT.&amp;quot; SUBJECTS WERE CLASSIFIED INTO &amp;quot;UP,&amp;quot;&amp;quot;DOWN,&amp;quot; OR &amp;quot;STABLE&amp;quot; SAMPLES. CLASSIFICATION INTO THE &amp;quot;UP&amp;quot; SAMPLE OF 19 BOYS AND 27 GIRLS REQUIRED AN INCREASE OF 2 OR MORE STANINES IN GRADE POINT AVERAGE FROM THE SEVENTH TO THE NINTH GRADE. CLASSIFICATION INTO THE &amp;quot;DOWN&amp;quot; SAMPLE OF 28 BOYS AND 20 GIRLS REQUIRED A DECREASE IN GPA OF 2 OR MORE STANINES. EACH SUBJECT CLASSIFIED INTO THE &amp;quot;STABLE&amp;quot; SAMPLE OF 50 BOYS AND 50 GIRLS OBTAINED IDENTICAL GRADE POINT AVERAGES AT THE SEVENTH AND NINTH GRADES. STANINES FOR THE GRADE POINT AVERAGES WERE OBTAINED FOR THE ENTIRE POPULATION OF 1,500 PUPILS IN  THE 4 COMMUNITIES. ACHIEVEMENT TEST SCORES OBTAINED FROM THE CALIFORNIA ACHIEVEMENT TESTS IN ARITHMETIC, READING, AND LANGUAGE YIELDED RESULTS INDICATING THAT ALL THREE SAMPLES MADE SIGNIFICANT GAINS IN GRADE PLACEMENT FROM THE SEVENTH TO THE NINTH GRADE (AVERAGE GRADE PLACEMENT GAINS FOR THE &amp;quot;UP,&amp;quot;&amp;quot;DOWN,&amp;quot; AND &amp;quot;STABLE&amp;quot; SAMPLES WERE 2.1, 1.9, AND 2.5, RESPECTIVELY.) THE &amp;quot;UP&amp;quot; SAMPLE DID NOT MAKE GAINS IN PROPORTION TO THE MARKED INCREASE IN GPA FOR THAT SAMPLE, AND THE &amp;quot;DOWN&amp;quot; SAMPLE GAINS FOR THE ACHIEVEMENT TESTS DO NOT REFLECT THE SEVERE LOSS IN GPA FOR THE SUBJECTS OF THAT SAMPLE. THE &amp;quot;STABLE&amp;quot; SAMPLE, WITH GRADE PLACEMENT SCORES ABOVE THOSE FOR THE OTHER TWO SAMPLES AT THE SEVENTH GRADE, ENJOYED THE GREATEST GAINS IN GRADE PLACEMENT FOR THE THREE TESTS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010187</dc:identifier>
<dc:title>TEACHER EVALUATION AS A MEASURE OF PUPIL PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Education Majors</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>BROWN, LAURENCE D.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ. Foundation, Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDIVIDUALS RECEIVING DOCTORATES IN THE FIELD OF PROFESSIONAL EDUCATION IN THE UNITED STATES DURING THE ACADEMIC YEAR 1963-64 WERE SURVEYED AND COMPARED WITH A COMPARABLE SAMPLE OF RESPONDENTS (SURVEYED EARLIER) WHO HAD RECEIVED THEIR DEGREES BETWEEN 1956 AND 1958. CERTAIN SUBGROUPS WITHIN BOTH SAMPLES WERE COMPARED ALSO TO GATHER INFORMATION ON SUCH VARIABLES AS SEX, DEGREE, AND MAJOR FIELD. SURVEY PROCEDURES USED WITH THE 1963-64 POPULATION EMPLOYED A QUESTIONNAIRE WITH SEMISTRUCTURED RESPONSE ALTERNATIVES. RESPONSES FROM 2,067 QUESTIONNAIRES WERE COMPILED RELATIVE TO THE FOLLOWING--(1) PERSONAL AND SOCIOLOGICAL SAMPLE CHARACTERISTICS, (2) MOTIVES FOR ENTERING THE DOCTORAL PROGRAM IN EDUCATION, (3) PERCEPTION AND EVALUATION OF INDIVIDUAL EXPERIENCES DURING THE DOCTORAL PROGRAM,  AND (4) CURRENT POSITIONS AND PERSONAL ASPIRATIONS. IN ADDITION, OTHER RESPONSE DATA WERE COMPARED WITH INFORMATION OBTAINED DURING THE EARLIER SURVEY, INCLUDING--(1) DEGREES, ED.D. VERSUS PH.D., (2) AGE, OLDER VERSUS YOUNGER DOCTORAL GRADUATES, (3) LENGTH OF SPECIFIC DOCTORAL PROGRAMS, (4) MAJOR FIELD, (5) COMMUNITY BACKGROUND, AND (6) SIZE OF SPECIFIC PROGRAMS. IT WAS FOUND THAT SCHOOL ADMINISTRATORS DOMINATED THE 1963-64 SAMPLE WITH A TOTAL OF ABOUT 20 PERCENT. THE FIELD OF GUIDANCE AND COUNSELING WAS FOUND TO BE A DISTANT SECOND CATEGORY WITH ONLY ABOUT 8 PERCENT OF THE TOTAL SAMPLE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010188</dc:identifier>
<dc:title>DOCTORAL GRADUATES IN EDUCATION. AN INQUIRY INTO THEIR MOTIVES, ASPIRATIONS, AND PERCEPTIONS OF THE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>317</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Libraries</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Library Expenditures</dc:subject>
<dc:subject>Library Standards</dc:subject>
<dc:subject>Statistical Studies</dc:subject>
<dc:creator scheme='personal author'>MCDONOUGH, J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint Joseph&apos;s Coll., Philadelphia, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STATISTICAL STUDY WAS MADE OF THE LIBRARIES OF 669 UNITED STATES LIBERAL ARTS COLLEGES. DATA WERE DISPLAYED IN FIVE DIFFERENT WAYS--(1) ALPHABETICAL LISTING, (2) EXCELLENCE QUOTIENT, (3) NUMBER OF BOOKS, (4) NUMBER OF BOOKS PER STUDENT, AND (5) TOTAL LIBRARY BUDGET FOR SALARIES. EXCELLENCE QUOTIENT WAS EXPRESSED IN TERMS OF A THREE-DIGIT PERCENTILE RANKING. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010189</dc:identifier>
<dc:title>DETERMINING EXCELLENCE QUOTIENT FOR LIBERAL ARTS COLLEGE LIBRARIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Medical Services</dc:subject>
<dc:subject>Nurses</dc:subject>
<dc:subject>Physical Therapists</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>FULLERTON, BILL J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Univ., Tempe. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTEGRATION OF PARAMEDICAL EDUCATION THROUGH CONSOLIDATION OF RELATED TRAINING WAS STUDIED AS A FIRST STEP IN CURRICULUM DESIGN FOR MAXIMUM EFFICIENCY OF EDUCATIONAL PROGRAMS WHICH WILL MEET THE CHANGING REQUIREMENTS OF MEDICAL CARE OCCUPATIONS. THE OBJECTIVES WERE TO DETERMINE--(1) COURSES COMMON TO PRESENT PARAMEDICAL EDUCATION PROGRAMS, (2) THE NATURE OF SUCH COMMONALITIES, AND (3) GUIDELINES FOR THE INTEGRATION OF THESE PROGRAMS. ALL MAJOR MEDICAL, DENTAL, AND PARAMEDICAL GROUPS FROM UNIVERSITY, JUNIOR COLLEGE, HIGH SCHOOL, AND HOSPITAL PROGRAMS IN A METROPOLITAN AREA WERE REPRESENTED IN A WORKSHOP OF 24 PARAMEDICAL EDUCATORS WHO MET WEEKLY FOR 6 MONTHS. MEMBERS OF THE WORKSHOP GATHERED CURRICULUM MATERIALS FOR 20 PARAMEDICAL CAREERS FROM 126 EDUCATION PROGRAMS CONSISTING OF  2,613 COURSE TITLES IN 110 SEPARATE INSTITUTIONS THROUGHOUT THE UNITED STATES. COMPUTER PRINT-OUTS LISTED CAREERS, COURSES, SUBJECT CLASSIFICATIONS, AND RELATED DESCRIPTIVE DATA SUCH AS NUMBER OF CLOCK HOURS FOR EACH IN LECTURE, LABORATORY, AND CLINICAL EXPERIENCE. OF THE 126 GENERAL SUBJECT CLASSIFICATIONS, 78 WERE COMMON TO 2 OR MORE PARAMEDICAL FIELDS. THERE APPEARED TO BE A DIFFERENCE OF OPINION AMONG CURRICULUM DEVELOPERS OF PARAMEDICAL EDUCATION PROGRAMS AND A NEED FOR A STUDY IN EACH OF THE PARAMEDICAL CAREERS OF THE TASKS PERFORMED BY THE PRACTITIONERS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010190</dc:identifier>
<dc:title>THE IDENTIFICATION OF COMMON COURSES IN PARAMEDICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>172</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>GUSZAK, FRANK J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM OF THIS RESEARCH WAS TO INVESTIGATE THE RELATIONS THAT MIGHT EXIST BETWEEN TEACHER KNOWLEDGE OF AND PRACTICES IN THE DEVELOPMENT OF READING COMPREHENSION. PRELIMINARY TO THE DEVELOPMENT OF SPECIFIC RESEARCH QUESTIONS WERE A SERIES OF GENERAL QUESTIONS GROUPED UNDER THESE MAIN CATEGORIES--(1) TEACHER KNOWLEDGE OF COMPREHENSION THEORY, (2) TEACHER PRACTICES IN COMPREHENSION DEVELOPMENT, AND (3) RELATIONS BETWEEN TEACHER KNOWLEDGE AND PRACTICES. FIVE TEST INSTRUMENTS WERE INVOLVED IN THE STUDY--(1) READING COMPREHENSION THEORY TEST, (2) READING COMPREHENSION SOLICITATION-RESPONSE INVENTORY, (3) CONGRUENCE-INCONGRUENCE DIMENSION, (4) SOLICITATION-RESPONSE UNIT, AND (5) SOLICITATION-RESPONSE EPISODE. THE SAMPLE CONSISTED OF SECOND-, FOURTH-, AND SIXTH-GRADE TEACHERS DRAWN  AT RANDOM FROM 16 ELEMENTARY SCHOOLS IN SAN ANGELO, TEXAS. THE STUDY RESULTS ARE PRESENTED IN TERMS OF COMPREHENSION THEORY, COMPREHENSION DEVELOPMENT, AND THE RELATIONS BETWEEN KNOWLEDGE AND PRACTICE. IMPLICATIONS ARE MADE FOR PRESERVICE AND INSERVICE TEACHER EDUCATION. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010191</dc:identifier>
<dc:title>RELATIONS BETWEEN TEACHER PRACTICE AND KNOWLEDGE OF READING THEORY IN SELECTED GRADE SCHOOL CLASSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Careers</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Practices</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>THOMPSON, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO DISCERN THOSE FACTORS CONTRIBUTING TO THE CAREER DEVELOPMENT OF A SELECTED GROUP OF FORMER VOCATIONAL TEACHERS WHO (1) GRADUATED FROM MICHIGAN STATE UNIVERSITY IN 1952, 1956, 1958, 1960, AND 1961 QUALIFIED TO TEACH EITHER AGRICULTURE, BUSINESS, OR HOME ECONOMICS, (2) BEGAN TO TEACH VOCATIONAL EDUCATION IMMEDIATELY AFTER COLLEGE GRADUATION, AND (3) TAUGHT FOR 1 OR MORE YEARS, BUT WERE NOT TEACHING IN THE FALL OF 1965. LONGITUDINAL TYPE CAREER INFORMATION WAS GATHERED IN THE FOLLOWING CATEGORIES--(1) BACKGROUND AND PERSONAL INFORMATION, (2) CAREER CHOICE AND EDUCATIONAL HISTORY, (3) EMPLOYMENT HISTORY, (4) WORK VALUES, (5) TEACHING SATISFACTION, (6) REASONS FOR LEAVING TEACHING, (7) ATTITUDES TOWARD RE-ENTERING VOCATIONAL TEACHING, AND (8) SOCIAL MOBILITY.  QUESTIONNAIRES WERE RETURNED BY 88 PERCENT WHICH RESULTED IN 205 CAREERS OF FORMER VOCATIONAL TEACHERS BEING ANALYZED FOR THE STUDY. ANALYSES INCLUDED USE OF THE CHI-SQUARE, KRUSKAL-WALLIS ONE-WAY ANALYSIS MODEL, SPEARMAN RANK CORRELATION COEFFICIENT, MILLER-FORM CAREER PATTERN PARADIGM, AND DESCRIPTIVE CAREER PATTERNS. IMPLICATIONS FOR VOCATIONAL TEACHER EDUCATION AND HYPOTHESES FOR FUTURE RESEARCH WERE PRESENTED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010192</dc:identifier>
<dc:title>CAREER PATTERNS ANALYSIS OF A SELECTED GROUP OF FORMER VOCATIONAL TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Discrimination</dc:subject>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>BERGAN, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas Univ., Lawrence.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EFFECTS OF TONAL MEMORY OF TWO KINDS OF FACTORS WERE STUDIED. THE FACTORS WERE (1) THE CHARACTERISTICS OF STIMULI PRESENTED TO THE SUBJECT IN A PITCH IDENTIFICATION TASK, AND (2) THOSE EFFECTING THE RESPONSE THAT THE SUBJECT MAKES IN SUCH A TASK. FIVE HYPOTHESES WERE ADVANCED FOR STUDY. THE UNDERLYING ASSUMPTION WAS THAT THERE ARE IMPORTANT DIFFERENCES BETWEEN THE ACQUISITION OF LONG-TERM PITCH MEMORY AND THE ACQUISITION OF SHORT-TERM PITCH MEMORY. THREE EXPERIMENTS WERE CONDUCTED. THE FIRST EXPERIMENT WAS CONCERNED WITH TONAL MEMORY AND IDENTIFYING RESPONSE, THE SECOND EXPERIMENT WITH ACTIVITY LEVEL AND TONAL MEMORY, AND THE THIRD EXPERIMENT WITH THE EFFECTS OF VARIATIONS IN INTENSITY LEVEL AND FEEDBACK ON PITCH IDENTIFICATION. RESULTS INDICATED THAT (1) LEARNING DID NOT OCCUR  WHEN THE DELAY BETWEEN THE STANDARD AND VARIABLE TONE WAS 10 SECONDS, (2) THE 50-DECIBEL STANDARD PITCH WAS SUPERIOR TO THE 50-DECIBEL VARIABLE PITCH, (3) AUDITORY FEEDBACK IS SUPERIOR TO VISUAL FEEDBACK AND DELAYED FEEDBACK IN FACILITATING PITCH IDENTIFICATION, AND (4) IT IS ADVANTAGEOUS TO PROVIDE IMMEDIATE AUDITORY FEEDBACK TO STUDENTS IDENTIFYING PITCHES. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010193</dc:identifier>
<dc:title>FACTORS AFFECTING PITCH DISCRIMINATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>DENNY, DAVID A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE RESEARCH WAS TO CONDUCT A PRELIMINARY ANALYSIS OF THE DENNY, RUSCH, IVES CLASSROOM OBSERVATION SCHEDULE DESIGNED TO IDENTIFY THE COMPLEX OF TEACHER AND PUPIL BEHAVIORS WHICH CONTRIBUTE TO PUPIL GAIN IN CREATIVITY. INTERRELATIONS OF PUPIL GAINS IN CREATIVITY WITH TEACHER PUPIL BEHAVIOR VARIABLES WERE ANALYZED. THE SAMPLE WAS LIMITED TO 30 SIXTH-GRADE CLASSROOMS WITHIN A 90-MILE RADIUS IN A MIDWESTERN STATE. MEAN IQ RANGED FROM 92 TO 117. MEAN SOCIOECONOMIC RATINGS RANGED FROM 3.67 TO 5.57 ON A SEVEN-POINT SCALE. MOST TEACHERS HELD B.S. DEGREES AND HAD TAUGHT SIXTH GRADE AN AVERAGE OF 7.33 YEARS. CREATIVITY WAS MEASURED USING A BATTERY OF TESTS PREPARED BY J.P. GUILFORD. PRETESTS AND POST-TESTS WERE ADMINISTERED. TEST VALIDITY WAS CHECKED BY CORRELATION OF EACH  SUBTEST WITH A PEER NOMINATION AND INTEREST INVENTORY. OBSERVATIONS WERE MADE BY A TEAM OF THREE OBSERVERS WHO WERE TRAINED FOR THE OBSERVATION VISITS. THREE RANDOMLY SCHEDULED VISITS WERE MADE TO EACH OF 30 CLASSROOMS. ANALYSIS OF OBSERVATIONS AND ANALYSIS OF VARIANCE WERE USED. CONCLUSIONS INDICATED--(1) SCHEDULES SEEMED TO DIFFERENTIATE BETWEEN CLASSROOMS, (2) OBSERVATION SCHEDULE ITEMS SEEMED TO MEASURE DIFFERENT ASPECTS OF TEACHER-PUPIL BEHAVIOR, (3) BEHAVIORS SEEMED TO DIFFER FROM SITUATION TO SITUATION IN A SAMPLE OF THREE VISITS, (4) THE SCHEDULE SEEMED TO BE OBJECTIVE, (5) OTHER SOURCES OF VARIANCE WERE NOT ACCOUNTED FOR IN THE ANALYSIS OF THE SCHEDULE, (6) IDENTIFIED CHANGES IN THE OBSERVATION SCHEDULE MAY IMPROVE THE RELIABILITY, (7) RELIABILITY AND OBJECTIVITY COEFFICIENTS  WERE EQUAL TO OR GREATER THAN PREVIOUSLY REPORTED SCHEDULES, AND (8) THE SCHEDULE WAS VALID FOR DIFFERENTIATING BETWEEN HIGH OR LOW MEAN-GAIN CLASSROOMS ON FLEXIBILITY AND REDEFINITION. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010194</dc:identifier>
<dc:title>A PRELIMINARY ANALYSIS OF AN OBSERVATION SCHEDULE DESIGNED TO IDENTIFY THE TEACHER-CLASSROOM VARIABLES WHICH FACILITATE PUPIL CREATIVE GROWTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>201</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Education</dc:subject>
<dc:subject>Clinics</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Regional Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>COOK, FRED S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT SUMMARIZES THE RESULTS OF A SERIES OF OFFICE OCCUPATIONS TEACHER EDUCATION CLINICS IN WHICH SUGGESTED GUIDELINES WERE DEVELOPED FOR THE PREPARATION OF OFFICE OCCUPATIONS TEACHERS. A SERIES OF CLINICS GAVE THE OPPORTUNITY FOR LEADERS IN THE FIELDS OF OFFICE OCCUPATIONS EDUCATION AND BUSINESS EDUCATION TO ESTABLISH MINIMUM REQUIREMENTS FOR OFFICE OCCUPATIONS TEACHERS. PHASE ONE WAS A PLANNING CLINIC HELD MARCH 7-10, 1966. THIS CLINIC, COMPOSED OF CITY AND STATE EDUCATION SUPERVISORS, TEACHER EDUCATORS, AND CONSULTANTS, DEVELOPED PRELIMINARY GUIDELINES. AFTER REVISION, THE GUIDELINES WERE MAILED TO ABOUT 1,200 CITY AND STATE SUPERVISORS AND TEACHER EDUCATORS FOR COMMENT. PHASE TWO WAS A SERIES OF NINE REGIONAL CLINICS, HELD WINTER-SPRING, 1966. A CONSULTANT FROM EACH OF THE  NINE H.E.W. REGIONS PRESENTED THE PRELIMINARY GUIDELINES AT A CLINIC IN HIS REGION. REACTIONS WERE OBTAINED AND REVISED DRAFTS PREPARED. PHASE 3 WAS A NATIONAL CLINIC HELD JUNE 1-3, 1966. REVISED GUIDELINES WERE REVIEWED, NEW ONES PROPOSED, AND A FINAL SET DERIVED. PLANS WERE MADE TO EDIT AND DISSEMINATE THE GUIDELINES TO ALL CITY AND STATE SUPERVISORS OF OFFICE OCCUPATIONS EDUCATION AND BUSINESS TEACHER EDUCATORS IN THE UNITED STATES. PHASE 4 WAS AN EDITORIAL COMMITTEE HELD JUNE 4-6, 1966. AN EDITORIAL STAFF REVIEWED AND REVISED THE GUIDELINES DEVELOPED IN PHASE THREE. THE FINAL SET OF 19 GUIDELINES WERE PRESENTED IN THE REPORT. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010195</dc:identifier>
<dc:title>OFFICE AND BUSINESS EDUCATION TEACHER TRAINING CLINICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>97</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Childhood Attitudes</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Discipline</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:creator scheme='personal author'>WALSH, RICHARD P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Edwardsville)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Edwardsville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY HAD TWO MAJOR OBJECTIVES--(1) TO STUDY CHANGE IN SELF-CONTROL AS A FUNCTION OF CHRONOLOGICAL AGE, AND (2) TO INVESTIGATE CERTAIN MAJOR VARIABLES PREVIOUSLY SUGGESTED AS MAJOR CORRELATES OF THIS DEVELOPMENT--NAMELY SEX, PARENTAL ATTITUDES, AND TYPES OF SETTING. IT WAS STATISTICALLY CONCLUDED THAT THE MAJOR VARIABLES CONCERNED, SUCH AS EXPERIMENTER, TEACHER, AND COOPERATING FAMILIES, HAD NO APPRECIABLE EFFECT ON THE COLLECTED DATA. OTHER CONCLUSIONS WERE--(1) THERE WERE NO DIFFERENCES BETWEEN BOYS AND GIRLS IN THEIR ABILITY TO RESIST TEMPTATION, (2) GIRLS TENDED TO SHOW MORE CONTROL THAN BOYS IN THAT THEY RESISTED THE TEMPTATION OBJECTS FOR A LONGER PERIOD OF TIME AND PLAYED WITH THEM LESS AFTER FINALLY SUCCUMBING, (3) THERE WERE NO DIFFERENCES BETWEEN THE AGE GROUPS FOR  EITHER SEX IN THEIR ABILITY TO RESIST TEMPTATION, THE TIME IT TOOK OFFENDERS TO SUCCUMB, OR THE AMOUNT OF TIME ENGAGED IN TEMPTATION BEHAVIOR, (4) THE CHILD&apos;S BEHAVIOR IN REGARD TO SELF-CONTROL WOULD APPEAR TO BE RELATED TO THE SETTING IN WHICH HE IS OBSERVED, (5) CHILDREN WHO ARE WELL BEHAVED AT HOME WILL NOT NECESSARILY BE PERCEIVED THAT WAY IN THE SCHOOL SITUATION, (6) CHILDREN WITH WARM, ACCEPTING MOTHERS TEND TO EXHIBIT LESS SELF-CONTROL THAN CHILDREN OF MOTHERS WHO ARE LESS WARM AND MORE STRICT IN THEIR APPROACH TO CHILD REARING, AND (7) FATHERS&apos; ATTITUDE TOWARD CHILD REARING DID NOT APPEAR TO BE SIGNIFICANTLY RELATED TO THE BEHAVIOR OF THE CHILDREN IN THIS STUDY. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010196</dc:identifier>
<dc:title>SELF-CONTROL IN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>City Government</dc:subject>
<dc:subject>Community Influence</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Taxes</dc:subject>
<dc:subject>Suburban Schools</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>HAWLEY, AMOS H.</dc:creator>
<dc:creator scheme='personal author'>ZIMMER, BASIL G.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Rhode Island (Providence)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Brown Univ., Providence, RI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE OF THE VARIOUS FACTORS WHICH CAUSE THE FAILURE OF SCHOOL REORGANIZATION PROPOSALS TO WIN POPULAR SUPPORT. SIX CITIES WERE SELECTED. A RANDOM SAMPLE OF 3,000 RESIDENTS AND A MATCHED SAMPLE OF 630 PUBLIC OFFICIALS WERE INTERVIEWED. DATA WERE GATHERED FROM RESIDENTS AND OFFICIALS ON THEIR (1) LEVEL OF KNOWLEDGE OF SCHOOLS, (2) LEVEL OF PARTICIPATION, (3) SCHOOL EVALUATIONS, (4) VIEWS ON TAXES AND SUPPORT OF SCHOOLS, (5) VIEWS ON REORGANIZATION OF SCHOOL DISTRICTS, AND (6) VIEWS OF PUBLIC OFFICIALS. A RELATIONSHIP BETWEEN THE SIZE OF THE AREA AND THE DEGREE OF RESISTANCE TO CHANGE WAS FOUND SIGNIFICANT. THE GENERAL FINDINGS INDICATED THAT ANY EFFORT TOWARD REORGANIZATION SHOULD BE FOCUSED ON THE SUBURBAN AREAS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010197</dc:identifier>
<dc:title>RESISTANCE TO REORGANIZATION OF SCHOOL DISTRICTS AND GOVERNMENT IN METROPOLITAN AREAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>337</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>DAYTON, C. MITCHELL</dc:creator>
<dc:creator scheme='personal author'>UHL, NORMAN P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>GEORGIA</eric:keywords>
<eric:keywords>Holland Vocational Preference Inventory</eric:keywords>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:keywords_test>Holland Vocational Preference Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Emory Univ., Atlanta, GA.</dc:creator>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY WAS TO IMPROVE THE PREDICTION OF A STUDENT&apos;S PERFORMANCE IN A SPECIFIC HIGH SCHOOL. THREE HYPOTHESES WERE STRUCTURED (1) THE GREATER THE CONGRUENCE BETWEEN A STUDENT VOCATIONAL PREFERENCE INVENTORY (VPI) PROFILE AND THE OVERALL GRADE LEVEL PROFILE, THE BETTER IS THE STUDENT&apos;S ACADEMIC ACHIEVEMENT AND BEHAVIOR AS MEASURED BY UNEXCUSED ABSENCES AND DISCIPLINARY REFERRALS, (2) THE GREATER THE CONGRUENCE BETWEEN A STUDENT VPI PROFILE OF THE CURRICULUM IN WHICH HE IS ENROLLED, THE BETTER IS THE STUDENT&apos;S ACADEMIC ACHIEVEMENT AND BEHAVIOR AS MEASURED BY UNEXCUSED ABSENCES AND DISCIPLINARY REFERRALS, AND (3) THE PERFORMANCE OF A STUDENT IN A CLASSROOM IS RELATED TO THE STUDENT&apos;S VPI PROFILE AND TO TEACHER RATINGS OF STUDENT CLASSROOM BEHAVIOR. THE DESIGN  INVOLVED THE COLLECTION OF POPULATION-WIDE DATA FOR SIX PUBLIC SCHOOLS, THREE LOCATED IN MARYLAND AND THREE LOCATED IN GEORGIA. ANALYSES WERE CARRIED OUT AT THREE LEVELS CHOSEN TO COINCIDE WITH THE GRADES 10, 11, AND 12. IN GENERAL, CORRELATIONAL AND DISCRIMINATORY STATISTICAL TECHNIQUES WERE UTILIZED FOR ALL DATA ANALYSIS. RESULTS WERE SUMMARIZED BY HYPOTHESES. THE FIRST HYPOTHESIS WAS SUPPORTED BY THE EVIDENCE. THE SECOND HYPOTHESIS EVIDENCE WAS SUGGESTIVE, BUT NOT CONCLUSIVE. EVIDENCE CONFIRMED THE THIRD HYPOTHESIS AND SUGGESTED SOME OF THE DYNAMICS UNDERLYING REWARD IN THE CLASSROOM. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010198</dc:identifier>
<dc:title>RELATIONSHIP BETWEEN HOLLAND VOCATIONAL INVENTORY SCORES AND PERFORMANCE MEASURES OF HIGH SCHOOL STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>149</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Prompting</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>TWELKER, PAUL A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE  HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT&apos;S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010199</dc:identifier>
<dc:title>PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Teaching</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:creator scheme='personal author'>FRISINA, D. ROBERT</dc:creator>
<dc:creator scheme='personal author'>JOHNSON, DONALD D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>GRASON STADLER E800 AUDIOMETER</eric:keywords>
<eric:keywords>BEKESY AUDIOMETRY</eric:keywords>
<eric:keywords>Bone Conduction Transducers</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Gallaudet Coll., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SERIES OF EIGHT CONSECUTIVE AND RELATED EXPERIMENTS WERE COMPLETED. THESE WERE PART OF THE DEVELOPMENT AND QUANTIFICATION OF VIBROTACTILE CONDITIONING PROCEDURES THAT LED TO THE MEASUREMENT OF HEARING IN DEAF AND HEARING SUBJECTS RANGING IN AGE FROM ADULTS TO AS YOUNG AS 2 AND 1/2 YEARS. A MODIFICATION OF THE RADIOEAR B-70A BONE CONDUCTION TRANSDUCER WAS COUPLED WITH THE GRASON-STADLER E-800 AUDIOMETER TO PROVIDE A PROGRAMED STIMULUS USED TO INSTRUCT, NONVERBALLY, DEAF AND HEARING SUBJECTS TO PERFORM STANDARD BEKESY AUDIOMETRY. CROSS-MODALITY STIMULUS GENERALIZATION FROM A VIBROTACTILE TO AN AUDITORY STIMULUS WAS FOUND TO TAKE PLACE ROUTINELY IN ALL AGE GROUPS ABOVE 5 YEARS. THE PROCEDURE USED A MODIFICATION TO THE E-800 AUDIOMETER THAT ALLOWED A SINGLE PRESS OF THE RESPONSE  SWITCH BY THE SUBJECT TO MEASURE ONE&apos;S ASCENDING THRESHOLD. A TOTAL OF 213 SUBJECTS WAS USED IN THIS PROJECT. ANALYSIS OF RESULTS INCLUDED PARAMETRIC AND NONPARAMETRIC STATISTICS USING THE ANALYSIS OF VARIANCE APPROACH. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010200</dc:identifier>
<dc:title>A NONVERBAL HEARING TEST FOR CHILDREN WITH DEAFNESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>131</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>KLAUSMEIER, HERBERT J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TECHNICAL REPORT PRESENTS A DEFINITION OF CONCEPT, A TAXONOMY OF VARIABLES SIGNIFICANT IN CONCEPT LEARNING, AND A BIBLIOGRAPHY OF ARTICLES DEALING WITH CONCEPT LEARNING AND PROBLEM SOLVING. A TOTAL OF 46 PERIODICALS SELECTED FOR SCANNING WERE THOSE KNOWN TO CONTAIN ARTICLES CONCERNED WITH PROBLEM SOLVING AND CONCEPT FORMATION. THE TEXT OF THESE ARTICLES IN ALL ISSUES FROM 1950 TO 1964 WAS EXAMINED TO DETERMINE WHETHER THE ARTICLE MET ALL OF THE ESTABLISHED CRITERIA FOR INCLUSION IN THE BIBLIOGRAPHY. THE BIBLIOGRAPHY WAS PRESENTED IN THREE SECTIONS--(1) CONCEPT-LEARNING ARTICLES, ALPHABETICALLY BY AUTHOR, (2) PROBLEM-SOLVING ARTICLES, ALPHABETICALLY BY AUTHOR, AND (3) ALL ARTICLES BY JOURNAL AND YEAR. RESPONSES TO THE DEFINITION, TAXONOMY, AND LIST OF ARTICLES WERE INVITED.  (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010201</dc:identifier>
<dc:title>CONCEPT LEARNING AND PROBLEM SOLVING--A BIBLIOGRAPHY, 1950-64.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>GOODWIN, WILLIAM L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NULL HYPOTHESES WERE TESTED TO DETERMINE THE DIFFERENTIAL EFFECTS OF (1) EXPERIMENTAL ATMOSPHERE AND ABSENCE OF SAME, (2) NOTICE OF TEST (10 SCHOOL DAYS) AND NO NOTICE (1 SCHOOL DAY), (3) TEACHER ADMINISTRATION AND OUTSIDE ADMINISTRATION OF TESTS, AND (4) TEACHER SCORING AND OUTSIDE SCORING OF TESTS. SIXTH-GRADE CLASSES (N=64), EACH FROM A DIFFERENT SCHOOL IN A LARGE MIDWESTERN CITY, WERE RANKED AND GROUPED INTO FOUR STRATA ON THE BASIS OF ARITHMETIC ACHIEVEMENT. WITHIN EACH STRATA, CLASSES WERE RANDOMLY ASSIGNED TO 1 OF 16 EXPERIMENTAL TREATMENTS GENERATED BY A FACTORIAL DESIGN USING 4 INDEPENDENT VARIABLES. WRITTEN INSTRUCTIONS WERE USED. THE RESULTING CLASS MEANS FOR EACH OF 3 SUBTESTS IN THE EXAMINATION WERE SUBJECTED TO A 4X2 ANALYSIS OF VARIANCE. THE ERROR TERM WAS COMPOSED  BY POOLING SELECTED HIGHER-ORDER INTERACTIONS. THE FOLLOWING CONCLUSIONS WERE REACHED--(1) ADVANCE NOTICE OF TEST DATE HAS A SIGNIFICANT EFFECT UPON PUPIL TEST PERFORMANCE WHEN TESTS INCLUDE NOVEL CONCEPTS WHICH ARE EASILY TAUGHT, (2) TEACHER ADMINISTRATION OF STANDARDIZED TESTS HAS A SIGNIFICANT EFFECT ON PUPIL TEST PERFORMANCE AS COMPARED WITH TEST ADMINISTRATION BY OUTSIDE PERSONNEL, (3) EXPERIMENTAL ATMOSPHERE, COMBINED WITH NOTICE OF TESTING, RESULTS IN SIGNIFICANTLY HIGHER PUPIL TEST PERFORMANCE WHEN TESTS INCLUDE NOVEL CONCEPTS WHICH ARE EASILY TAUGHT, (4) NO NOTICE OF TESTING, COMBINED WITH OUTSIDE SCORING, RESULTS IN SIGNIFICANTLY LOWER PUPIL TEST PERFORMANCE, AND (5) OUTSIDE SCORES PRODUCED HIGHER-GRADE PLACEMENTS THAN TEACHER SCORERS IN HIGH-ACHIEVING CLASSES RATHER THAN IN  LOW-ACHIEVING CLASSES AND VICE VERSA. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010202</dc:identifier>
<dc:title>THE EFFECTS ON ACHIEVEMENT TEST RESULTS OF VARYING CONDITIONS OF EXPERIMENTAL ATMOSPHERE, NOTICE OF TEST, TEST ADMINISTRATION, AND TEST SCORING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>FREDRICK, WAYNE C.</dc:creator>
<dc:creator scheme='personal author'>KLAUSMEIER, HERBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT WAS CONDUCTED TO DETERMINE THE FUNCTIONAL RELATIONSHIPS BETWEEN SUCH VARIABLES AS TYPE OF MATERIAL, NUMBER OF RELEVANT ATTRIBUTES, AND PERFORMANCE OF A PERSON ATTAINING CONCEPTS. CONCEPT ATTAINMENT BOARDS OF THE BRUNER (1956) TYPE WERE USED, AND VARIOUS PARAMETERS CONTAINED IN THE BOARDS WERE MANIPULATED. THE NUMBER OF RELEVANT AND IRRELEVANT ATTRIBUTES IN A CONCEPT WAS VARIED. INSTRUCTION, THE TYPE OF PROBLEM, PROBLEM ORDER, AND THE TYPE OF BOARD (FIGURAL OR VERBAL) WERE ALSO TREATED AS VARIABLES. INSTRUCTIONS FOR THE TASK WERE EITHER GIVEN TO THE 64 FEMALE AND 48 MALE SUBJECTS BY A TAPE RECORDING OR FROM A BOOKLET. FOUR DISTINCT SEQUENCES OF CONCEPTS WERE DEVELOPED AND EACH SEQUENCE WAS USED WITH SIX MALES AND EIGHT FEMALES. THE DEPENDENT VARIABLES WERE  TIME-TO-CRITERION AND NUMBER OF CARD CHOICES. RESULTS FROM THE VERBAL CONCEPTS SHOWED THAT SEX, INSTRUCTIONS, AND CONCEPT ORDER HAD NO SIGNIFICANT EFFECT. THE J-2 CONCEPTS (COMBINATIONS OF TWO) WERE EASIER THAN THE J-3, (COMBINATIONS OF THREE) AND RECEPTION CONCEPTS WERE EASIER THAN SELECTION CONCEPTS. ON THE TWO TRAINING CONCEPTS, THE J-3 CONCEPT WAS EASIER THAN THE J-2 BOTH IN TERMS OF TIME AND NUMBER OF CARD CHOICES. IT WAS HYPOTHESIZED THAT UNUSUAL RESULTS OBTAINED FROM THE FIGURAL BOARD CONCEPT WERE DUE TO THE SALIENCE LEVELS OF THE ATTRIBUTES. IT WAS FURTHER HYPOTHESIZED THAT ANY ANALYSIS OF CONCEPT MUST CONSIDER NUMBER OF RELEVANT AND IRRELEVANT ATTRIBUTES AND THE SALIENCE LEVEL. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010203</dc:identifier>
<dc:title>THE EFFECTS OF INSTRUCTIONS, CONCEPT COMPLEXITY, METHOD OF PRESENTATION, AND ORDER OF CONCEPTS UPON A CONCEPT ATTAINMENT TASK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Group Activities</dc:subject>
<dc:subject>Individual Activities</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>KLAUSMEIER, HERBERT J.</dc:creator>
<dc:creator scheme='personal author'>RAMSAY, JAMES G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO CLARIFY RELATIONSHIPS BETWEEN TWO VARIABLES TAKEN FROM TWO MAJOR CLASSES--A VARIABLE RELATED TO CONDITIONS OF LEARNING AND A STIMULUS VARIABLE. SPECIFICALLY, THE STUDY DEALT WITH CONCEPT ATTAINMENT BY INDIVIDUALS AND IDENTIFIED THROUGH FIGURAL OR VERBAL INSTANCES. PERFORMANCE WAS ASSESSED WITH FIVE DEPENDENT VARIABLES--TIME TO CRITERION, TOTAL NUMBER OF CARD CHOICES, NUMBER OF CARD CHOICES TO THE FIRST HYPOTHESIS, NUMBER OF HYPOTHESES OFFERED, AND NUMBER OF ATTRIBUTES CHECKED TO THE FIRST HYPOTHESIS. IT WAS FOUND THAT PAIRS WERE IN GENERAL EQUAL OR SUPERIOR TO INDIVIDUALS IN ATTAINING CONCEPTS. SUBJECTS USING FIGURAL MATERIAL WERE EQUAL TO OR BETTER THAN THOSE USING VERBAL MATERIAL IN ATTAINING CONCEPTS. WHEN ORDINAL POSITION OF THE CONCEPT IN THE SEQUENCE  WAS PLOTTED AGAINST THREE DEPENDENT VARIABLES, IT WAS FOUND THAT PERFORMANCE WAS POOREST ON THE FIRST CONCEPT, THAT IT IMPROVED MARKEDLY ON THE SECOND, AND THAT IMPROVEMENT CONTINUED FOR THE THIRD AND FOURTH CONCEPT, BUT AT A SLOWER RATE. PROBLEM SEQUENCES LED TO DIFFERENCES IN PERFORMANCE AS MEASURED BY TIME TO CRITERION AND NUMBER OF HYPOTHESES OFFERED. ALTERNATIVE EXPLANATIONS ARE SUGGESTED TO ACCOUNT FOR THE RESULTS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010204</dc:identifier>
<dc:title>THE ATTAINMENT OF CONCEPTS FROM FIGURAL AND VERBAL INSTANCES, BY INDIVIDUALS AND PAIRS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Lecture Method</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS LECTURE, PRESENTED NOVEMBER 16, 1965, AT THE UNIVERSITY OF WASHINGTON, WAS THE SEVENTH IN A SERIES ENTITLED &amp;quot;EDUCATION IN AMERICA--THE CONTINUING CHALLENGES.&amp;quot; THREE AREAS WERE DISCUSSED WHICH RELATE TO THE FORCES EXPECTED TO INFLUENCE EDUCATIONAL SYSTEMS--(1) THE INDIVIDUALIZATION OF INSTRUCTION, (2) COMPUTER-ASSISTED INSTRUCTION, AND (3) PSYCHOLOGICALLY BASED INSTRUCTIONAL DESIGN. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010205</dc:identifier>
<dc:title>THE NEW PEDAGOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Sequential Learning</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>COX, RICHARD C.</dc:creator>
<dc:creator scheme='personal author'>GRAHAM, GLENN T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKING PAPER IS CONCERNED WITH THE DEVELOPMENT OF SEQUENTIALLY SCALED TESTS FOR STUDENTS RECEIVING INDIVIDUALIZED INSTRUCTION. THESE TESTS WERE DESIGNED TO INDICATE MASTERY OF DESIRED BEHAVIORS RATHER THAN TO DISCRIMINATE AMONG INDIVIDUALS. OBJECTIVES WERE IDENTIFIED AND ARRANGED SEQUENTIALLY. TESTS WERE GIVEN TO KINDERGARTEN, FIRST-GRADE AND SECOND-GRADE CHILDREN IN ORDER TO OBTAIN A WIDE RANGE OF ABILITY LEVELS. THE RESULTS INDICATED THAT IT WAS POSSIBLE TO DEVELOP A SEQUENTIALLY SCALED ACHIEVEMENT TEST. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010206</dc:identifier>
<dc:title>THE DEVELOPMENT OF A SEQUENTIALLY SCALED ACHIEVEMENT TEST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:creator scheme='personal author'>RAGSDALE, RONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKING PAPER OFFERS A BRIEF DESCRIPTION OF THE UTILIZATION OF COMPUTERS AS CONTROL DEVICES, LISTING BOTH THEIR ADVANTAGES AND DISADVANTAGES. SUCH OTHER APPLICATIONS AS SIMULATION AND &amp;quot;DATA PROCESSING&amp;quot; WERE NOT COVERED IN THIS DOCUMENT. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010207</dc:identifier>
<dc:title>RECENT DEVELOPMENTS IN DATA COLLECTION AND ANALYSIS FOR EXPERIMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Administration</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Classroom Research</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING THE SCHOOL YEAR OF 1963-64, THE LEARNING RESEARCH AND DEVELOPMENT CENTER (UNIVERSITY OF PITTSBURGH) AND THE BALDWIN-WHITEHALL PUBLIC SCHOOLS OF PITTSBURGH INITIATED AN EXPERIMENTAL PROJECT TO INVESTIGATE THE FEASIBILITY OF A SYSTEM OF INDIVIDUALIZED INSTRUCTION IN AN ENTIRE K-6 SCHOOL. PART ONE DESCRIBED THE INITIAL WORK ON THE USE OF PROGRAMED MATERIAL IN AN INTACT CLASSROOM. SPECIFIC STUDIES IN ARITHMETIC AND SPELLING AND THE INVESTIGATION OF STUDENT VARIABLES SUCH AS ATTENTION, ATTITUDE, AND APTITUDE WERE DESCRIBED. A SOCIOLOGICAL STUDY OF SOME OF THE UNANTICIPATED CONSEQUENCES OF EDUCATIONAL INNOVATION ON SUPERVISION, TEACHERS, AND SCHOOL ORGANIZATION WAS PRESENTED ALSO. PART TWO DESCRIBED EXPLORATORY STUDIES ON THE INDIVIDUALIZATION OF INSTRUCTION IN FLEXIBLE  CLASSROOM CONTEXTS. IMPLICATIONS FOR THE USE OF PROGRAMED INSTRUCTION WERE--(1) PROCEDURES NEED TO BE DEVELOPED TO PERMIT EFFECTIVE MANAGEMENT OF INDIVIDUALIZED PROGRESS, (2) PROCEDURES SHOULD INCLUDE DETAILED DIAGNOSTIC ASSESSMENT OF STUDENT CAPABILITY, (3) RESEARCH AND DEVELOPMENT SHOULD BE DIRECTED TO METHODOLOGY FOR EVALUATION OF EDUCATIONAL ACHIEVEMENT, AND (4) ACHIEVEMENT TESTS SHOULD EMPHASIZE PERFORMANCE MASTERY, AND SUBSEQUENT USE AND REUSE OF KNOWLEDGE AND SKILLS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010208</dc:identifier>
<dc:title>STUDIES OF THE USE OF PROGRAMED INSTRUCTION IN THE CLASSROOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>194</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:creator scheme='personal author'>YEAGER, JOHN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONSISTENCY OF THREE MEASURES OF LEARNING RATE IN MATHEMATICS AND READING WAS STUDIED OVER DIFFERENT UNITS OF STUDY. STUDENTS OF GRADES ONE THROUGH SIX (N=152) MATHEMATICS AND READING, INDIVIDUALLY PRESCRIBED INSTRUCTION. EACH WAS ASSIGNED TO A SPECIFIC LEVEL IN A CONTENT AREA BASED ON SUBJECT MASTERY. THE RATE MEASURES INCLUDED THE TOTAL NUMBER OF MATHEMATICS AND READING UNITS MASTERED BY A STUDENT, THE NUMBER OF DAYS A STUDENT REQUIRED TO MASTER A GIVEN UNIT, AND AN INDEX OF RATE OF LEARNING. THE RESULTS INDICATED THAT THE RATE OF STUDENT LEARNING, AS MEASURED, WAS SPECIFIC TO A GIVEN TASK, AND NOT A GENERAL FACTOR OPERATING UNIFORMLY IN ALL LEARNING SITUATIONS. NONCONSISTENT STUDENT-LEARNING RATE WAS FOUND BETWEEN THE CURRICULUM AREAS OF MATHEMATICS AND READING FOR THOSE  RATE MEASURES PERTAINING TO SPECIFIC UNITS. FINALLY, THE LEVEL OF READING ACHIEVEMENT WAS NOT RELATED TO THE RATE OF LEARNING MEASURES FOR SPECIFIC UNITS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010209</dc:identifier>
<dc:title>MEASURES OF LEARNING RATES FOR ELEMENTARY SCHOOL STUDENTS IN MATHEMATICS AND READING UNDER A PROGRAM OF INDIVIDUALLY PRESCRIBED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>High Achievement</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>DEEP, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS CONDUCTED OF THE DIFFERENCES AMONG PUPILS OF DIFFERING ABILITY LEVELS BOTH IN PROGRESS AND ACHIEVEMENT. A COMPARISON OF THESE DIFFERENCES WAS THEN MADE WITH THOSE USING CONVENTIONAL INSTRUCTION PROGRAMS. TWENTY-THREE HYPOTHESES WERE TESTED TO DETERMINE IF SIGNIFICANT DIFFERENCES EXISTED AMONG LOW-, AVERAGE-, AND HIGH-ABILITY STUDENTS IN DIFFERENT GRADE LEVELS IN SCORES ON ARITHMETIC ACHIEVEMENT TESTS. THE EXPERIMENTAL GROUP CONSISTED OF 66 FOURTH-, FIFTH-, AND SIXTH-GRADE STUDENTS OF DIFFERING ABILITY LEVELS. ALL OF THESE STUDENTS STUDIED ARITHMETIC UNDER THE INDIVIDUALLY PRESCRIBED INSTRUCTION (IPI) PROGRAM. THE CONTROL GROUPS CONSISTED OF 399 STUDENTS MATCHED IN ABILITY AND GRADE LEVELS AS THE EXPERIMENTAL GROUP. THESE STUDENTS RECEIVED ARITHMETIC IN A TRADITIONAL  CLASSROOM PROGRAM. VARIOUS ACHIEVEMENT MEASURES WERE IMPOSED FOR DATA COLLECTION. ANALYSIS OF COVARIANCE WAS USED TO TEST THE SIGNIFICANT DIFFERENCES. THE FINDINGS INDICATED, IN GENERAL, HIGHER ABILITY STUDENTS PERFORMED AND MASTERED MORE THAN DID THE LOWER ABILITY STUDENTS UNDER THE IPI PROGRAM. THE CONCLUSIONS INDICATED, HOWEVER, NO SIGNIFICANT DIFFERENCE WAS FOUND AMONG HIGH-, AVERAGE, AND LOW-ABILITY STUDENTS IN ARITHMETIC PROBLEM-SOLVING SCORES WHEN ACCOUNTING FOR PRETEST PERFORMANCE. A NUMBER OF RECOMMENDATIONS FOR FURTHER RESEARCH WERE DISCUSSED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010210</dc:identifier>
<dc:title>THE EFFECT OF AN INDIVIDUALLY PRESCRIBED INSTRUCTION PROGRAM IN ARITHMETIC ON PUPILS AT DIFFERENT ABILITY LEVELS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>GRAHAM, GLENN T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>Guttman Scale</eric:keywords>
<eric:keywords>METROPOLITAN ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:keywords_test>Metropolitan Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY APPLIED GUTTMAN&apos;S SCALOGRAM ANALYSIS METHODOLOGY TO TEST CONSTRUCTION, AND DEVELOPED EVALUATION PROCEDURES ON THE RELIABILITY, VALIDITY, AND ITEM ANALYSIS OF THE OBTAINED TESTS. THE METHODOLOGY FOR CONSTRUCTION WAS APPLIED IN FIVE AREAS OF ARITHMETIC ACHIEVEMENT--(1) ADDITION, (2) SUBTRACTION, (3) NUMERATION, (4) TIME-TELLING, AND (5) MONETARY CONCEPTS. SUBJECTS WERE OBTAINED FROM TWO ELEMENTARY SCHOOLS FOR TEST EVALUATIONS. A COMPARISON OF THE SCALED TEST RESULTS TO THE RESULTS OF THE &amp;quot;METROPOLITAN ACHIEVEMENT TESTS&amp;quot; WAS EMPLOYED. INCONSISTENT RESULTS APPEARED. THE CONCLUSIONS INDICATED THAT IT WAS POSSIBLE TO CONSTRUCT SEQUENTIALLY-SCALED ACHIEVEMENT TESTS IN CERTAIN AREAS OF ARITHMETIC. FURTHER RESEARCH WAS SUGGESTED AT ALL GRADE LEVELS IN SUCH ARITHMETIC  ACHIEVEMENT AREAS AS MULTIPLICATION, DIVISION, AND FRACTIONS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010211</dc:identifier>
<dc:title>SEQUENTIALLY SCALED MATHEMATICS ACHIEVEMENT TESTS--CONSTRUCTION METHODOLOGY AND EVALUATION PROCEDURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>135</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Visual Discrimination</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>LYNCH, DANIEL O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF INSTRUCTIONS, TYPE OF LABEL, TYPE OF CONCEPT, AND SEQUENCE OF CONCEPTS BY TYPE UPON CONCEPT IDENTIFICATION WERE INVESTIGATED IN THIS STUDY. PERFORMANCE WAS ANALYZED IN TERMS OF FOUR TYPES OF TEST ITEMS. INSTRUCTION, FOCUSING ON THE CONCEPT TO BE ATTAINED AND THE CONCEPT NATURE, WAS FOUND TO FACILITATE CONCEPT IDENTIFICATION SIGNIFICANTLY BETTER THAN INSTRUCTION DESIGNED ONLY TO ACQUAINT STUDENTS WITH STIMULUS MATERIALS. STUDENTS PERFORMED AS WELL ON A SEQUENCE IN WHICH THEY IDENTIFIED TWO CONJUNCTIVE CONCEPTS FOLLOWED BY DISJUNCTIVE CONCEPTS AS THEY DID ON A SEQUENCE OF TWO DISJUNCTION CONCEPTS FOLLOWED BY TWO CONJUNCTIVE CONCEPTS. PRIOR EXPERIENCE WITH EITHER CONJUNCTIVE OR DISJUNCTIVE CONCEPTS TENDED TO LOWER LATER PERFORMANCE ON THE OTHER TYPE OF CONCEPT. USE OF  LABELS OF HIGH FREQUENCY OCCURRENCE DID NOT RESULT IN PERFORMANCE SIGNIFICANTLY DIFFERENT FROM THAT OF LABELS OF LOW FREQUENCY OCCURRENCE. EXAMPLES OF THE CONCEPT CONTAINING NEITHER OR BOTH RELEVANT ATTRIBUTES WERE EASIER FOR SUBJECTS TO CLASSIFY AS BELONGING OR NOT BELONGING TO THE CONCEPT THAN EXAMPLES WITH ONLY ONE OR THE OTHER RELEVANT ATTRIBUTE PRESENT. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010212</dc:identifier>
<dc:title>CONCEPT IDENTIFICATION AS A FUNCTION OF INSTRUCTIONS, LABELS, SEQUENCE, CONCEPT TYPE, AND TEST ITEM TYPE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Emotional Experience</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Stimuli</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>STAATS, ARTHUR W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE PRESENTED THEORETICAL AND EXPERIMENTAL ANALYSES CONCERNING IMPORTANT ASPECTS OF LANGUAGE. IT WAS SUGGESTED THAT A LEARNING THEORY WHICH INEGRATES INSTRUMENTAL AND CLASSICAL CONDITIONING, CUTTING ACROSS THEORETICAL LINES, COULD SERVE AS THE BASIS FOR A COMPREHENSIVE THEORY OF LANGUAGE ACQUISITION AND FUNCTION. THE PAPER ILLUSTRATED THE POSSIBILITIES OF SUCH AN INTEGRATED LEARNING APPROACH BY SHOWING THAT WORD MEANING IS ACQUIRED ACCORDING TO THE PRINCIPLES OF CLASSICAL CONDITIONING. HOWEVER, WORDS THAT HAVE ACQUIRED EMOTIONAL MEANING THROUGH THE PROCESS OF CLASSICAL CONDITIONING FUNCTION FOR THE INDIVIDUAL ACCORDING TO THE PRINCIPLES OF INSTRUMENTAL CONDITIONING. THE FINDINGS PRESENTED, DERIVED FROM THE INTEGRATED LEARNING THEORY, CONTRIBUTE TOWARD A LEARNING  CONCEPTION OF WORD MEANING, INDICATE ONE OF THE MOST POWERFUL FUNCTIONS OF LANGUAGE (ITS MOTIVATIONAL FUNCTION), AND DEMONSTRATE THE VALUE OF THE APPROACH. AN ANALYSIS OF ANOTHER TYPE OF WORD MEANING, DENOTATIVE MEANING, WAS ALSO PRESENTED. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010213</dc:identifier>
<dc:title>EMOTIONS AND IMAGES IN LANGUAGE--A LEARNING ANALYSIS OF THEIR ACQUISITION AND FUNCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:creator scheme='personal author'>KLAUSMEIER, HERBERT J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OF A SYMPOSIUM PRESENTED AT THE CHICAGO AREA CONVENTION IN FEBRUARY 1966 OUTLINES PROJECT &amp;quot;MODELS&amp;quot;, A NOVEL PROGRAM DESIGNED TO &amp;quot;MAXIMIZE OPPORTUNITIES FOR DEVELOPMENT AND EXPERIMENTATION OF LEARNING IN THE SCHOOLS.&amp;quot; THE INTRODUCTION RELATED THE NEED FOR NEW APPROACHES TO IMPROVING EDUCATION THROUGH RESEARCH TO THE EMERGING CONCEPT OF THE RESEARCH AND DEVELOPMENT CENTERS PROGRAM OF THE USOE. PROJECT &amp;quot;MODELS&amp;quot; WAS DESCRIBED AS A COOPERATIVE VENTURE DESIGNED TO PRODUCE MORE EFFICIENT PUPIL LEARNING THROUGH RESEARCH AND DEVELOPMENT CARRIED OUT DIRECTLY IN THE LOCAL SCHOOLS. A CENTRAL FEATURE OF PROJECT &amp;quot;MODELS&amp;quot; WAS THE RESEARCH AND INSTRUCTION UNIT WHICH COMPRISED SEVERAL TEACHERS WHO WORKED TOGETHER WITH A LEARNING SPECIALIST, ALSO A TEACHER. THE LEARNING SPECIALIST  ASSUMED LEADERSHIP AND WAS ACCOUNTABLE TO THE BUILDING PRINCIPAL FOR THE PROGRESS OF STUDENTS IN THE UNIT AND ACTED AS LIAISON TO THE RESEARCH AND DEVELOPMENT CENTER AT THE UNIVERSITY OF WISCONSIN. SPECIFIC MODELS WERE ALSO DEPICTED FOR EFFECTING PLANNED EDUCATIONAL CHANGE. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010214</dc:identifier>
<dc:title>PROJECT MODELS--MAXIMIZING OPPORTUNITIES FOR DEVELOPMENT AND EXPERIMENTATION IN LEARNING IN THE SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>City Government</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Elections</dc:subject>
<dc:subject>Political Issues</dc:subject>
<dc:subject>Racial Factors</dc:subject>
<dc:subject>Social Differences</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Voting</dc:subject>
<dc:creator scheme='personal author'>JENNINGS, M. KENT</dc:creator>
<dc:creator scheme='personal author'>ZEIGLER, HARMON</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords>GEORGIA</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VOTING RESULTS OF 13 DEMOCRATIC PRIMARIES, PARTISAN, NONPARTISAN, AND REFERENDUMS ELECTIONS HELD BETWEEN 1954 AND 1964 IN ATLANTA, GEORGIA, WERE STUDIED TO ASSESS THE EFFECTS OF PARTY AFFILIATION, CLASS COMPOSITION, AND RACE. THIS STUDY WAS A REPLICATION OF THE MAIN PORTIONS OF A DES MOINES STUDY (SEPTEMBER, 1963) AND RELATED THE RESULTS OF ADDITIONAL ANALYSIS ON--(1) THE COMPARISON OF INTERELECTION VOTING RESULTS, (2) THE STATUS POLARIZATION IN THE ELECTORATE, (3) THE CHANGING NATURE OF ETHNIC VOTING, AND (4) THE RELATIONSHIPS BETWEEN VOTING AND RULING COALITIONS IN ATLANTA. COMPREHENSIVE DESCRIPTIONS WERE PRESENTED OF THESE VARIOUS VOTING FACTORS IN EACH OF THE FOUR TYPES OF ELECTIONS. RESULTS INDICATED THAT THE VARIABLE OF CLASS COMPOSITION AFFECTED ELECTION RESULTS LEAST.  (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010215</dc:identifier>
<dc:title>CLASS, PARTY, AND RACE IN FOUR TYPES OF ELECTIONS--THE CASE OF ATLANTA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Dogmatism</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>CROFT, JOHN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>Mann Whitney U Test</eric:keywords>
<eric:keywords>ROKEACH DOGMATISM SCALE</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:keywords_test>Leader Behavior Description Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN DOGMATISM ON THE PART OF SCHOOL PRINCIPALS AND ACCURACY OF OTHERS IN ESTIMATING THEIR LEADERSHIP BEHAVIOR WAS STUDIED. THE LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE (LBDQ) AND THE ROKEACH DOGMATISM SCALE (RDS) WERE THE INSTRUMENTS USED FOR MEASUREMENT. A SAMPLE OF 24 PRINCIPALS WAS SELECTED AND ADMINISTERED THE INSTRUMENTS. THE SUPERINTENDENTS AND TEACHERS OF THE SAMPLE WERE ADMINISTERED THE L.B.D.Q. THE TOTAL SAMPLE WAS DIVIDED INTO TWO PARTS, OPEN-MINDED AND CLOSE-MINDED. THE SCORES WERE ANALYZED BY THE MANN-WHITNEY SUM OF RANKS TEST. THE RESULTS INDICATED OPEN-MINDED PRINCIPALS WERE ABLE TO ESTIMATE MORE ACCURATELY. A BRIEF DISCUSSION WAS ALSO PRESENTED OF A MORE GENERIC THEORY WHICH EXPLAINS THE TREND OF THESE FINDINGS. EMPIRICAL RESEARCH WAS  SUGGESTED IN MANY ASSOCIATED AREAS FOR A BETTER UNDERSTANDING OF EDUCATIONAL ADMINISTRATION. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010216</dc:identifier>
<dc:title>OPEN-MINDEDNESS AMONG ADMINISTRATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Citizen Participation</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Intergroup Relations</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>GOLDHAMMER, KEITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON A STUDY OF THREE COMMUNITIES, GENERALIZATIONS AND PROPOSITIONS WERE PRESENTED ON THE TOPIC OF EDUCATIONAL DECISION-MAKING. THE INTERACTIONS OF FOUR GROUPS-{(1) NON-SCHOOL CITIZENS OF THE COMMUNITY, (2) CITIZENS WHO HOLD OFFICIAL POSITIONS IN THE SCHOOL ORGANIZATION, (3) SCHOOL ADMINISTRATORS, AND (4) SCHOOL TEACHERS--WERE ANALYZED TO SHOW THEIR RELEVANCE AND RELATIONSHIPS TO THE DECISION-MAKING PROCESS. THE CONCLUSIONS INDICATED THAT EDUCATIONAL DECISION-MAKING WAS A POLITICAL PROCESS, INVOLVING THE INTERACTIONS, VALUES, ASPIRATIONS, AND INTERESTS OF VARIOUS GROUPS. HOWEVER IT WAS CONCLUDED THAT EDUCATIONAL POLITICS REMAINS RELATIVELY UNPREDICTABLE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010217</dc:identifier>
<dc:title>FACTORS RELATED TO CITIZEN, ADMINISTRATOR AND TEACHER PARTICIPATION IN EDUCATIONAL DECISION-MAKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Leaders</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Local Issues</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:creator scheme='personal author'>PELLEGRIN, ROLAND J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MINORITY OF PEOPLE WHO OCCUPY THE TOP LEADERSHIP LEVEL IN COMMUNITY ACTIVITIES WERE DISCUSSED IN THIS PAPER. VARIOUS CONCEPTS OF THE COMMUNITY POWER STRUCTURE WERE REVIEWED, AND SOME RESEARCH FINDINGS WERE REPORTED ON A COMPARATIVE STUDY CONDUCTED IN THE POWER STRUCTURES OF THREE COMMUNITIES. FOUR ACTIVITY AREAS WERE STUDIED FOR EACH COMMUNITY--ECONOMIC AFFAIRS, GOVERNMENT, PUBLIC EDUCATION, AND PUBLIC RECREATION. DESCRIPTIONS OF THE POWER STRUCTURES OF EACH COMMUNITY WERE PRESENTED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010218</dc:identifier>
<dc:title>COMMUNITY POWER STRUCTURE AND EDUCATIONAL DECISION-MAKING IN THE LOCAL COMMUNITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>FOSKETT, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF SOCIOLOGY TO EDUCATIONAL ADMINISTRATION WAS PRESENTED WITH EMPHASIS UPON THE RESEARCH ACTIVITIES OF SOCIOLOGISTS. INCLUDED IN THE PRESENTATION WERE BACKGROUND EVENTS, CHANGING DIMENSIONS OF EDUCATIONAL ADMINISTRATION, AND THE PLACE OF FOLK-WISDOM AND ITS REPLACEMENT WITH SYSTEMATICALLY-TESTED KNOWLEDGE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010219</dc:identifier>
<dc:title>SOCIOLOGY AND EDUCATIONAL ADMINISTRATION--A DISCUSSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Status Comparison</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:creator scheme='personal author'>HILLS, JEAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARATIVE ANALYSIS OF EDUCATIONAL ORGANIZATION WAS MADE WITHIN A THEORETICAL FRAMEWORK INVOLVING SOCIAL SYSTEM TERMS. ATTENTION WAS FOCUSED ON DIFFERENCES AMONG ORGANIZATIONS IN TERMS OF FUNCTIONS PERFORMED FOR SOCIETY. FOUR MAJOR COMPONENTS OF ACTION SYSTEMS USED TO COMPARE SEVERAL ORGANIZATIONS WERE IDENTIFIED AS FOLLOWS--(1) THE ORIENTATION BASE OF THE SYSTEM, THE NEEDS, OR INTERESTS, OR VALUES OF ACTORS THAT ARE AT STAKE IN THE PROCESS, (2) THE PROPERTIES OF OBJECTS IN THE SITUATION OF ACTION THAT ARE IMPORTANT TO ACTORS IN THE LIGHT OF THESE INTERESTS, (3) THE NORMATIVE RULES DISCRIMINATING BETWEEN LEGITIMATE AND ILLEGITIMATE MODES OF ACTION IN PURSUIT OF A PARTICULAR INTEREST IN QUESTION, AND (4) THE GENERALIZED FACILITIES THAT ACTORS ARE EXPECTED TO RESORT TO IN  SECURING CONTROL OF OBJECTS ESSENTIAL TO THE IMPLEMENTATION OF THAT INTEREST IN QUESTION. THE PLACEMENT OF EDUCATIONAL ORGANIZATIONS WITHIN THE COMPARATIVE ANALYTICAL FRAMEWORK LED TO THE POSITION THAT THE PRIMARY EMPHASIS OF THE EDUCATIONAL ORGANIZATION IS IN THE AREA OF PATTERN-MAINTENANCE OR SOCIALIZATION. IT WAS SUGGESTED THAT THE PRIMARY CONTRIBUTION OF EDUCATION TO SOCIETAL FUNCTIONING IS THUS IN THE MAINTENANCE OF THE VALUE PATTERNS WHICH DEFINE THE STRUCTURE OF A SOCIETY, AND THAT SCHOOLS ARE CRITICIZED PRIMARILY FOR DEVIATIONS FROM INSTITUTIONAL VALUES RATHER THAN FOR PRODUCING A COMMODITY OF LOW TECHNICAL QUALITY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010220</dc:identifier>
<dc:title>SOME PROBLEMS OF EDUCATIONAL ORGANIZATION IN COMPARATIVE PERSPECTIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Status Comparison</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>RUNKEL, PHILIP J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER WAS PRESENTED AT A CONFERENCE ON &amp;quot;NEW DIRECTIONS IN RESEARCH ON EDUCATIONAL ADMINISTRATION.&amp;quot; TWO SCHEMES OF RESEARCH METHODOLOGY WERE DISCUSSED. THE FIRST IDEA WAS &amp;quot;FACET DESIGN AND ANALYSIS&amp;quot; ORIGINATED BY LOUIS GUTTMAN. FACET DESIGN WAS DEFINED AS A WAY OF LAYING OUT A DOMAIN FOR RESEARCH, WHILE FACET ANALYSIS ENABLES ONE TO TEST THE VALIDITY OF THE ASSESSMENT OF THE ENTIRE DOMAIN. THE SECOND SCHEME WAS &amp;quot;THEORY OF DATA&amp;quot; BY CLYDE COOMBS. THIS DEALS WITH THE STAGES OF GATHERING DATA OUT OF OBSERVATIONS AND OF MAKING VARIABLES. THE PHASES DISCUSSED IN THE &amp;quot;THEORY OF DATA&amp;quot; WERE (1) SELECTING A DOMAIN OF INVESTIGATION, (2) RECORDING OBSERVATIONS, (3) CONVERTING OBSERVATIONS INTO DATA, (4) CLASSIFYING THE INDIVIDUALS OR OBJECTS (SCALING), AND (5) SEEKING RELATIONS AMONG  VARIABLES. THESE SCHEMES WERE SUGGESTED TO BE OF USE AS TOOLS BY THOSE WHO WILL BE DEVELOPING NEW METHODS IN RESEARCH. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010221</dc:identifier>
<dc:title>SOME RECENT IDEAS IN RESEARCH METHODOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Political Science</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>ZEIGLER, HARMON</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DISCUSSION WAS PRESENTED ON THE INTERACTION BETWEEN EDUCATIONAL AND POLITICAL SYSTEMS. PHILOSOPHICAL TREATMENTS WERE PRESENTED ON THE EFFECTS OF POLITICAL LIFE UPON EDUCATION. DISCUSSION TOPICS INCLUDED THE POLITICAL SYSTEM, THE EDUCATIONAL SUBSYSTEM, THE DISSEMINATION OF VALUES, SANCTIONS, AND ORGANIZATIONAL DEFENSE. DEVELOPMENT OF CURRENT RESEARCH DESIGNS WAS FELT TO MEASURE POLITICAL ATTITUDES OF STUDENTS TO BE NECESSARY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010222</dc:identifier>
<dc:title>POLITICAL VALUES IN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>HILLS, JEAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM OF IMPROVING EDUCATION AND EDUCATIONAL ADMINISTRATION WAS DISCUSSED. THE SUGGESTION WAS MADE THAT IMPROVEMENT BY GETTING RESEARCH INTO PRACTICE WAS A PROCESS OF RATIONALIZING ACTIVITY IN BOTH AREAS. THE FUNCTION OF RESEARCH FOR EDUCATIONAL ADMINISTRATION WAS APPROACHED AT THREE LEVELS--TECHNICAL, ADMINISTRATIVE, AND GOAL-ATTAINMENT IDENTIFICATION. THE TECHNICAL LEVEL PROVIDED A BASIS FOR RATIONALIZING THE MEANS FOR ATTAINMENT OF EDUCATIONAL GOALS. THE ADMINISTRATIVE LEVEL SERVED THE SAME FUNCTION RELATIVE TO THE GOALS OF PROCURING AND MOBILIZING RESOURCES. THE THIRD LEVEL FUNCTIONED TO IDENTIFY THE OBJECTIVE CONSEQUENCES OF ADOPTING CERTAIN GOALS, AND THE MEANS OF ATTAINING THOSE GOALS, FOR THE LARGER STRUCTURES IN WHICH THESE GOALS AND MEANS ARE EMBEDDED.  (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010223</dc:identifier>
<dc:title>THE FUNCTIONS OF RESEARCH FOR EDUCATIONAL ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Public Support</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>GOLDHAMMER, KEITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ORGANIZATIONAL CHANGE STUDIES AND FACTORS AFFECTING EDUCATIONAL CHANGE WERE DISCUSSED. A REVIEW OF SOME STUDIES INDICATED THAT ORGANIZATIONAL CHANGE IS USUALLY SEEN AS ACCEPTANCE OF CHANGE BY PARTICIPANTS WITHIN AN ORGANIZATION. FIVE CATEGORIES OF FACTORS AFFECTING THE PUBLIC ACCEPTANCE OF EDUCATIONAL CHANGE WERE DISCUSSED. AVAILABLE RESEARCH FROM FIELDS OTHER THAN EDUCATION SUGGESTED THAT THE FACTORS DISCUSSED WERE (1) THE PUBLIC&apos;S IMAGE OF THE ADVOCATE OF CHANGE, (2) THE PUBLIC&apos;S IMAGE OF THE ORGANIZATION AND THE ENDS WHICH IT SERVES, (3) THE PUBLIC&apos;S VIEW OF THE PROPOSED CHANGES, (4) THE CONGRUENCE OF THE PROPOSED CHANGE WITH GENERALLY ACCEPTED VALUES AND RECOGNIZED SOCIAL NEEDS, AND (5) SITUATIONAL FACTORS WHICH FACILITATE OR IMPEDE THE ACCEPTANCE OF CHANGE. CONCLUSIONS  INDICATED THAT INNOVATIONS IN EDUCATION WERE NOT ALWAYS WELL RECEIVED BY THE PUBLIC. A DECIDING FACTOR THAT THE CHANGE AGENT NEEDED TO RECOGNIZE WAS THAT HE WAS DEALING WITH POLITICAL PROBLEMS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010224</dc:identifier>
<dc:title>ISSUES AND STRATEGIES IN THE PUBLIC ACCEPTANCE OF EDUCATIONAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Group Structure</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>BRUMBAUGH, ROBERT B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS REPORTED OF THE RELATIONSHIP BETWEEN LOCAL-COSMOPOLITAN ORIENTATION, A CONCEPT FROM REFERENCE GROUP THEORY, AND THE RESISTANCE TO ORGANIZATIONAL CHANGE. A QUESTIONNAIRE WAS ADMINISTERED TO 329 PUBLIC SCHOOL TEACHERS IN FIVE CONTIGUOUS SCHOOL DISTRICTS IN CENTRAL PENNSYLVANIA WHICH WERE TO LOSE THEIR INDIVIDUAL IDENTITIES UNDER THE PROVISIONS OF THE STATE&apos;S 1961 LEGISLATIVE REORGANIZATION MANDATE. AT THE TIME NONE OF THE DISTRICTS HAD YET FORMULATED DEFINITE PLANS FOR REORGANIZATION. USABLE QUESTIONNAIRES WERE RETURNED BY 277 TEACHERS. THE FINDINGS INDICATED FACTORS OTHER THAN LOCAL OR COSMOPOLITAN ORIENTATION HAD INFLUENCED TEACHER ATTITUDE TOWARD SCHOOL DISTRICT REORGANIZATION. TEACHERS OPPOSED TO REORGANIZATION WERE FOUND TO ACTUALLY KNOW LESS ABOUT THE FACTUAL  DETAILS OF THE ISSUE THAN THOSE WHO SUPPORTED REORGANIZATION. IT WAS SUGGESTED THAT THE INFLUENCE OF REFERENCE GROUP ORIENTATION UPON PATTERNS OF COMMUNICATION, BOTH INTERNAL AND EXTERNAL TO THE SCHOOL, BE STUDIED IN FUTURE RESEARCH. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010225</dc:identifier>
<dc:title>REFERENCE GROUP ORIENTATION AND TEACHER ATTITUDE TOWARD SCHOOL DISTRICT REORGANIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Family Status</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>REHBERG, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>ROSENBURG TEST FACTOR STANDARDIZATION</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRE DATA WERE USED TO DETERMINE THE RELATIONSHIPS BETWEEN ADOLESCENT EDUCATIONAL EXPECTIONS (DEPENDENT VARIABLE) AND PATERNAL EDUCATION, FAMILY SOCIAL STATUS, PARENTAL EDUCATIONAL PRESSURE, AND FAMILY SIZE (INDEPENDENT OF PREDICTOR VARIABLES). THE DATA WERE GATHERED FROM 2,852 MALE SOPHOMORES (HIGH SCHOOL), LIVING IN SIX MIDDLE-SIZE PENNSYLVANIA CITIES (POPULATIONS FROM 50,000 TO 100,000). USING ROSENBURG&apos;S TEST FACTOR STANDARIZATION TECHNIQUE OF NONPARAMETRIC TABULAR PARTIAL ANALYSIS, IT WAS CONCLUDED THAT EACH OF THE FOUR PREDICTOR VARIABLES REMAINED INDEPENDENTLY ASSOCIATED WITH THE DEPENDENT VARIABLE WHEN THE APPROPRIATE OTHER THREE WERE STATISTICALLY CONTROLLED. ON THE BASIS OF THIS ANALYSIS OF PARTIALS, A PROVISIONAL MODEL OF CAUSAL SEQUENCE WAS CONSTRUCTED. THIS  MODEL POSITED THAT (1) PATERNAL EDUCATION IS A PARTIAL DETERMINANT OF THE SOCIAL STATUS OF THE FAMILY, (2) BOTH PATERNAL EDUCATION AND SOCIAL STATUS INFLUENCE ADOLESCENT EDUCATIONAL EXPECTATIONS THROUGH THE INTERVENING VARIABLE OF PARENTAL PRESSURE AND INDEPENDENTLY OF IT, AND (3) FAMILY SIZE SOMEHOW REDUCES BOTH THE FREQUENCY WITH WHICH PARENTS URGE CHILDREN TO CONTINUE THEIR EDUCATION BEYOND HIGH SCHOOL AND THE EFFECTIVENESS OF ANY GIVEN FREQUENCY LEVEL OF PARENTAL EDUCATIONAL PRESSURE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010226</dc:identifier>
<dc:title>SELECTED DETERMINANTS OF ADOLESCENT EDUCATIONAL EXPECTATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Skills</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>WALLIN, HERMAN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO TYPES OF INCENTIVE SYSTEMS AND THEIR IMPACT ON SKILL MAINTENANCE ACTIVITIES OF THE PROFESSIONAL WORK-FORCE AT TWO JUNIOR COLLEGES WERE REPORTED. ONE OF THE INSTITUTIONS HAD A MERIT-TYPE INCENTIVE SYSTEM, WHILE THE OTHER DID NOT DIFFERENTIATE AMONG THE VARIOUS CONTRIBUTIONS OF ITS FACULTY. THE LATTER BASED COMPENSATION ON ACADEMIC PREPARATION AND THE AMOUNT OF PREVIOUS TEACHING EXPERIENCE. THREE COMPONENTS WERE INDIVIDUALLY TREATED--(1) SUBSCRIBING TO AND READING RELEVANT JOURNALS, (2) ENGAGING IN FORMAL STUDIES, AND (3) PARTICIPATING IN CONFERENCES AND SEMINARS. DATA WERE GATHERED BY SEMISTRUCTURED INTERVIEWS WITH 87 OF A TOTAL OF 230 FULL-TIME FACULTY AND ADMINISTRATORS FROM BOTH COLLEGES. THE RESULTS INDICATED THAT THE COLLEGE USING THE MERIT SYSTEM ELICITED A GREATER  COMMITMENT TO MAINTAINING THEIR EXPERTISE. FORMAL STUDIES WERE VIEWED AS A MEANS TO ENHANCE SALARY BY THE TEACHERS IN THE NONMERIT COLLEGE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010227</dc:identifier>
<dc:title>INCENTIVE SYSTEMS IN EDUCATIONAL ORGANIZATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:creator scheme='personal author'>PELLEGRIN, ROLAND J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION WAS PRESENTED ON EXISTING AND POTENTIAL SOURCES OF EDUCATIONAL INNOVATION, THE CONDITIONS UNDER WHICH INNOVATION OCCURS, AND THE CHANGES WHICH MUST BE MADE TO TIE TOGETHER KNOWLEDGE AND PRACTICE. CERTAIN PROBLEMS OF DISTINCTION AND DEFINITION WERE NOTED. CURRENT SOURCES OF EDUCATIONAL INNOVATION DISCUSSED INCLUDED (1) CLASSROOM TEACHERS, (2) SCHOOL ADMINISTRATORS, (3) SCHOOL BOARDS, (4) THE LAY PUBLIC, (5) STATE DEPARTMENTS OF EDUCATION, (6) EDUCATION FACULTIES OF COLLEGES AND UNIVERSITIES, (7) PROFESSIONAL ASSOCIATIONS, (8) THE U.S. OFFICE OF EDUCATION AND OTHER FEDERAL AGENCIES, (9) TEXTBOOK PUBLISHERS, AND (10) SCIENTISTS, TECHNICAL SPECIALISTS, AND OTHER EXPERTS. CONDITIONS FOSTERING AND DISCOURAGING INNOVATION WERE PRESENTED BY GENERALIZATIONS FROM THE STUDY OF  CHANGE AT SOCIETAL LEVELS. THE PREVAILING CONDITIONS IN EDUCATIONAL SETTINGS AND IDEAS FOR TRANSLATING KNOWLEDGE INTO PRACTICE WERE ALSO DISCUSSED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010228</dc:identifier>
<dc:title>AN ANALYSIS OF SOURCES AND PROCESSES OF INNOVATION IN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Meetings</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject>Opportunities</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Regional Programs</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>SEASHORE, CHARLES N.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH TRAINING PROGRAM PROVIDED FOR NINE REGIONAL MEETINGS FOR STATE DEPARTMENT OF EDUCATION PERSONNEL WHO WERE ASSOCIATED WITH EVALUATION RESEARCH SECTIONS OF PROPOSALS FROM LOCAL SCHOOL DISTRICTS FOR FUNDS UNDER PUBLIC LAW 89-10 (ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965). THE MEETINGS WERE STAFFED BY FOUR-MAN TEAMS OF CONSULTANTS IN TRAINING DESIGN, EDUCATIONAL RESEARCH, AND STATE DEPARTMENT OF EDUCATION ADMINISTRATION. OBJECTIVES OF THE MEETINGS WERE TO (1) REVIEW THE EVALUATIVE RESEARCH REQUIREMENTS AND OPPORTUNITIES OF PUBLIC LAW 89-10, (2) REVIEW BASIC CONCEPTS IN EVALUATION RESEARCH AND EXPLORE POSSIBLE POINTS OF INFLUENCE WHEREBY STATE DEPARTMENT PERSONNEL COULD UPGRADE THE QUALITY OF EVALUATION RESEARCH, (3) EXAMINE TYPICAL RESEARCH DESIGNS, (4) DEVELOP  EDUCATIONAL RESEARCH, (5) STIMULATE PLANNING FOR LONG-TERM RESEARCH OBJECTIVES, AND (6) PROVIDE A MODEL FOR CONDUCTING CLINICS BY STATE DEPARTMENT PERSONNEL FOR LOCAL SCHOOL DISTRICT PERSONNEL. A ROSTER OF THE STAFF AND PARTICIPANTS WHO ATTENDED EACH OF THE FIVE EASTERN REGION MEETINGS AND THE FOUR WESTERN REGION MEETINGS IS PRESENTED IN THE REPORT. IT WAS CONCLUDED THAT THIS TRAINING PROGRAM INDICATED THE FEASIBILITY OF SEVERAL SHORT-TERM MEETINGS WITHIN A SHORT PERIOD OF TIME HOLDING THE INTEREST AND ATTRACTING THE PARTICIPATION OF PROFESSIONALS IN THE EDUCATIONAL RESEARCH FIELD. (REFER TO ED 010 230 FOR ADDITIONAL INFORMATION.) (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010229</dc:identifier>
<dc:title>REGIONAL MEETINGS IN EVALUATION RESEARCH, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Meetings</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>SEASHORE, CHARLES N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBES THE PROCESS OF PLANNING NINE REGIONAL MEETINGS FOR PROVIDING EVALUATION RESEARCH TRAINING. GOALS OF THE PLANNING PROCESS WERE (1) TO FORMULATE SPECIFIC OBJECTIVES FOR THE REGIONAL MEETINGS, (2) TO DEVELOP A TRAINING DESIGN FOR PARTICIPANTS IN THESE MEETINGS, (3) TO ASSESS AVAILABLE STAFF RESOURCES FOR THESE MEETINGS, AND (4) TO OUTLINE THE KINDS OF RESOURCE MATERIALS NEEDED FOR THE MEETINGS. THE REPORT PRESENTS A LISTING OF THE PLANNING GROUP MEMBERS, PLANNING ISSUES, MAJOR PLANNING ACTIVITIES, THE SELECTED MEETING DATES AND SITES, AND THREE MODEL DESIGNS DEVELOPED FOR THE MEETINGS. THE REGIONAL MEETINGS WERE SUBSEQUENTLY HELD UNDER CONTRACT OE-6-10-209 (ED 010 229), INVOLVING STATE DEPARTMENT OF EDUCATION PERSONNEL WHO WERE TRAINED IN PROPOSAL EVALUATION  RESEARCH (AS APPLIED TO THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, PUBLIC LAW 89-10). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010230</dc:identifier>
<dc:title>A PROPOSAL FOR THE PLANNING OF ONE-WEEK WORKSHOPS IN EVALUATION RESEARCH FOR STATE AND CITY DEPARTMENT OF EDUCATION PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Courses</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Statistical Studies</dc:subject>
<dc:creator scheme='personal author'>DERSHEM, JAMES F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>South Dakota</eric:keywords_geo>
<eric:keywords_geo>Wyoming</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT, WHICH CONSISTS OF A SERIES OF STATISTICAL TABLES, IS THE SEVENTH IN A SERIES THAT HAS BEEN PUBLISHED ANNUALLY BY THE MODERN LANGUAGE ASSOCIATION SINCE PASSAGE OF THE NATIONAL DEFENSE EDUCATION ACT OF 1958. TAKEN COLLECTIVELY, THE REPORTS CHART THE COURSE TAKEN BY FOREIGN-LANGUAGE STUDY IN THE NATION&apos;S HIGH SCHOOLS FROM 1958 TO THE PRESENT. THE DATA IN THIS REPORT WERE OBTAINED FROM QUESTIONNAIRES SENT TO HIGH SCHOOL PRINCIPALS IN SIX STATES--ALASKA, ARIZONA, ILLINOIS, MISSOURI, SOUTH DAKOTA, AND WYOMING. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010232</dc:identifier>
<dc:title>FOREIGN-LANGUAGE OFFERINGS AND ENROLLMENTS IN SECONDARY SCHOOLS, FALL 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cultural Exchange</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BERGER, MORROE</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Princeton Univ., NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PARTICIPANTS AT A CONFERENCE HELD DECEMBER 17-18, 1965 REACHED THE CONCLUSION THAT TODAY&apos;S COLLEGES AND HIGH SCHOOLS HAD ONLY REALIZED A SMALL PROPORTION OF THE POSSIBLE EDUCATIONAL POTENTIAL OF FOREIGN LANGUAGES AND AREA STUDIES. IT WAS BELIEVED THAT HIGH QUALITY PROGRAMS MUST BE EMPHASIZED, IF NECESSARY OF LIMITED SCOPE, RATHER THAN PROGRAMS OF BROAD COVERAGE WITH LOWER QUALITY. THE CREATION OF A NATIONWIDE NETWORK OF COOPERATIVE PROGRAMS WAS MENTIONED AS A POSSIBILITY. CONFEREES RECOMMENDED THAT BOTH THE FEDERAL GOVERNMENT AND THE FOUNDATIONS SUPPORT THE TRAINING OF TEACHERS FOR THESE PROGRAMS, AND THAT VISITING FOREIGNERS HELP IN AROUSING STUDENT INTEREST IN FOREIGN LANGUAGES IN COLLEGES AND SECONDARY SCHOOLS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010233</dc:identifier>
<dc:title>PRINCETON UNIVERSITY CONFERENCE ON FOREIGN LANGUAGES AND AREA STUDIES IN THE UNITED STATES--A GUIDE FOR HIGH SCHOOL AND COLLEGE PROGRAMS, DECEMBER 17-18, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>121</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Stimuli</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:creator scheme='personal author'>CROSS, DAVID V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY FOCUSED ON THE GENERAL PROBLEM OF HOW THE TOTAL EFFECT OF A MULTIDIMENSIONAL STIMULUS IS COMPOUNDED FROM THE SIMPLE EFFECT OF ITS SEPARATE COMPONENTS IN THE CONTEXT OF STIMULUS GENERALIZATION. FROM A THEORETICAL LEVEL, THE PROBLEM WAS STUDIED IN TERMS OF THE GEOMETRY OF MINKOWSKI. AN EXPERIMENT WAS CARRIED OUT WITH 20 SUBJECTS WHO WERE TRAINED ON SUCCESSIVE DISCRIMINATION INVOLVING 3 FREQUENCY MODULATED SINUSOIDAL TONES THAT DIFFERED IN CENTER FREQUENCY AND/OR THE RATE OF MODULATION. THE PATTERN OF REINFORCEMENT FOR THE EMISSION OF EITHER OF TWO MUTUALLY EXCLUSIVE RESPONSES WAS CONTINGENT ON THE PRESENCE OF ONE OR TWO VISUAL CUES. IN THIS WAY, THE STIMULUS PROPERTY ATTENDED WAS BROUGHT UNDER EXPERIMENTAL CONTROL. THE STRUCTURE INDUCED ON THE EXTENDED STIMULUS SET WAS  EXAMINED USING GENERALIZATION TESTING PROCEDURES WITH THE TWO VISUAL CUES PRESENTED SINGLY FOR 10 SUBJECTS, AND WITH CUES PRESENTED IN COMBINATION FOR THE OTHER 10 SUBJECTS. MEASURES OF THE RESPONSE PROBABILITY AND RESPONSE LATENCY WERE OBTAINED. MEASURES OF DISCRIMINATION LATENCY WERE RELATED TO MEASURES OF RESPONSE PROBABILITY. IN THE CHOICE OF A MODE OF EXPRESSION FOR RESPONSE LATENCY, THE MOST REASONABLE CANDIDATES WERE THE RECIPROCAL AND LOGARITHMIC TRANSFORMATIONS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010234</dc:identifier>
<dc:title>METRIC PROPERTIES OF MULTIDIMENSIONAL STIMULUS CONTROL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>110</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>LANE, HARLAN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR AT THE UNIVERSITY OF MICHIGAN PUBLISHED PROGRESS REPORT TWO WHICH CONTAINS 22 COMPLETED STUDIES AND A LISTING OF 25 STUDIES IN PROGRESS. ALL STUDIES WERE PUBLISHED OR LISTED IN THE REPORT UNDER THE FOLLOWING GROUP HEADINGS--(1) LANGUAGE PROCESSES, (2) LANGUAGE ACQUISITION, (3) LANGUAGE MODIFICATION, AND (4) LANGUAGE STRUCTURE. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010235</dc:identifier>
<dc:title>STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT NO. 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>491</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-06</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>LANE, HARLAN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE UNIVERSITY OF MICHIGAN&apos;S CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR PUBLISHED PROGRESS REPORT 1 WHICH CONTAINS 14 SEPARATE RESEARCH ARTICLES AND REPORTS AND 19 LISTED STUDIES IN PROGRESS. THE STUDIES WERE ALL RELEVANT TO LANGUAGE AND LANGUAGE BEHAVIOR. ALSO INCLUDED IS A LIST OF AFFILIATED PERSONNEL CONDUCTING STUDIES IN THIS AREA OF CONCENTRATION FOR THE CENTER. (HB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010236</dc:identifier>
<dc:title>STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT NO. 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>272</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED HERE WERE STUDY GUIDES FOR STUDENT USE IN A SEVENTH-GRADE RHETORIC CURRICULUM. THE GUIDE PRESENTED BACKGROUND INFORMATION AND EXERCISES RELATED TO--(1) FINDING AND DEVELOPING IDEAS, AND (2) RHETORIC OF THE SENTENCE. AN ACCOMPANYING GUIDE WAS PREPARED FOR TEACHER USE (ED 010 134). (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010237</dc:identifier>
<dc:title>FINDING AND DEVELOPING IDEAS, RHETORIC OF THE SENTENCE--RHETORIC CURRICULUM II, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>TERRELL, GLENN</dc:creator>
<dc:creator scheme='personal author'>WYER, ROBERT S., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Chicago. Chicago Circle Campus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NONINTELLECTIVE FACTORS ASSOCIATED WITH ACADEMIC ACHIEVEMENT IN COLLEGE WERE INVESTIGATED IN THREE PHASES OF RESEARCH--(1) PERSONALITY AND MOTIVATIONAL CORRELATES OF ACADEMIC APTITUDE AND PERFORMANCE AMONG STUDENTS WHO HAD COMPLETED AT LEAST 1 YEAR OF COLLEGE WERE EXAMINED, (2) DATA WERE COLLECTED FROM FRESHMAN STUDENTS BEFORE THEY ENTERED COLLEGE, AND (3) QUESTIONNAIRES WERE ADMINISTERED TO STUDENTS TO DETERMINE THE PARTICULAR GOALS THEY BELIEVED WERE IMPORTANT TO THEM AND THE PERCEIVED RELEVANCE OF GOOD GRADES AND ACHIEVEMENT-RELATED ACTIVITY. VARIOUS CONCLUSIONS WERE PRESENTED ON THE RELEVANCE OF ACADEMIC ACHIEVEMENT TO GOAL ATTAINMENT. STUDENTS WHO BELIEVED THAT ACADEMIC ACHIEVEMENT WAS A NECESSARY CONDITION FOR ATTAINING THEIR GOAL PERFORMED BETTER THAN STUDENTS WHO BELIEVED  THAT ACADEMIC ACHIEVEMENT WAS NOT SO ESSENTIAL. THE IMPORTANCE OF ATTENDING COLLEGE, ASSESSED INDEPENDENTLY OF THE REASON FOR ITS IMPORTANCE, WAS RELATED POSITIVELY TO PERFORMANCE AMONG BOTH MALES AND FEMALES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010238</dc:identifier>
<dc:title>NONINTELLECTIVE FACTORS ASSOCIATED WITH SCHOLASTIC ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>292</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Indexing</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Storage</dc:subject>
<dc:subject>Thesauri</dc:subject>
<dc:creator scheme='personal author'>GOLDWYN, A.J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western Reserve Univ., Cleveland, OH. Center for Documentation and Communication Research.</dc:creator>
<dc:creator scheme='institution'>Western Reserve Univ., Cleveland, OH. School of Library Science.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A THESAURUS OF EDUCATIONAL TERMS WAS PRODUCED TO PROVIDE A TERMINOLOGY BASE WHICH WOULD BE AMENABLE TO RAPID AND EASY MODIFICATION AND UPDATING. THE PRIMARY SOURCE OF TERMS WAS A SEMANTIC CODE DICTIONARY, PREVIOUSLY CREATED DURING THE INDEXING OF SOME 6,500 EDUCATIONAL RESEARCH DOCUMENTS. A FACETED STRUCTURE WAS CREATED. THE DISPLAY CONSISTED OF (1) AN ALPHABETICAL LIST, (2) A FACETED ARRAY, (3) A REPRESENTATIVE LIST OF IDENTIFIERS, AND (4) A PERMUTED DESCRIPTOR LIST. NOTES AND FIGURES WERE INCLUDED FOR USE OF THE FACETED DISPLAY. RECOMMENDATIONS INCLUDED WERE (1) THAT THE U.S. OFFICE OF EDUCATION MAKE OPERATIONAL TESTS, MODIFICATIONS, AND ADDITIONS BASED UPON THE SUGGESTIONS OF SUBJECT SPECIALISTS AND INFORMATION EXPERTS, AND (2) THAT INDEXERS AND SEARCHERS RECEIVE TRAINING IN  THE USE OF THESAURUS SO THAT THEY WOULD BE ABLE TO EXPLOIT ITS FULL POTENTIAL. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010239</dc:identifier>
<dc:title>THE PREPARATION OF A THESAURUS OF EDUCATIONAL TERMS, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>98</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:creator scheme='personal author'>AXELROD, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM WITH WHICH THIS REPORT DEALS IS PART OF A LARGER AND MORE BASIC PROBLEM FACING FOREIGN LANGUAGE DEPARTMENTS IN THE UNITED STATES - REDEFINING THE ENDS OF THE INSTRUCTION OFFERED BY THE DEPARTMENT AND DISCOVERING MORE ADEQUATE CURRICULAR MEANS THAN ARE USED AT PRESENT TO IMPLEMENT THOSE ENDS. SECTION ONE OF THE REPORT FOCUSES ON THE PROBLEM. SECTION TWO CONTAINS A SKETCH OF THE SUCCESSFUL FOREIGN LANGUAGE TEACHER IN THE AMERICAN SCHOOL. SECTION THREE PRESENTS RECOMMENDATIONS FOR CURRICULAR DEVELOPMENT IN TEACHER-EDUCATION PROGRAMS (BASED ON STUDY GROUPS OF NDEA FOREIGN LANGUAGE INSTITUTES). SECTION FOUR DEALS WITH THE NEED FOR PROFESSIONAL ORGANIZATIONS TO HELP COLLEGES AND UNIVERSITIES IN THE DIFFICULT TASK OF CURRICULAR REFORM. A NUMBER OF CONCRETE SUGGESTIONS ARE  MADE. TWO APPENDIXES ARE INCLUDED--(1) MEMBERS OF THE 1965 INSTITUTE STUDY PROJECT, AND (2) MLA GUIDELINES FOR TEACHER-EDUCATION PROGRAMS IN MODERN FOREIGN LANGUAGES. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010241</dc:identifier>
<dc:title>THE EDUCATION OF THE MODERN FOREIGN LANGUAGE TEACHER FOR AMERICAN SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Electromechanical Aids</dc:subject>
<dc:subject>Kindergarten Children</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>KEISLAR, EVAN R.</dc:creator>
<dc:creator scheme='personal author'>MCNEANY, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VALUE OF YOUNG CHILDREN VOCALIZING DURING A PROBLEM-SOLVING TASK WAS STUDIED. IN A 2-DAY INVESTIGATION, SIXTY 4-YEAR-OLD CHILDREN WERE TRAINED INDIVIDUALLY TO SELECT THE CORRECT ONE OF THREE PICTURES DIFFERING ONLY IN SIZE. THE CHILDREN WERE DIVIDED RANDOMLY INTO A LABELING GROUP AND A NONLABELING GROUP. CHILDREN IN THE LABELING GROUP WERE REQUIRED TO OVERTLY VERBALIZE RELEVANT LABELS DURING THIS SELECTIVE LEARNING TASK. THEY PERFORMED SIGNIFICANTLY BETTER DURING TRAINING AND ON A POST-TEST THAN CHILDREN WHO SAW THE SAME STIMULI BUT WERE GIVEN NO LABELING TRANING. THIS FINDING WAS NOT VERIFIED IN AN 8-DAY INVESTIGATION WHERE THE PRESENTATION OF STIMULUS MATERIALS AND VERBAL INSTRUCTIONS WAS ELECTRONICALLY CONTROLLED. SEVENTY-TWO 5-YEAR-OLD CHILDREN WERE DIVIDED RANDOMLY  BETWEEN LABELING AND NONLABELING GROUPS AND GIVEN TRAINING ON A SELECTIVE LEARNING TASK INVOLVING MATERIALS DIFFERING IN SIZE, THICKNESS, LENGTH, AND COLOR VALUE. CHILDREN IN THE LABELING GROUP WERE REQUIRED TO LEARN FOUR SETS OF RELEVANT LABELS. ON THE POST-TEST, WHERE NO CHILDREN WERE INSTRUCTED TO VERBALIZE, NO DIFFERENCES IN PERFORMANCE WERE FOUND BETWEEN THE LABELING AND NONLABELING GROUPS. ALL CHILDREN PERFORMED CONSISTENTLY WORSE WHEN THE INTERMEDIATE SIZE PICTURE WAS THE CORRECT STIMULUS. A PILOT STUDY ALSO DEMONSTRATED THE POSSIBLE INTERFERING EFFECTS OF LANGUAGE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010242</dc:identifier>
<dc:title>HOW THE LANGUAGE OF KINDERGARTEN CHILDREN MAY BE DEVELOPED FOR USE IN PROBLEM SOLVING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiodisc Recordings</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Fluency</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Tape Recorders</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>BEIER, ERNST G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO ESTABLISH CERTAIN BASE RATES IN LANGUAGE USAGE OF CHILDREN AND TO INVESTIGATE THEIR PSYCHOLOGICAL SIGNIFICANCE. SPECIFICALLY THE STUDY WAS AIMED AT DISCOVERING WHETHER THE FINDINGS OF G.K. ZIPF (1965) HELD FOR SPOKEN LANGUAGE OF CHILDREN AND WHETHER AGE DIFFERENCES INFLUENCED THE RELATIONSHIP OF VARIETY AND FREQUENCY OF WORD OCCURRENCES. ZIPF STATED THAT A RELATIONSHIP EXISTS BETWEEN HIGH FREQUENCY, SMALL VARIETY, AND SHORTNESS OF WORDS, A RELATIONSHIP PRESUMABLY VALID FOR LANGUAGE IN GENERAL. IN THIS STUDY 12- AND 16-YEAR-OLD BOYS (N 15 FOR EACH AGE GROUP) OF AVERAGE INTELLIGENCE WERE GIVEN A TAPE RECORDER TO OBTAIN THEIR VERBAL OUTPUT. FORTY THOUSAND WORDS OF EACH OF THE GROUPS WERE ANALYZED WITH THE STARKWEATHER PROGRAM ON AN IBM 7094 COMPUTER. THE  RESULTS WERE PRESENTED IN TERMS OF LISTS OF WORDS USED, RATIOS OF THE NUMBER OF DIFFERENT WORDS SPOKEN TO THE NUMBER OF TOTAL WORDS, AND THE RATIO OF VARIETY TO FREQUENCY OF OCCURRENCE. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010243</dc:identifier>
<dc:title>ANALYSIS OF WORD FREQUENCIES IN SPOKEN LANGUAGE OF CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clubs</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>Meetings</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>HALL, CLEO A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MOTIVATIONS, INTERESTS, AND NEEDS RELATED TO PARTICIPATION IN VOLUNTARY ORGANIZATIONS BY WOMEN WERE STUDIED. A THREE-PART INSTRUMENT WAS DEVELOPED TO MEASURE SELECTED MOTIVATIONS, TO COLLECT DATA OF DEMOGRAPHIC CHARACTERISTICS, AND TO MEASURE SATISFACTION OF ACTIVITIES. THE SAMPLE WAS COMPOSED OF 997 HOME ECONOMICS EXTENSION CLUB MEMBERS AND 129 COUNTY EXTENSION HOME ECONOMISTS. DATA WERE GATHERED FROM RESPONSES TO THE INSTRUMENT MADE BY THE FEMALE SUBJECTS. DATA ANALYSIS INCLUDED COMBINING THE RANK ORDERING OF COMPONENT REASONS AND COMPUTATION OF MEAN RANKS AND STANDARD DEVIATIONS FOR COMBINED RANK ORDERINGS. THE STRONGEST MOTIVATION FOR PARTICIPATION WAS THE DESIRE FOR LEARNING EXPERIENCES. SOCIABILITY WAS NOT FOUND TO BE A PRIMARY MOTIVATING FORCE FOR PARTICIPATION.  (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010244</dc:identifier>
<dc:title>THE MOTIVATIONAL PATTERNS OF WOMEN ENGAGED IN EDUCATIONAL ACTIVITIES OF VOLUNTARY ORGANIZATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>209</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject weight='MAJOR'>Counselors</dc:subject>
<dc:subject weight='MAJOR'>Diagnostic Tests</dc:subject>
<dc:subject weight='MAJOR'>Elementary School Students</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject weight='MAJOR'>Guidance Programs</dc:subject>
<dc:subject>Lacrosse</dc:subject>
<dc:subject weight='MAJOR'>Underachievement</dc:subject>
<dc:creator scheme='personal author'>JACKSON, ROBERT M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Univ., La Crosse.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DIAGNOSTIC AND GUIDANCE PROCEDURES WERE STUDIED TO DETERMINE THEIR EFFECTIVENESS IN ALTERING OR IMPROVING THE DEVELOPMENT OF ELEMENTARY SCHOOL UNDERACHIEVERS. AN EARLIER GUIDANCE STUDY TESTED 1,078 BEGINNING FOURTH GRADERS, OF WHOM 190 WERE IDENTIFIED AS UNDERACHIEVERS. CERTAIN PRACTICES AND PROCEDURES AND A PHILOSOPHY FOR DEALING WITH LEARNING PROBLEMS WERE DEVELOPED. THESE PROCEDURES WERE USED OVER A 3-YEAR PERIOD OF EXPERIMENTATION. EXPERIMENTAL AND CONTROL GROUPS WERE ESTABLISHED. THE FOLLOWUP RESULTS INDICATED THAT THE NEED FOR COUNSELING WAS NOT FULLY MET FOR THE SUBJECTS. THE UNDERACHIEVERS, AS A GROUP, DID NOT ATTAIN A STATE OF DEVELOPMENT COMPARABLE TO THE GROUP OF ACHIEVERS. TWO DESIGN PROBLEMS ENCOUNTERED BY THIS RESEARCH WERE POINTED OUT FOR OTHER INVESTIGATORS IN  THIS AREA--(1) ADEQUATE CONTROLS, AND (2) THE ROLE OF AN OUTSIDER IN A SCHOOL SETTING. IT WAS CONCLUDED THAT SUCCESS IN ELEMENTARY SCHOOL GUIDANCE PROGRAMS IS RELATED LESS TO KNOWLEDGE OF TECHNIQUES OF CHILD STUDY THAN TO THE COUNSELORS&apos; ABILITY TO RELATE POSITIVELY TO THE PARENTS AND TEACHER OF THE CHILD. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010245</dc:identifier>
<dc:title>RESULTS OF EARLY IDENTIFICATION AND GUIDANCE OF UNDERACHIEVERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>99</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:01:26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEMAR1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-5-10-133</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:creator scheme='personal author'>CANTWELL, ZITA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>D48 TEST</eric:keywords>
<eric:keywords>STANDARD PROGRESSIVE MATRICES</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_test>Raven Progressive Matrices</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, Brooklyn, NY. Brooklyn Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PREDICTIVE ABILITY OF TWO INTELLIGENCE TESTS ON A CROSS-CULTURAL SAMPLE WAS STUDIED. THE STANDARD PROGRESSIVE MATRICES AND THE D. 48 TEST WERE ADMINISTERED TO 1,579 GIRLS IN GRADES 9 THROUGH 12. OTHER TEST SCORES WERE OBTAINED FROM STUDENT RECORDS. THE CROSS-CULTURAL GROUPS CONSISTED OF (1) INDO-EUROPEAN, (2) SPANISH-AMERICAN, (3) NEGRO, AND (4) CHINESE. MEASURES WERE MADE OF ACHIEVEMENT, SOCIOECONOMIC LEVEL, INTELLIGENCE, AND ABILITY. CORRELATIONS AND COMPARATIVE PROCEDURES WERE EMPLOYED IN ANALYSES. SCORES ON BOTH TESTS EMPHASIZED MATHEMATICS APTITUDE AND ACHIEVEMENT. NEITHER OF THE TESTS VALIDLY PREDICTED PERFORMANCE LEVELS, NOR DID THEY DIFFERENTIATE AMONG THE ETHNIC GROUPS. FUTURE RESEARCH WAS SUGGESTED TO SHOW HOW INSTRUMENTS MAY DIFFERENTIATE WITHIN ETHNIC GROUPS AS  SOCIOECONOMIC RANK CHANGES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010246</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF THE DEVELOPMENT OF MORE EFFECTIVE TESTING PROGRAMS FOR STUDENTS IN DIFFERING CULTURAL BACKGROUNDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Catholic Schools</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>LINDNER, SISTER M.J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Jamaica</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint John&apos;s Univ., Jamaica, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION ON STATE CERTIFICATION OF TEACHERS IN CATHOLIC SCHOOLS, THE LARGEST SECTOR OF THE NONPUBLIC SCHOOLS, WAS PROVIDED BY A SURVEY OF (1) STATE POLICIES FOR CERTIFYING CATHOLIC SCHOOL TEACHERS, (2) THE EXTENT OF STATE CERTIFICATION IN CATHOLIC SCHOOLS AND REASONS FOR THESE SCHOOLS&apos; CERTIFICATION STATUS, AND (3) OPINIONS OF DIOCESAN SUPERINTENDENTS OF SCHOOLS ON THE SUBJECT. SEPARATE INSTRUMENTS WERE DIRECTED TO THE CHIEF CERTIFICATION OFFICER IN EACH OF THE 50 STATES, A STRATIFIED RANDOM SAMPLING OF TEACHERS IN CATHOLIC ELEMENTARY AND SECONDARY SCHOOLS, AND THE DIOCESAN SUPERINTENDENT OF EACH DIOCESE WITHIN 50 STATES. DATA OBTAINED FROM THESE GROUPS FORMED THE BASIS OF THE STUDY. THE INSTRUMENTS USED WITH THE GROUPS WERE A QUESTIONNAIRE, A CENSUS FORM, AND AN OPINIONNAIRE,  RESPECTIVELY. FINDINGS PRESENTED THE AMOUNT OF INTEREST ON THE CENTRAL TOPIC AMONG THE RELEVANT GROUPS, THE AMOUNT OF COOPERATION BETWEEN DIOCESAN AND STATE EDUCATIONAL LEADERS IN THE PLANNING OF CERTIFICATION PROGRAMS, AND THE ACCEPTANCE OF STANDARD STATE CERTIFICATION AS A PREREQUISITE FOR EMPLOYMENT IN CATHOLIC SCHOOLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010247</dc:identifier>
<dc:title>STATE CERTIFICATION OF TEACHERS IN CATHOLIC ELEMENTARY AND SECONDARY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>407</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Administrator Responsibility</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>STOKER, W.M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>West Texas State Univ., Canyon.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE ASSESSMENT OF THE STATUS AND POSITION OF THE ELEMENTARY SCHOOL PRINCIPALSHIP WAS PRESENTED. QUESTIONNAIRES WERE SENT TO 3,506 PRINCIPALS. BASED UPON 1,146 RESPONSES THE DATA WERE ANALYZED AND PRESENTED IN THESE CATEGORIES--(1) ORGANIZATION OF THE ELEMENTARY SCHOOL, (2) PERSONAL AND PROFESSIONAL CHARACTERISTICS OF THE PRINCIPAL, (3) SALARY AND TENURE, AND (4) POLICIES EMPLOYED IN THE SCHOOL. SOME OF THE FINDINGS AND IMPLICATIONS INDICATED THAT THE SCHOOL PRINCIPALSHIP WAS THE MOST IMPORTANT ADMINISTRATIVE POSITION IN THE STRUCTURE OF PUBLIC SCHOOLS. THE REPORT LISTED 35 OF THE MORE IMPORTANT FINDINGS AND DISCUSSED IMPLICATIONS OF (1) ORGANIZATION, (2) SIZE OF THE SCHOOL, (3) FAMILY INCOME, (4) SEX, (5) EDUCATION, AND (6) OTHER RELATED AREAS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010248</dc:identifier>
<dc:title>THE ELEMENTARY SCHOOL PRINCIPALSHIP IN TEXAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Creative Expression</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Group Testing</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Individual Testing</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>PANKOVE, ETHEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Library Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDIVIDUAL DIFFERENCES IN RISK TAKING WERE STUDIED IN A SAMPLE OF 162 MIDDLE-CLASS CHILDREN IN GRADE 5. MEASURES OF ANXIETY, CREATIVITY, DEFENSIVENESS, INTELLIGENCE, AND RISK TAKING WERE ANALYZED TO DETERMINE CERTAIN SELECTED RELATIONSHIPS. THE AUTHOR CONCLUDED THAT CREATIVITY BEARS A MORE POWERFUL RELATIONSHIP TO RISK TAKING THAN DOES INTELLIGENCE. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010249</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN CREATIVITY AND RISK TAKING IN FIFTH-GRADE CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>139</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>MAEHR, MARTIN L.</dc:creator>
<dc:creator scheme='personal author'>VIDEBECK, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SIX PAPERS COLLECTED IN THIS REPORT DEAL WITH THEORETICAL AND EMPIRICAL EFFORTS IN RESEARCH ON THE DEVELOPMENT OF THE SELF-CONCEPT. THE THREE THEORETICAL PAPERS EXTEND THE THEORETICAL FRAMEWORK DEVELOPED BY THE PRINCIPAL INVESTIGATORS IN THEIR EARLIER WORK AND ALSO CALL ATTENTION TO AND ELABORATE UPON FUNDAMENTAL SOCIAL AND PSYCHOLOGICAL ISSUES RELEVANT TO BEHAVIORAL SCIENCE THEORY AND PRACTICE. THE EMPIRICAL STUDIES CENTER ON THE BEHAVIORAL EFFECTS OF VARIATIONS IN SELF-CONCEPTS AND RELATED VARIABLES. THE CONCLUSIONS CONTRIBUTE TO THE UNDERSTANDING OF INDIVIDUAL DIFFERENCES IN THE PROCESSING OF COMMUNICATED INFORMATION AND THE BEHAVIORAL EFFECTS OF THESE DIFFERENCES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010250</dc:identifier>
<dc:title>CRITICAL REACTIONS, SELF-CONCEPT, AND BEHAVIORAL PREFERENCES, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>132</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Developmental Reading</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Moral Values</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:creator scheme='personal author'>SOLOMON, MARILYN</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INVESTIGATION STUDIED THE RELATIONSHIP BETWEEN READING ACHIEVEMENT AND MORAL REALISM IN 7- TO 12-YEAR-OLD BOYS. INTRAGROUP TRENDS AND INTERGROUP DIFFERENCES IN MORAL REALISM AMONG RETARDED AND SUCCESSFUL READERS WERE COMPARED AND EVALUATED. A HORIZONTAL ANALYSIS AND A VERTICAL ANALYSIS WERE PERFORMED IN ORDER TO DETERMINE THE PRESENCE OF A CERTAIN DEVELOPMENTAL TREND IN MORAL THINKING (STRUCTURING) IN SUCCESSFUL READERS THAT MAY NOT BE PRESENT IN RETARDED READERS. FROM THE DATA OBTAINED BY INTERVIEWS IT WAS FOUND THAT CHILDREN WHO ARE RETARDED IN READING ACHIEVEMENT ARE ALSO SOMEWHAT RETARDED IN MORAL-CONCEPTUAL DEVELOPMENT AS MEASURED IN PIAGET&apos;S TERMS. THE STUDY SHOWED THAT THERE IS EVIDENCE OF A LAG IN MORAL REALISM IN RETARDED READERS WHEN THEY ARE COMPARED TO SUCCESSFUL  READERS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010251</dc:identifier>
<dc:title>THE RELATION OF READING ACHIEVEMENT TO ONE ASPECT OF &amp;quot;REALISM&amp;quot; AMONG 7- TO 12-YEAR-OLD BOYS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Classroom Design</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Classroom Furniture</dc:subject>
<dc:subject>Classroom Research</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:creator scheme='personal author'>SOMMER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>DAVIS</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Davis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS CONDUCTED TO INVESTIGATE THE EFFECT OF DIFFERENT CLASSROOM ENVIRONMENTS UPON STUDENT PARTICIPATION AND INTERRELATIONSHIPS. AN EXPERIMENTAL CLASS IN INTRODUCTORY PSYCHOLOGY WAS FORMED WITH AN ENROLLMENT OF 144 STUDENTS. THE DIFFERENCE BETWEEN THE EXPERIMENTAL CLASS AND OTHER CLASSES WAS THAT THE ROOM SELECTION HAD BEEN PREARRANGED ACCORDING TO CERTAIN EXPERIMENTAL REQUIREMENTS. PARTICIPATION WAS RELATED TO SUBAREAS IN EACH ROOM. RATING SCALES WERE USED TO LEARN THE REACTIONS OF THE STUDENTS TO THE ROOMS AND TO THE DISCUSSION SECTIONS. IT WAS CONCLUDED THAT PEOPLE WILL ENDEAVOR TO ESCAPE A POOR CLASSROOM ENVIRONMENT WHEN POSSIBLE. UNDER THE EXPERIMENTAL CONDITIONS MORE PARTICIPATION WAS FOUND IN DISCUSSIONS IN THE LABORATORY WITH ITS STRAIGHT ROW ARRANGEMENT OF CHAIRS  THAN IN THE SEMINAR ROOM. SEATING POSITION WITHIN THE CLASSROOM ALSO MADE A DIFFERENCE IN PARTICIPATION. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010252</dc:identifier>
<dc:title>EFFECTS OF CLASSROOM ENVIRONMENT ON STUDENT LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Case Method (Teaching Technique)</dc:subject>
<dc:subject>Graduate Students</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Simulated Environment</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:creator scheme='personal author'>RICKARD, SCOTT T.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIMULATED CASE MATERIALS FOR THE PREPARATION OF STUDENT PERSONNEL ADMINISTRATORS WERE DEVELOPED AND TESTED. FOUR SIMULATED CASES WERE DEVELOPED FOR USE IN AN 8-WEEK RESEARCH PROJECT INVOLVING 46 GRADUATE STUDENTS RANDOMLY ASSIGNED TO A CONTROL AND AN EXPERIMENTAL GROUP. THE STUDY REVEALED NO SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS ON THE PERCEIVED VALUE OF THE SIMULATED CASE MATERIALS, CASE DISCUSSIONS, &amp;quot;IN-BASKET&amp;quot; PROBLEMS, AND LECTURES. IT WAS CONCLUDED THAT SIMULATION HAS POTENTIAL VALUE IN COMPLEMENTING EXISTING COURSE MATERIALS IN STUDENT PERSONNEL ADMINISTRATION. FURTHER RESEARCH INTO AUGMENTATION BY SIMULATION TECHNIQUES WAS SUGGESTED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010253</dc:identifier>
<dc:title>THE APPLICATION OF AUDIOVISUAL MATERIALS AND SIMULATION TO MODIFY THE HARVARD CASE STUDY METHOD FOR PREPARING STUDENT PERSONNEL ADMINISTRATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>165</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Conformity</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Personality Change</dc:subject>
<dc:subject>Rejection (Psychology)</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:creator scheme='personal author'>SAVELL, JOEL M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alfred Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF PERSONAL REJECTION IN ELICITING CONFORMITY WAS STUDIED TO DISCOVER WHETHER THE CONSEQUENCES OF LOWERED SELF-ESTEEM AND THE MOTIVATION TO INGRATIATE ONESELF AFFECT A STUDENT&apos;S RECEPTIVITY TO THE INFLUENCES OF THE SCHOOL. THE TWO SPECIFIC QUESTIONS INVESTIGATED WERE--(1) IS THE INDIVIDUAL WHO EXPERIENCES REJECTION IN AN INITIALLY VALUED RELATIONSHIP RENDERED SUSCEPTIBLE TO INFLUENCE BY THE ONE WHO REJECTED HIM, OR THE ALTERNATE, (2) IS HE MORE SUSCEPTIBLE TO WHATEVER SOCIAL INFLUENCES HAPPEN TO BE PRESENT. THE RESEARCH IS A FACTORIAL DESIGN IN WHICH STOOGES OF THE EXPERIMENTER PROVIDE THE REJECTION OR ACCEPTANCE CONDITIONS. THE FINDINGS WERE AMBIGUOUS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010254</dc:identifier>
<dc:title>A STUDY OF SOME OF THE WAYS IN WHICH REJECTED CHILDREN BEHAVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MANN, JOHN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF TWO TECHNIQUES FOR TEACHING CHILDREN&apos;S LITERATURE TO SAMPLES OF FIRST-GRADE CHILDREN WERE INVESTIGATED. THE EXPERIMENTAL TREATMENT WAS BASED ON LAWRENCE KUBIE&apos;S MODEL OF THE CREATIVE PROCESS. THE CONTROL GROUP RECEIVED THE CONVENTIONAL PRESENTATION OF CHILDREN&apos;S LITERATURE WITHOUT KUBIE&apos;S EMPHASIS ON METAPHORICAL AND PRECONSCIOUS SYMBOLISM. THE HYPOTHESES TESTED WERE THAT THE EXPERIMENTAL GROUP WOULD PERFORM BETTER THAN THE CONTROL GROUP ON MEASURES OF FLUENCY, FLEXIBILITY, ORIGINALITY, RECALL, AND ANALOGY-MAKING. THE GROUPS DID NOT DIFFER SIGNIFICANTLY, BUT THE AUTHOR STATED THAT THE DATA SUPPORTED THE NEED FOR FURTHER INVESTIGATION. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010255</dc:identifier>
<dc:title>AN APPLICATION OF A MODEL OF CREATIVE THINKING TO TEACHING IN A FIRST-GRADE CLASSROOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>214</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acceleration</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Shorthand</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MCMURTRIE, PATSY B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS UNDERTAKEN TO DESIGN A NEW SCOPE AND SEQUENCE FOR A SHORTHAND AND TRANSCRIPTION COURSE WHICH WOULD FIT A ONE-SEMESTER STENOGRAPHY PROGRAM. A PACKAGE OF INSTRUCTIONAL MATERIALS, CALLED A SHORTHAND STRUCTURED-LEARNING PROGRAM, WAS DEVELOPED WHICH INCLUDED A TEXTBOOK, TAPES, FILM CLIPS, AND TRANSPARENCIES. THREE SCHOOLS PARTICIPATED IN THE PROGRAM--A HIGH SCHOOL, AN ADULT SCHOOL, AND A STATE COLLEGE. AT THEIR RESPECTIVE CLASS BEGINNING DATES, STUDENTS IN EACH GROUP TOOK THE BUSINESS ENGLISH TEST. AN ANALYSIS OF VARIANCE SHOWED THAT THE STUDENTS WERE FROM DIFFERENT POPULATIONS. A FINAL EXAMINATION, GIVEN UPON COMPLETION OF THE PROGRAM, REVEALED THAT THE STUDENTS ATTAINED ESSENTIALLY THE SAME LEVEL OF PROFICIENCY. THE PROGRAM TOOK A HIGH OF 95 HOURS TO A LOW OF 72 HOURS  FOR COMPLETION. THE GENERALLY ACCEPTED PLAN FOR TEACHING STENOGRAPHY INVOLVES FOUR SEMESTERS OF STUDY. THUS, IT WAS CONCLUDED THAT THE SHORTHAND STRUCTURED-LEARNING PROGRAM PROVIDES A MEANS FOR SHORTENING INSTRUCTION TIME, AND PRESENTS A FLEXIBLE PROGRAM FOR AVERAGE AND TALENTED STUDENTS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010256</dc:identifier>
<dc:title>DEVELOPMENT AND EVALUATION OF A ONE-SEMESTER STENOGRAPHY COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>110</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational High Schools</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>JACOBSEN, ECKHART A.</dc:creator>
<dc:creator scheme='personal author'>SWANSON, MERLYN</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northern Illinois Univ., De Kalb.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR PURPOSE OF THIS STUDY WAS TO SURVEY AND IDENTIFY TECHNOLOGICAL MANPOWER NEEDS OF INDUSTRY AND TO RELATE THESE NEEDS TO CURRICULUM DEVELOPMENT IN HIGHER EDUCATION. A QUESTIONNAIRE SURVEY METHOD WAS EMPLOYED FOR THE INVESTIGATION. APPROXIMATELY 11,000 COMPANIES WERE SELECTED FOR SATURATION MAILINGS. THE STUDY RESULTS WERE BASED UPON QUESTIONNAIRE RETURNS OF ABOUT 10 PERCENT OF THE SAMPLE COMPANIES. THESE RETURNS MET SPECIFIED CRITERIA FOR ANALYSIS. THREE KINDS OF INFORMATION WERE REQUESTED--(1) GENERAL INFORMATION ABOUT THE COMPANY, (2) TECHNOLOGICAL CHARACTERISTICS OF THE COMPANY, AND (3) INFORMATION ABOUT THE TECHNOLOGICAL NEEDS OF THE COMPANY. THE REPORT INCLUDES GENERAL AND SPECIFIC FINDINGS RELATED TO A TOTAL OF 50 TECHNICIAN POSITIONS. CURRICULAR CONCLUSIONS WERE  PRESENTED FOR--(1) CHEMICAL TECHNOLOGY, (2) METALS TECHNOLOGY, (3) ELECTRONICS TECHNOLOGY, (4) MECHANICAL TECHNOLOGY, AND (5) MISSCELLANEOUS TECHNOLOGY. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010257</dc:identifier>
<dc:title>A SURVEY OF THE TECHNICAL NEEDS OF INDUSTRY AND IMPLICATIONS FOR CURRICULUM DEVELOPMENT IN HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>244</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Culture Fair Tests</dc:subject>
<dc:subject>Foreign Students</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Turkish</dc:subject>
<dc:creator scheme='personal author'>KUMBARACI, TURKAN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>TURKEY</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Turkey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON OF AN ENGLISH LANGUAGE READING COMPREHENSION TEST WITH ITS TURKISH TRANSLATION AND RETRANSLATION WAS CONDUCTED. THE INSTRUMENTS CONSISTED OF TWO PARALLEL FORMS OF A READING TEST OF COLLEGE ENTRANCE LEVEL. THEY WERE TRANSLATED INTO TURKISH, AND THEN RETRANSLATED INTO ENGLISH. SUPPLEMENTARY MEASURES WERE ALSO EMPLOYED. THE SAMPLE CONSISTED OF 896 TURKISH HIGH SCHOOL SENIORS AND COLLEGE STUDENTS, AND 1,324 AMERICAN HIGH SCHOOL SENIORS AND COLLEGE STUDENTS. SEVERAL SUGGESTIONS WERE DISCUSSED FOR THE PERFECTION OF THE INSTRUMENTS USED FOR SCREENING FOREIGN STUDENTS AND FOR CROSS-CULTURAL ITEM STATISTICS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010258</dc:identifier>
<dc:title>TRANSLATED READING TESTS AS CULTURE-FAIR MEASURES FOR FOREIGN STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>124</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Books</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Library Expenditures</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Public Libraries</dc:subject>
<dc:creator scheme='personal author'>HENDRICKS, DONALD D.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Graduate School of Library Science.</dc:creator>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COSTS OF TECHNICAL PROCESSING WITHIN A COOPERATIVE LIBRARY CENTER SERVING A NUMBER OF MEMBER LIBRARIES WERE COMPARED WITH COMBINED COSTS OF OTHER NONMEMBER INSTITUTIONS. IT WAS HYPOTHESIZED THAT THE COST PER MEMBER LIBRARY IN A CENTRALIZED SYSTEM FOR A GIVEN QUALITY OF TECHNICAL PROCESSING WOULD BE LESS THAN THE COST OF SIMILAR TECHNICAL PROCESSING PERFORMED BY OTHER INDIVIDUAL LIBRARIES, PRIMARILY BECAUSE CENTRALIZATION WOULD ELIMINATE DUPLICATION OF WORK AND STAFF. THE SPECIFIC CENTER STUDIED DURING THIS PROJECT WAS IN ITS FIRST YEAR OF OPERATION. A THOROUGH ANALYSIS OF THE CENTER&apos;S ACTIVITIES SHOWED DIFFICULTIES THAT AROSE DURING THIS INITIAL PERIOD OF OPERATION AND THE REACTIONS OF ITS MEMBERS TO THE VARIOUS SERVICES PROVIDED. CENTRALIZED PROCESSING DID NOT EFFECT SAVINGS  IN ALL CASES. NO MEMBER OF THE CENTER, HOWEVER, ADVOCATED A RETURN TO INDIVIDUAL LIBRARY PROCESSING METHODS. ABOVE ALL, THE CENTRALIZATION PROCESS OBTAINED A CONSISTENT LEVEL OF CATALOGING AND APPEARED TO ALLOW PROFESSIONALS IN THE MEMBER LIBRARIES MORE TIME FOR PUBLIC SERVICES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010259</dc:identifier>
<dc:title>COMPARATIVE COSTS OF BOOK PROCESSING IN A PROCESSING CENTER AND FIVE INDIVIDUAL LIBRARIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>286</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>NORTH, STEWART D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FIELD OF SCHOOL PLANT PLANNING RESEARCH WAS SURVEYED TO DETERMINE THE SOURCES OF RESEARCH MATERIALS. THE SOURCES INCLUDED (1) DOCTORAL DISSERTATIONS, (2) LIBRARIES AND COLLECTIONS, AND (3) PERIODICAL LITERATURE. THE STUDY FOCUSED ON SCHOOL FACILITIES AS THEY RELATE TO THE LEARNING PROCESS. SINCE LIBRARY COLLECTIONS WERE FOUND INADEQUATE, IT WAS DECIDED TO SEARCH PERIODICAL LITERATURE AND DISSERTATION ABSTRACTS. PERIODICAL ARTICLES LISTED IN THE &amp;quot;EDUCATION INDEX&amp;quot; AND THE &amp;quot;ART INDEX&amp;quot; WERE SURVEYED. ALL ARTICLES SELECTED WERE COMBINED INTO AN EXTENSIVE BIBLIOGRAPHY OF 2,188 ENTRIES. THE LITERATURE WAS SORTED, REPORTED FOR EACH DISCIPLINE, AND DISPLAYED ON A BAR GRAPH. THERE WAS A TREND FOR SCHOOL PLANT ARCHITECTS TO WRITE ARTICLES FOR EDUCATIONAL PERIODICALS. ONE OF THE  RECOMMENDATIONS WAS THAT MORE DISSERTATIONS AND GRADUATE DESIGN PROJECTS BE PUBLISHED IN PROFESSIONAL JOURNALS OF BOTH FIELDS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010260</dc:identifier>
<dc:title>A SYNTHESIS OF RESEARCH PERTAINING TO SCHOOL BUILDINGS CONDUCTED BY EDUCATORS AND ARCHITECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>290</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematical Models</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:creator scheme='personal author'>MUKTARIAN, HERBERT H.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, GEORGE G.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PIAGET&apos;S THEORETICAL FORMULATION OF THE DEVELOPMENT OF CONSERVATION OF CONTINUOUS QUANTITY WAS EXAMINED. CONTROL SUBJECTS IN EACH OF TWO AGE GROUPS (5 AND 6 YEARS) WERE GIVEN A COMPLEX TASK SITUATION THAT IS TYPICAL OF PIAGET&apos;S WORK. THESE SUBJECTS WERE ALSO GIVEN ANOTHER TASK, A MEASURE OF CONSERVATION OF QUANTITY THAT IS INDEPENDENT OF PIAGET&apos;S THEORETICAL FORMULATION. EXPERIMENTAL SUBJECTS IN EACH OF THE 5- AND 6-YEAR GROUPS RECEIVED A LEARNING EXPERIENCE WHICH FOCUSED ON LOGICAL PERMANENCE PRIOR TO THEIR TAKING THE SAME INITIAL TASK TAKEN BY THE CONTROL GROUP. THE RESULTS WERE THAT CHILDREN 5 AND 6 YEARS OF AGE CONSERVE QUANTITY WHEN GIVEN THE PROPER EXPERIENCE AND THAT THEY SHOW STABILITY ACROSS TIME IN THEIR CONSERVING, THEREBY INDICATING THAT THE OPERATION IS MEANINGFUL TO  THEM. THE FINDINGS, WHICH SUPPLY A CORRECTIVE TO PIAGET&apos;S THEORY, HAVE WIDESPREAD EDUCATIONAL IMPLICATIONS SINCE THEY SHOW THAT CHILDREN IN THE KINDERGARTEN, WITH SKILLFUL GUIDANCE, WORK WITH QUANTITY AS A MEANINGFUL CONCEPT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010261</dc:identifier>
<dc:title>A STUDY OF DEVELOPMENT OF CONSERVATION OF QUANTITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Ethnic Distribution</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Racial Factors</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>KORNACKER, MILDRED</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ROLE ORIENTATIONS AMONG TEACHERS OF DIFFERENT ETHNIC AND SOCIOCULTURAL BACKGROUNDS WERE STUDIED. INVESTIGATION CENTERED ON (1) THE DISTINGUISHABLE PATTERNS OF ROLE ORIENTATION, AND (2) THE EFFECTS OF ETHNIC AND OTHER SOCIOCULTURAL VARIABLES UPON ROLE ORIENTATION. THE SAMPLE CONSISTED OF 106 SECONDARY TEACHERS, IDENTIFIED AS MEMBERS OF 1 OF 6 ETHNIC GROUPS (IRISH, POLISH, ITALIAN, NEGRO, JEWISH, OR OTHER). THE ETHNICITY (USED BY THE AUTHOR TO DENOTE THE CONSTELLATION OF CHARACTERISTIC GROUP ATTITUDES) OF THE SAMPLE WAS THE MAIN INDEPENDENT VARIABLE OF THE STUDY. AREAS IN WHICH ROLE ORIENTATIONS WERE ASSUMED TO VARY WERE DESIGNATED IN THREE DIMENSIONS--(1) TEACHING MOTIVES, (2) TEACHING STANDARDS, AND (3) TEACHING PERFORMANCE. STRUCTURED INTERVIEWS WERE CONDUCTED WITH EACH TEACHER  USING AN INTERVIEW GUIDE TO GATHER DATA FOR COMPARATIVE ANALYSIS. A CODE SHEET WAS DEVELOPED FROM THE RESPONSES. ALL REPLIES WERE CLASSIFIED ACCORDING TO ONE OF THE THREE ROLE-ORIENTATION CATEGORIES--(1) PROFESSIONAL, (2) NURTURANT, OR (3) INSTRUMENTAL. THE RESULTS INDICATED THAT TEACHERS FROM HIGHLY URBANIZED ETHNIC GROUPS EMPHASIZED COMPETENCE AND INTELLECTUAL SKILLS. TEACHERS FROM GROUPS NOT YET IN THE MAINSTREAM OF AMERICAN LIFE EMPHASIZED THE NEED TO DEVELOP THE INDIVIDUAL STUDENT. ALSO, ETHNICITY WAS FOUND TO BE A PERVASIVE FACTOR IN DETERMINING THE ATTITUDES WITH WHICH TEACHERS APPROACH THEIR ROLE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010262</dc:identifier>
<dc:title>HOW URBAN HIGH SCHOOL TEACHERS VIEW THEIR JOB.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>243</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>CALFEE, ROBERT C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF INTERPOLATED ITEMS ON THE LEARNING AND RETENTION OF INDIVIDUAL STIMULUS-RESPONSE (S-R) UNITS IN PAIRED-ASSOCIATE LEARNING WERE INVESTIGATED. EXPERIMENTS WERE DESIGNED TO DETERMINE THE EFFECTS OF INTERFERENCE PRODUCED BY OTHER ITEMS WHICH OCCUR NATURALLY WITHIN THE CONTEXT OF A STANDARD PAIRED-ASSOCIATE TASK. IN ADDITION, SEVERAL INVESTIGATIONS WERE CARRIED OUT IN THE GENERAL AREA OF COGNITIVE PROCESSING OF VERBAL INFORMATION. THE EFFECTS OF VARIATIONS IN LIST LENGTH (NUMBER OF ITEMS TO BE LEARNED SIMULTANEOUSLY) WERE STUDIED WITHIN THE CONTEXT OF A PAIR OF LEARNING MODELS. A RELATED PROBLEM WAS THE RELATIVE EFFICIENCY OF VARIOUS PART-LIST PROCEDURES. A FINAL SERIES OF EXPERIMENTS WAS CONCERNED WITH SHORT-TERM MEMORY PHENOMENA IN THE PROCESSING OF VERBAL  INFORMATION. DATA FROM ALL THE STUDIES SUPPORTED THE GENERAL CONCLUSION THAT RETENTION OF SINGLE S-R UNITS IS DETERMINED BY MORE THAN ONE FACTOR. IN ADDITION TO THE NUMBER OF TIMES A UNIT HAS BEEN PRESENTED, THE NUMBER AND SPACING OF OTHER ITEMS TO BE LEARNED, THE STATE OF LEARNING, COMPATIBILITY OF INPUT AND OUTPUT MODES, AND PRIOR INFORMATION ABOUT MEMORY LOAD WERE CONSIDERED IMPORTANT. THEORETICAL MODELS WERE PROPOSED AND DISCUSSED IN RELATION TO THE DATA OBTAINED IN THE STUDIES. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010263</dc:identifier>
<dc:title>HOW LEARNING IS AFFECTED BY CHANGE IN SUBJECT MATTER--SOURCES OF INTERFERENCE IN VERBAL LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Building Design</dc:subject>
<dc:subject>Building Innovation</dc:subject>
<dc:subject>Buildings</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>School Community Programs</dc:subject>
<dc:subject>School Construction</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TESKE, P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR A COORDINATED PLANNING EFFORT BY THE EDUCATOR, THE EDUCATIONAL CONSULTANT, THE COMMUNITY, AND THE ARCHITECT TO DEVELOP THE VOCATIONAL-TECHNICAL SCHOOL IN A MANNER FILLING THE UNIQUE FUNCTIONAL REQUIREMENTS OF THE COMMUNITY WAS EXPRESSED. SOME OF THE AREAS TO BE INCLUDED IN THE FACILITY INCLUDE INSTRUCTIONAL SPACES, PRODUCTION LABORATORY SPACES, COMMUNICATION AND RESOURCE SPACES, AND SPACES FOR SPECIFIC JOB TRAINING PROGRAMS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010264</dc:identifier>
<dc:title>VO-TECH, CONTINUING INFORMATION PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Behavior</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:creator scheme='personal author'>DEEM, MICHAEL A.</dc:creator>
<dc:creator scheme='personal author'>PORTER, WILLIAM R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Montgomery County Public Schools, Rockville, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MAJOR OBJECTIVES OF THIS DEMONSTRATION PROJECT WERE (1) TO CONTINUE DEVELOPING A PROTOTYPE SPECIAL CLASS PROGRAM FOR EMOTIONALLY HANDICAPPED PUPILS (18 MALE ADOLESCENTS), (2) TO DEVISE METHODS OF EVALUATION FOR THE PROGRAM, AND (3) TO IDENTIFY SIGNIFICANT VARIABLES FOR FURTHER INVESTIGATION AND RESEARCH. IN PLANNING THE PROJECT DURING THE FIRST YEAR, FOUR PROBLEM AREAS HAD BEEN ISOLATED AND GENERAL METHODS OF ALLEVIATING EACH HAD BEEN PROPOSED--(1) DEVELOP A CLASSROOM PROGRAM CONSISTENT WITH THE LEARNING CHARACTERISTICS OF PUPILS IN THE PROGRAM, (2) INVOLVE A MULTIDISCIPLINARY TEAM, (3) PROVIDE FOR CONTINUOUS SUPERVISION AND SUPPORT, AND (4) DEVELOP A PROGRAM AROUND A SELF-CONTAINED UNIT FULLY INTEGRATED WITHIN A REGULAR HIGH SCHOOL WITH CONTINUOUS AND INCREASING PUPIL  INTEGRATION. THE LAST GOAL WAS ATTAINED MORE EFFECTIVELY THAN THE OTHERS--HOWEVER, THE HOPE THAT GRADUAL INTEGRATION OF PUPILS INTO REGULAR CLASSES WOULD ALLOW SERVICE TO MORE PUPILS WAS NOT REALIZED. TEACHERS EXPRESSED A NEED FOR MORE TIME, NOT MORE PUPILS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010265</dc:identifier>
<dc:title>DEVELOPMENT OF A PROGRAM FOR THE RE-EDUCATION AND REHABILITATION OF EMOTIONALLY HANDICAPPED MALE ADOLESCENTS WITHIN A PUBLIC SCHOOL SETTING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Student Experience</dc:subject>
<dc:subject>Study Facilities</dc:subject>
<dc:creator scheme='personal author'>LANE, HARLAN L.</dc:creator>
<dc:creator scheme='personal author'>TAYLOR, JOHN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONFERENCE WAS HELD DEALING WITH RESEARCH ON THE SIGNIFICANT PROBLEMS IN DORMITORY LIFE. THE OBJECTIVES WERE TO INFORM, DEFINE, MOTIVATE, AND EVALUATE EDUCATIONAL OPPORTUNITIES AND PROBLEMS IN RESIDENCE HALLS EXPERIENCE. IT WAS FELT THAT ONE OF THE BARRIERS TO THE DESIRED RESEARCH ON THE PART OF STUDENT PERSONNEL OFFICERS WAS A LACK OF BOTH AWARENESS OF THE CAPACITY OF SUCH RESEARCH TO ARRIVE AT MEANINGFUL CONCLUSIONS, AND ALSO THE FEASIBILITY OF PRESENTLY AVAILABLE APPROACHES IN EXPERIMENTAL DESIGN, IN MEASUREMENT, AND IN EVALUATION OF THE OUTCOMES. WORKING PAPERS, SEMINARS, AND TASK GROUPS AGREED THAT THE RESIDENCE HALLS RECOMMENDED THEMSELVES METHODOLOGICALLY TO THE SOCIAL SCIENTISTS AS A SCENE FOR SOCIAL RESEARCH. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010266</dc:identifier>
<dc:title>RESEARCH CONFERENCE ON SOCIAL SCIENCE METHODS AND STUDENT RESIDENCES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>254</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Graduation</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>HOOD, ALBERT B.</dc:creator>
<dc:creator scheme='personal author'>SWANSON, EDWARD O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MAJOR OBJECTIVES OF THE STUDY WERE (1) TO COMPARE ENTERING FRESHMAN STUDENTS AT DIFFERENT TYPES OF COLLEGES (THAT IS, UNIVERSITIES, LIBERAL ARTS COLLEGES, STATE COLLEGES, TEACHERS COLLEGES, AND JUNIOR COLLEGES) ON ABILITY, HIGH SCHOOL ACHIEVEMENT, CULTURAL STATUS, ECONOMIC STATUS, AND PERSONALITY FACTORS, (2) TO COMPARE, BY TYPE OF COLLEGE ATTENDED, THE ACADEMIC PERFORMANCE OF STUDENTS MATCHED ON ABILITY, SOCIOECONOMIC, AND PERSONALITY FACTORS, AND (3) TO PREDICT COLLEGE GRADES BY USING SOCIOECONOMIC CLASSIFICATION AND PERSONALITY INDEXES IN CONJUNCTION WITH ABILITY AND ACHIEVEMENT FACTORS, AND TO ASCERTAIN THE RELATIVE IMPORTANCE OF THESE FACTORS AT THE DIFFERENT INSTITUTIONAL TYPES. EACH OF APPROXIMATELY 570 HIGH SCHOOLS (BOTH PUBLIC AND PRIVATE) AGREED TO HAVE ITS SENIOR CLASS  COMPLETE A QUESTIONNAIRE DESIGNED TO RELATE SPECIFIC BACKGROUND FACTORS TO POST-HIGH SCHOOL PLANS. SIMILAR DATA WERE GATHERED ON FRESHMAN STUDENTS ENROLLED IN ALL THE COLLEGES AND UNIVERSITIES THROUGHOUT THE STATE OF MINNESOTA. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010267</dc:identifier>
<dc:title>WHAT TYPE OF COLLEGE FOR WHAT TYPE OF STUDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>263</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Responsibility</dc:subject>
<dc:subject>Constitutional History</dc:subject>
<dc:subject>Court Doctrine</dc:subject>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>Crime</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Equal Protection</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Laws</dc:subject>
<dc:subject>Marital Status</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Supreme Courts</dc:subject>
<dc:creator scheme='personal author'>KNOWLES, LAURENCE W.</dc:creator>
<dc:creator scheme='personal author'>THOMSON, W. SCOTT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kentucky (Louisville)</eric:keywords>
<eric:keywords_geo>Kentucky (Louisville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Louisville Univ., KY. School of Law.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRES (1,000) WERE MAILED TO SCHOOL DISTRICTS IN THE 50 STATES. THE FINAL SAMPLE GROUP CONSISTED OF 350 USABLE RESPONSES. THE STUDY DEALT WITH THE CONSTITUTIONAL RIGHTS AND RESPONSIBILITIES OF STUDENTS, TEACHERS, AND SCHOOL ADMINISTRATORS. PERSONAL INTERVIEWS SUPPLEMENTED THE QUESTIONNAIRES. THE MAJOR TOPICS OF INQUIRY WERE (1) FREEDOM OF SPEECH AND RIGHT OF ASSEMBLY, (2) CRIME INVESTIGATION, (3) RELIGION, (4) STUDENT MARRIAGES, (5) STUDENT HEALTH, AND (6) EXPULSION OF STUDENTS. THE AUTHORS RECOMMENDED THAT (1) SCHOOL ADMINISTRATORS BE FURNISHED INSTRUCTION IN THE IMPLICATIONS OF CONSTITUTIONAL LAW AND BE PROVIDED HANDBOOKS OF GUIDELINES AND RECENT COURT DECISIONS, AND THAT (2) SCHOOL REGULATIONS BE REVIEWED PERIODICALLY BY LEGAL COUNSEL. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010268</dc:identifier>
<dc:title>HISTORICAL DEVELOPMENTS AFFECTING AMERICAN EDUCATIONAL PROCESSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>152</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:creator scheme='personal author'>GEMMELL, JAMES</dc:creator>
<dc:creator scheme='personal author'>PAGE, WILLIAM</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Clarion State Coll., PA.</dc:creator>
<dc:creator scheme='institution'>Slippery Rock State Coll., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY REPORTED WHAT HAPPENED WHEN PROGRAMED MATERIALS WERE MADE AVAILABLE TO ABLE STUDENTS ATTENDING SMALL HIGH SCHOOLS. FOUR HUNDRED STUDENTS FROM 20 HIGH SCHOOLS PARTICIPATED IN THIS PHASE OF THE PROJECT. A COLLEGE-LEVEL PROGRAMED COURSE IN FIRST SEMESTER INTRODUCTORY DESCRIPTIVE STATISTICS AND A COURSE IN HUMAN BEHAVIOR WERE GIVEN TO THE STUDENTS. IT WAS FOUND THAT, DESPITE AN ENTHUSIASTIC BEGINNING, LOSS OF EFFORT TOWARD COMPLETING COURSE WORK USING PROGRAMED MATERIALS WAS BOTH STEADY AND SUBSTANTIAL. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010269</dc:identifier>
<dc:title>PROGRAMED INSTRUCTION FOR SUPERIOR STUDENTS IN SMALL HIGH SCHOOLS, INTERIM REPORT FOR PROJECT YEAR NO. 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>120</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>BLOOMER, RICHARD H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (Storrs)</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut Univ., Storrs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY MEASURED THE EFFECTS OF TRAINING IN A SERIES OF CLOZE PROCEDURE EXERCISES UPON READING COMPREHENSION. STUDENTS WERE INSTRUCTED TO FILL IN BLANK SPACES IN WRITTEN TEXT. THIS ACT OF CLOSURE ITSELF WAS CONSIDERED TO BE A NONOVERT REINFORCEMENT. STUDENTS (1,411) IN 49 CLASSROOMS PARTICIPATED IN THE STUDY. A CROSS-SECTIONAL GROUP WAS STUDIED FOR 3 WEEKS, AND A LONGITUDINAL GROUP FOR 12 WEEKS. THE STUDENTS WERE FROM GRADES 5, 7, 9, AND 11. THE AUTHORS CONCLUDED THAT READING COMPREHENSION WAS NOT IMPROVED BUT SUGGESTED OTHER POSSIBLE USES OF THE PROCEDURE. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010270</dc:identifier>
<dc:title>NONOVERT REINFORCED CLOZE PROCEDURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>152</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Mnemonics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:creator scheme='personal author'>COHEN, JOZEF</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY CLASSIFIED MNEMONIC STRATEGIES, EXAMINED THEIR THEORETICAL CHARACTERISTICS, AND REPORTED EXPERIMENTS INVESTIGATING THE RELATIVE EFFECTIVENESS OF MNEMONICS IN PROGRAMED INSTRUCTIONAL MATERIALS. THE FIRST EXPERIMENT INVESTIGATED THE COMMON MNEMONICS USED BY STUDENTS IN STUDYING A MEDICAL TEXTBOOK. THE SECOND EXPERIMENT TESTED THE EFFECTIVENESS OF MNEMONIC PROGRAMING. THE THIRD EXPERIMENT COMPARED THE EFFECTIVENESS OF THE PROGRAM WITH AND WITHOUT MNEMONICS. IT WAS CONCLUDED THAT THE USE OF MNEMONICS COULD BENEFIT THE STUDENT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010271</dc:identifier>
<dc:title>STUDIES IN MNEMONIC PROGRAMING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Child Psychology</dc:subject>
<dc:subject>Comparative Testing</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Personality Development</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:creator scheme='personal author'>RAPPAPORT, SHELDON R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Jefferson Medical Coll. of Philadelphia, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS THE FIRST PHASE OF A THREE-PART PROJECT WHOSE GOAL IS TO ESTABLISH VALID CRITERIA FOR IDENTIFYING THE HOUSE-TREE-PERSON (H-T-P) DRAWINGS OF NORMAL CHILDREN THROUGHOUT THE ELEMENTARY SCHOOL YEARS. THE SPECIFIC OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY WHICH ITEMS OF THE H-T-P TEST CHARACTERIZE NORMAL DEVELOPMENT THROUGH GRADES 2, 3, AND 5 AND (2) TO SET UP A SHORT, WORKABLE SCORING SYSTEM BY WHICH LARGE GROUPS OF ELEMENTARY SCHOOL CHILDREN COULD BE SCREENED FOR NORMAL DEVELOPMENT. THE H-T-P TEST WAS SCORED FOR THE PRESENCE OR ABSENCE OF 821 QUALITATIVE ITEMS AND FOR 12 QUANTITATIVE MEASUREMENTS. BY OMITTING THOSE ITEMS WHICH WERE AMBIGUOUS, DIFFICULT TO UNDERSTAND OR SCORE, OR IRRELEVANT TO DEVELOPMENT, THE INVESTIGATOR SELECTED 57 ITEMS FOR THE SCORING SYSTEM.  IT WAS FELT THAT THE TENTATIVE SCORING SYSTEM DEVISED FOR THIS STUDY COULD BE USED ONLY FOR RESEARCH PURPOSES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010272</dc:identifier>
<dc:title>A NORMATIVE STUDY OF CHILDREN&amp;apos;S HOUSE-TREE-PERSON DRAWINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>142</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Parent Aspiration</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Rural Urban Differences</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:creator scheme='personal author'>SLOCUM, WALTER L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Univ., Pullman. Coll. of Agriculture.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EDUCATIONAL AND OCCUPATIONAL ASPIRATIONS OF RURAL HIGH SCHOOL STUDENTS WERE STUDIED IN RELATION TO SOCIAL, CULTURAL, AND ECONOMIC FACTORS. QUESTIONNAIRES WERE ADMINISTERED TO AND COMPLETED BY 3,535 RURAL HIGH SCHOOL STUDENTS. SUPPLEMENTAL INFORMATION WAS GATHERED BY PERSONAL INTERVIEWS WITH 992 STUDENTS. COUNSELORS, ADMINISTRATORS, AND TEACHERS RATED A SAMPLE OF 400 STUDENTS ON ACADEMIC ABILITY AND OCCUPATIONAL SUITABILITY. PARENTS PROVIDED INFORMATION ON INCOME, EDUCATIONAL VALUES, AND ASPIRATIONS. CONTRARY TO EXPECTATION, THE STUDY DID NOT CONFIRM PREVIOUS FINDINGS CONCERNING THE ASPIRATIONS OF FARM BOYS AND GIRLS. MORE FARM BOYS THAN NONFARM BOYS ASPIRE TO ATTEND COLLEGE, BUT THE ASPIRATIONS ARE UNREALISTIC IN THE LIGHT OF COLLEGE EXPENSE AND THE INFLUENCE OF HIGH SCHOOL  GRADES ON COLLEGE SUCCESS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010273</dc:identifier>
<dc:title>EDUCATIONAL ASPIRATIONS OF FARM BOYS AND GIRLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>230</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>BIRCH, JACK W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN VISUAL DEFICITS AND ACHIEVEMENT WAS STUDIED. PARTIALLY SEEING CHILDREN (424) FROM THE FIFTH AND SIXTH GRADES WERE ADMINISTERED FIVE EQUIVALENT FORMS OF A STANDARDIZED TEST CONTAINING SCHOOL-LIKE READING TASKS. A LATIN SQUARE DESIGN WAS USED TO SPREAD THE EFFECTS OF TEACHERS&apos; SKILL IN TEST ADMINISTRATION, PRACTICE, LEVELS OF PUPIL MOTIVATION, AND POSSIBLE EFFECTS OF TYPE SIZE CHANGE. VARIOUS DATA ON THE SUBJECTS WERE OBTAINED FROM THEIR TEACHERS. A COMPREHENSIVE ACHIEVEMENT TEST WAS LATER PRINTED IN TYPE SIZES 12-, 15-, 18-, 21-, AND 24-POINT, AND ADMINISTERED ACCORDING TO THE PREFERENCE OF THE SUBJECTS. THIS TEST WAS ADMINISTERED UNDER BOTH TIMED AND UNTIMED CONDITIONS. DATA WERE COLLECTED ON READING DISTANCE EMPLOYED AND OTHER VARIABLES. STATISTICAL  ANALYSIS REVEALED NO RELATIONSHIP BETWEEN THE BEST TYPE SIZE AND ACHIEVEMENT OR BETWEEN THE READING DISTANCE TYPICALLY USED AND TEST SCORES. THERE WAS EDUCATIONAL RETARDATION OF ONE GRADE LEVEL ON A GRADE-TO-GRADE COMPARISON WITH NONHANDICAPPED CHILDREN. OTHER RESULTS, IMPLICATIONS, AND CONCLUSIONS CONCERNING (1) SPECIAL EDUCATION PRACTICES, (2) TEACHER EDUCATION, (3) VOCATIONAL REHABILITATION, AND (4) RESEARCH WERE INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010274</dc:identifier>
<dc:title>SCHOOL ACHIEVEMENT AND EFFECT OF TYPE SIZE ON READING IN VISUALLY HANDICAPPED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>166</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>Media Specialists</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>LANIER, VINCENT</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Art Education Association, Reston, VA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE IMPACT OF EDUCATIONAL TECHNOLOGY ON ART INSTRUCTION WAS STUDIED DURING A 5-DAY SYMPOSIUM. THE PARTICIPANTS WERE 50 ART EDUCATORS AND 4 MEDIA SPECIALISTS. HUMAN LEARNING AND DEVELOPMENT, RESEARCH IN THE MEDIA FIELD RELEVANT TO ART EDUCATION, MEDIA HARDWARE, AND PROJECTION OF PRESENT MEDIA TENDENCIES WERE EXPLORED AND EXAMINED THROUGH PAPERS, PANEL DISCUSSIONS, SEMINARS, GROUP ANALYSIS, AND SIMILAR APPROACHES. BASED ON TEACHING LEVEL, SEMINAR GROUPS WERE FORMED OF (1) ELEMENTARY AND SECONDARY TEACHERS, (2) SUPERVISORS, (3) ART EDUCATORS IN HIGHER EDUCATION, AND (4) ART EDUCATORS REPRESENTING RESEARCH INTEREST. DISSEMINATION ACTIVITIES INCLUDED A MULTIMEDIA (SLIDE-FILM-TALK) PRESENTATION AND PUBLICATIONS. SYMPOSIUM PAPERS, SYMPOSIUM DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS  ARE REPORTED. DISCUSSION TOPICS INCLUDED (1) TECHNOLOGY AND ART EDUCATION, (2) IMPACT OF THE MACHINE, (3) INTERDISCIPLINARY APPROACHES, (4) CONDITIONS FOR THE USE OF MEDIA, (5) CHANGES IN ART EDUCATION RELEVANT TO MEDIA, AND (6) PRACTICAL PROBLEMS IN THE USE OF MEDIA. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010275</dc:identifier>
<dc:title>THE USES OF NEWER MEDIA IN ART EDUCATION PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>107</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Careers</dc:subject>
<dc:subject>College Administration</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Graduate School Faculty</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>LAZARSFELD, PAUL F.</dc:creator>
<dc:creator scheme='personal author'>SIEBER, SAM D.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Bureau of Applied Social Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CHIEF TECHNICAL PROBLEM OF THIS STUDY WAS TO MEASURE THE NUMEROUS SOCIAL CONDITIONS WHICH MIGHT CONCEIVABLY IMPINGE ON THE PRODUCTION OF RESEARCH AND OF RESEARCHERS BY GRADUATE SCHOOLS OF EDUCATION. THE TECHNIQUES EMPLOYED INCLUDED (1) QUESTIONNAIRE SURVEYS OF EDUCATION DEANS, RESEARCH COORDINATORS, DIRECTORS OF RESEARCH UNITS, PROJECT DIRECTORS IN UNITS, AND AUTHORS OF PUBLISHED RESEARCH REPORTS, (2) FIELD INTERVIEWS AND OBSERVATIONS OF SELECTED RESEARCH BUREAUS AND CENTERS AND OF THE WORK OF PROFESSIONAL ASSOCIATIONS, (3) DOCUMENTARY ANALYSIS OF MATERIALS SOLICITED THROUGH QUESTIONNAIRES, (4) CONTENT ANALYSES OF SCHOOL OF EDUCATION CATALOGS, RESEARCH ARTICLES PUBLISHED IN 1964, AND RESEARCH PROPOSALS SUBMITTED TO THE COOPERATIVE RESEARCH PROGRAM, U.S. OFFICE OF EDUCATION,  AND (5) SECONDARY ANALYSIS OF SURVEY DATA FROM RELATED STUDIES. NUMEROUS CONCLUSIONS, RECOMMENDATIONS, AND TABLES ARE PRESENTED IN EACH OF EIGHT CHAPTERS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010276</dc:identifier>
<dc:title>THE ORGANIZATION OF EDUCATIONAL RESEARCH IN THE UNITED STATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>462</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Design</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:creator scheme='personal author'>STANLEY, JULIAN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER PROGRAM IN THE DESIGN AND ANALYSIS OF EDUCATIONAL EXPERIMENTS WAS HELD AND ITS RESULTS REPORTED. EXPERIMENTAL DESIGN, STATISTICAL ANALYSIS, COMPUTER USAGE, PREPARATION OF RESEARCH PROPOSALS, SPECIAL TOPICS, AND INDEPENDENT STUDY WERE DISCUSSED. TO AID IN THE EVALUATION OF THE PROGRAM, EACH OF THE 30 PARTICIPANTS ANSWERED A QUESTIONNAIRE ABOUT A YEAR LATER. ANSWERS TO THE CATEGORICAL QUESTIONS SHOWED THAT NEARLY ALL (29) OF THE PARTICIPANTS FELT THEMSELVES BETTER ABLE TO DESIGN EXPERIMENTS AND TO ANALYZE DATA RESULTING FROM THEM. IN GENERAL, IT APPEARED THAT THIS KIND OF INSTITUTE WOULD BEST SERVE ABLE, YOUNG POSTDOCTORAL EDUCATIONAL RESEARCHERS WHO DID NOT HAVE EXCELLENT PREPARATION IN EXPERIMENTAL DESIGN, STATISTICS, AND DATA PROCESSING DURING THEIR GRADUATE WORK.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010277</dc:identifier>
<dc:title>BENEFITS OF RESEARCH DESIGN--A PILOT STUDY, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Social Psychology</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>O&apos;SULLIVAN, MAUREEN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>Guilfords Structure of Intellect</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University of Southern California, Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPERIMENTAL TESTS (23) WERE CONSTRUCTED TO MEASURE CERTAIN BEHAVIORAL-COGNITION FACTORS OF SOCIAL ABILITY. THE TESTS, AS WELL AS 24 MARKER TESTS OF SEMANTIC AND FIGURAL ABILITY, WERE ADMINISTERED TO WHITE, MIDDLE-CLASS, AVERAGE INTELLIGENCE 11TH GRADERS (240). THE STIMULI CONSISTED MAINLY OF PHOTOGRAPHS, DRAWINGS, AND CARTOONS. WORDS WERE USED AS LITTLE AS POSSIBLE. ALL SIX OF THE BEHAVIORAL-COGNITION FACTORS HYPOTHESIZED WERE IDENTIFIED IN THE ANALYSIS. NO SOCIAL INTELLIGENCE DIMENSIONS WERE DISCOVERED. IF PREDICTIVE VALIDITY COULD BE ESTABLISHED, THESE TESTS MIGHT SERVE AS JOB-SELECTION INSTRUMENTS OR TRAINING DEVICES IN A CLINICAL SETTING. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010278</dc:identifier>
<dc:title>MEASUREMENT OF SOCIAL INTELLIGENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Aviation Mechanics</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>ALLEN, DAVID</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONAL SURVEY WAS UNDERTAKEN TO PROVIDE DATA FOR THE ACCOMPLISHMENT OF THREE OBJECTIVES--(1) TO INVESTIGATE THE TECHNICAL KNOWLEDGE AND MANIPULATIVE SKILLS OF AVIATION MECHANICS AS REQUIRED BY THE AVIATION INDUSTRY, (2) TO IDENTIFY A CORE CURRICULUM FOR THE TRAINING OF AVIATION MECHANICS, AND (3) TO IDENTIFY THE SCOPE OF TRAINING OFFERED BY INDUSTRY. THE SURVEY WAS DESIGNED TO PROVIDE ANSWERS TO FIVE SPECIFIC QUESTIONS--(1) NUMBER OF MEN PERFORMING EACH TASK SPECIFIED, (2) FREQUENCY OF PERFORMANCE, (3) LEVEL OF TECHNICAL KNOWLEDGE REQUIRED TO PERFORM EACH TASK, (4) CONDITION UNDER WHICH EACH TASK IS PERFORMED, AND (5) DEPTH OF TRAINING CONDUCTED BY INDUSTRY. ADJACENT TO EACH OF 52 TABLES WHICH PRESENT THE SURVEY FINDINGS BY SPECIFIED TASKS IS (1) AN OVERVIEW OF WORK-TASK  PERFORMED, (2) THE PRINCIPAL FINDINGS, AND (3) THE RECOMMENDATIONS OF THE NATIONAL ADVISORY COMMITTEE. REDIRECTION, APPLICATION, AND PROJECTIONS ARE PRESENTED IN THE REPORT. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010279</dc:identifier>
<dc:title>A NATIONAL STUDY OF THE AVIATION MECHANICS OCCUPATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>235</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>High School Students</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>NICOLAYSEN, G. ROY</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Oakland)</eric:keywords>
<eric:keywords_geo>California (Oakland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oakland Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER PILOT PROGRAM WAS CONDUCTED TO VOCATIONALLY TRAIN EDUCABLE MENTALLY RETARDED (EMR) STUDENTS. SPECIAL CLASS STUDENTS (16) IN THE 11TH AND 12TH GRADES WERE ENROLLED AND SUCCESSFULLY COMPLETED THE 6-WEEK COURSE. THE GROUNDSMAN-GARDENER COURSE WAS DIVIDED INTO TWO PARTS, CLASSROOM STUDY AND WORK EXPERIENCE. THE GOALS TO BE REALIZED WERE (1) TRAINING AND PLACEMENT OF EMR STUDENTS, (2) STUDENT ABSORPTION INTO THE REGULAR CLASS PROGRAM, (3) PART-TIME EMPLOYMENT, AND (4) CONTINUED TRAINING AS DEPARTMENT OF VOCATIONAL REHABILITATION CLIENTS. IN EVALUATING THE PROGRAM, THE PARTICIPANTS CONCLUDED THAT ALL OF THE GOALS WERE MET, AND THE OVERALL SUCCESS OF THE PROGRAM WAS ATTRIBUTED TO THE PLANNED CURRICULUM. RECOMMENDATIONS WERE MADE THAT THE PROGRAM BE EXPANDED TO AFFORD  OPPORTUNITY TO MORE EMR STUDENTS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010280</dc:identifier>
<dc:title>GROUNDSMAN-GARDENER FOR SPECIAL CLASS STUDENTS (EDUCABLE MENTALLY RETARDED YOUTH), FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Employment Problems</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>MITCHELL, HOWARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania Univ., Philadelphia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDANCE PROGRAM WAS CONDUCTED IN AN EFFORT TO INCREASE THE PROFESSIONAL COMPETENCE OF HIGH SCHOOL COUNSELORS IN THEIR VOCATIONAL WORK WITH STUDENTS FROM LOW-INCOME GROUPS. SPECIFIC OBJECTIVES WERE (1) TO ENHANCE THE PARTICIPATING COUNSELORS&apos; UNDERSTANDING OF THE ATTITUDES WHICH CULTURALLY DEPRIVED YOUTH HAVE TOWARD SUCH MATTERS AS EMPLOYMENT, EDUCATION, FAMILY LIFE, THEIR PLACE IN SOCIETY, AND THE WORLD BEYOND THEIR EXPERIENCE, (2) TO INCREASE THE COUNSELORS&apos; KNOWLEDGE ABOUT CHANGING EMPLOYMENT CONDITIONS AND OPPORTUNITIES, AND (3) TO ASSIST IN THE DEVELOPMENT OF AN IMPROVED LIAISON BETWEEN SCHOOL GUIDANCE COUNSELORS AND INDUSTRIAL PERSONNEL. THE PROGRAM HAD TWO PHASES--(1) A 3-WEEK INSTITUTE, AND (2) FOLLOWUP ACTIVITIES AND PROGRAM EVALUATION LASTING APPROXIMATELY 10 MONTHS.  FIFTY COUNSELORS WERE SELECTED TO PARTICIPATE IN THE PROJECT ON A VOLUNTEER BASIS. AT THE CONCLUSION OF EACH WEEK OF THE INSTITUTE, DISCUSSION GROUPS PREPARED SUMMARIES OF THEIR ACTIVITIES AND RECOMMENDATIONS FOR ACTION AND CHANGE IN THE ROLE OF THE COUNSELOR. EACH GROUP EMPHASIZED THE NEED FOR MORE EFFECTIVE COMMUNITY RELATIONSHIPS AMONG COUNSELORS, INDUSTRY, PARENTS, AND OTHER COMMUNITY AGENCIES. THEY ALSO BELIEVED THEY SHOULD HAVE A GREATER VOICE IN THE DEVELOPMENT AND CHANGE OF CURRICULUMS FOR DISADVANTAGED YOUTH. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010281</dc:identifier>
<dc:title>COUNSELOR INSTITUTE AND FOLLOWUP WORKSHOPS, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Careers</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counseling Objectives</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>GRIBBONS, WARREN D.</dc:creator>
<dc:creator scheme='personal author'>LOHNES, PAUL R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Regis Coll., Weston, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LONGITUDINAL STUDY WAS UNDERTAKEN TO ACHIEVE THE FOLLOWING OBJECTIVES--(1) TEST THE THEORY OF OCCUPATIONAL CHOICE WHICH PROPOSES A PROCESS RUNNING THROUGH A SEQUENCE OF DEVELOPMENTAL STAGES, (2) DETERMINE WHETHER THERE ARE SIGNIFICANT SEX DIFFERENCES IN CAREER SEQUENCES, (3) DESCRIBE IN DETAIL 111 REAL CAREER PATTERNS OVER 8 YEARS OF DEVELOPMENT, AND SEEK UNIFYING MATHEMATICAL AND PSYCHOLOGICAL MODELS FOR THEM, (4) DETERMINE THE EXTENT TO WHICH CAREER DECISIONS ARE BASED UPON SELF-CONCEPT AND OTHER FACTORS, (5) ACCOMPLISH A SUCCESSFUL MULTIDIMENSIONAL SCALING OF EARLY VOCATIONAL MATURITY FROM INTERVIEW PROTOCOLS AND NAMING THE RESULTING SCALES READINESS FOR VOCATIONAL PLANNING (RVP), AND (6) EXPLORE THE STATISTICAL DEPENDENCE OF NUMEROUS CRITERIA OF CAREER DEVELOPMENT ON THE  RVP SCALES, WITH THE CRITERIA BEING COLLECTED IN 3-, 5-, AND 7-YEAR FOLLOWUP INTERVIEWS. OBJECTIVES OF THE STUDY WERE MET. THE AUTHORS BELIEVED THAT THIS STUDY OF 111 CAREERS IN PROGRESS, OF BOTH SEXES, OVER 8 YEARS SHOULD BE AN ASSET TO GUIDANCE COUNSELORS AND CAREER PSYCHOLOGISTS. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010282</dc:identifier>
<dc:title>CAREER DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>302</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>SUSSMANN, LEILA</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Puerto Rico</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Puerto Rico Univ., Rio Piedras.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT ON RECRUITMENT TO HIGHER EDUCATION IN PUERTO RICO EXAMINES, IN PART 1, THE DIMENSIONS OF THE EXPANSION OF HIGHER EDUCATION AND SOME OF ITS CONSEQUENCES FOR THE CHARACTER OF THE HIGH SCHOOLS AND FOR THE PATTERN OF RECRUITMENT TO THE UNIVERSITY. PART 2 DESCRIBES IN DETAIL THE PATTERN OF RECRUITMENT TO HIGHER EDUCATION AS IT EXISTED IN 1960. THE DATA CAME FROM A SAMPLE SURVEY OF HIGH SCHOOL SENIORS AND COMPARED THE PUERTO RICAN RECRUITMENT PATTERN WITH THAT OF THE UNITED STATES. ITS MAIN FINDING WAS THAT THE RECRUITMENT PATTERNS ARE REMARKABLY SIMILAR. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010284</dc:identifier>
<dc:title>HIGH SCHOOL TO UNIVERSITY IN PUERTO RICO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>190</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:creator scheme='personal author'>BEAIRD, JAMES H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTERPERSONAL COMMUNICATION BEHAVIORS OF PUBLIC SCHOOL CHILDREN WERE IDENTIFIED AND MEASURED BY USE OF THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD (ICBAM). THE FOUR BEHAVIOR LEVELS DESIGNATED - BIOCHEMICAL, MOTOR MOVEMENT, SPEECH, AND TECHNOLOGICAL - WERE RELATED TO AGE, SEX, AND SITUATION (CLASSROOM AND NONCLASSROOM) BY ANALYSIS OF VARIANCE. THE STUDY FURNISHED EVIDENCE THAT A CHILD&apos;S ABILITY TO COMMUNICATE IS NOT LIMITED TO SPEECH, ALTHOUGH THE SCHOOL CURRICULUM CONCENTRATES ON SPEECH AND EDUCATIONAL TECHNOLOGY. IT WAS SUGGESTED THAT CULTURAL, SOCIOLOGICAL, AND PSYCHOLOGICAL VARIABLES WHICH INFLUENCE BEHAVIOR ALSO BE SUBJECTED TO RESEARCH USING THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010285</dc:identifier>
<dc:title>INTERPERSONAL COMMUNICATION BEHAVIOR--A NORMATIVE DATA STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Creative Development</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>STARKWEATHER, ELIZABETH K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OKLAHOMA</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INSTRUMENTS WERE ADMINISTERED TO PRESCHOOL CHILDREN TO MEASURE THEIR PERFORMANCE ON VARIOUS TASKS. THE INSTRUMENTS WERE (1) A BUTTONING TASK FOR FINE MOTOR COORDINATION, (2) A PUZZLE TASK FOR VISUAL DISCRIMINATION, AND (3) A TARGET GAME FOR GROSS MOTOR COORDINATION. EACH INSTRUMENT CONSISTED OF FIVE TASKS GRADED IN DIFFICULTY, ADJUSTED TO THE CHILD&apos;S ABILITY. THE SAMPLE USED IN THE DEVELOPMENT OF THE INSTRUMENTS CONSISTED OF 328 CHILDREN RANGING FROM 3 TO 6 YEARS OF AGE. EACH CHILD STARTED WITH EASY TASKS AND GRADUALLY WENT TO MORE DIFFICULT ONES. THE RESULTS INDICATED THAT WILLINGNESS TO TRY DIFFICULT TASKS MAY BE A PERSONALITY CONSTANT. OF THE THREE INSTRUMENTS, THE TARGET GAME WAS SUGGESTED AS THE MOST PROMISING FOR FUTURE STUDIES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010286</dc:identifier>
<dc:title>PRESCHOOL CHILDREN&apos;S WILLINGNESS TO TRY DIFFICULT TASKS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Community Influence</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Governmental Structure</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Suburban Schools</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>MINAR, DAVID W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords>BALES INTERACTION PROCESS ANALYSIS</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Cook County)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIATIONS IN THE STYLE AND CONTENT OF THE DECISION-MAKING PROCESS, AND IN THE DIVISION OF AUTHORITY AMONG DIFFERING SOCIAL-STRUCTURAL SCHOOL SYSTEMS WERE STUDIED. DATA INCLUDED OBSERVATION OF MEETINGS, INTERVIEWS, AND CONTENT ANALYSIS OF THE COMMUNITY PRESS. THE RESEARCH SITES SELECTED FOR THIS STUDY WERE FOUR SUBURBAN COOK COUNTY ELEMENTARY SCHOOL DISTRICTS. DISCUSSIONS WERE INCLUDED FOR THE (1) COMMUNITY CONTEXTS AND POLITICAL DEMANDS, (2) INTERPRETATION AND PRESENTATION OF DEMANDS, (3) DECISION-MAKING FORM, (4) AUTHORITY RELATIONSHIPS AND THE DIVISION OF LABOR, AND (5) CONTENTS AND OUTPUTS OF THE POLICY PROCESS. THE FINDINGS INDICATED THAT GENERALLY VARIATIONS IN DECISION-MAKING CHARACTERISTICS IN THE SAMPLE SCHOOL SYSTEMS WERE RELATED TO THE CHARACTERISTICS OF THE COMMUNITY  AND TO CERTAIN STATUS-RELATED COMMUNITY EXPECTATIONS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010287</dc:identifier>
<dc:title>EDUCATIONAL DECISION-MAKING IN SUBURBAN COMMUNITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>183</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Religious Factors</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>CARR, SARA G.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, ORVILLE E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DAVIS</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Davis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO PROVIDE INFORMATION ON THE PERSONAL VALUES OF HIGH SCHOOL STUDENTS AND THEIR TEACHERS. EVIDENCE OF CHANGES IN PERSONAL VALUES AND VALUE PATTERNS WERE SOUGHT IN AN ATTEMPT TO REVEAL IMPACTS FROM TEACHERS, CERTAIN SOCIOECONOMIC AND PSYCHOLOGICAL FACTORS, AND EDUCATIONAL OBJECTIVES. STUDENTS WERE TESTED AS FRESHMEN, SOPHOMORES, AND SENIORS TO IDENTIFY AREAS OF CHANGE IN VALUE ORIENTATION. ALSO STUDIED WAS THE RELATIONSHIP OF VALUES TO FRIENDSHIP PATTERNS AND THE ABILITY TO COMMUNICATE. IT WAS CONCLUDED THAT (1) CONDUCTING LONGITUDINAL STUDIES OF STUDENT CHARACTERISTICS IN THE MODERN HIGH SCHOOL WAS POSSIBLE WITHOUT UNDUE INTERRUPTION OF THE SCHOOL&apos;S EDUCATIONAL PROGRAM, (2) PERSONAL VALUES WERE QUITE STABLE BY THE TIME STUDENTS ENTER HIGH SCHOOL, (3)  PERSONAL VALUES OF HIGH SCHOOL STUDENTS WERE DEFINITELY RELATED TO THEIR OCCUPATIONAL CHOICES, ACADEMIC ACHIEVEMENT, EDUCATIONAL OBJECTIVES, AND PARTICIPATION IN RELIGIOUS ACTIVITIES, (4) ABILITY OF STUDENTS TO UNDERSTAND THEIR TEACHERS WAS NOT RELATED TO THEIR PERSONAL VALUE PATTERNS, AND (5) PERSONAL-VALUE PROFILES OF TEACHERS WERE RELATED TO THEIR SUBJECT-MATTER SPECIALIZATION, AGE, AND RELIGIOUS PARTICIPATION. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010288</dc:identifier>
<dc:title>VALUES OF HIGH SCHOOL STUDENTS AND THEIR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Lower Class Students</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:creator scheme='personal author'>BLATT, BURTON</dc:creator>
<dc:creator scheme='personal author'>GARFUNKEL, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Univ., MA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PRESCHOOL PROGRAM WITH CHILDREN OF LOW-SOCIOECONOMIC STATUS WAS CONDUCTED TO ENHANCE THEIR EDUCABILITY. THE SAMPLE (N 74) WAS DIVIDED BY RANDOM ASSIGNMENT INTO ONE CONTROL AND TWO EXPERIMENTAL GROUPS. PROVISIONS WERE MADE FOR AN OPTIMAL NURSERY SCHOOL ENVIRONMENT BY (1) HELPING CHILDREN TO FUNCTION SOCIALLY IN A GROUP, (2) PARTICIPATING IN EXPERIENCES DESIGNED TO AROUSE CURIOSITY, AND (3) TRAINING FOR ACQUISITION OF ACADEMIC SKILLS. DURING THE 3-YEAR PROGRAM, A NUMBER OF MEASURING INSTRUMENTS WERE EMPLOYED--(1) COGNITIVE (APTITUDE, ACHIEVEMENT, LANGUAGE), (2) NONCOGNITIVE (PERSONALITY, SOCIAL), AND (3) ENVIRONMENTAL (HOME, FAMILY). THE GROUPS WERE NO DIFFERENT AT THE CONCLUSION OF THE STUDY THAN THEY WERE AT THE BEGINNING. ALSO, NO EVIDENCE WAS OBTAINED TO SUPPORT THE THEORY  THAT INTELLIGENCE SCORES CAN BE IMPROVED. IT WAS SUGGESTED THAT ADDITIONAL EFFORT SHOULD BE GIVEN TO THE NATURE-NURTURE INTERACTION, THE TIME TO BEGIN INTERVENTIONS, AND POSSIBLE INTERVENTION MODELS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010289</dc:identifier>
<dc:title>A FIELD DEMONSTRATION OF THE EFFECTS OF NONAUTOMATED RESPONSIVE ENVIRONMENTS ON THE INTELLECTUAL AND SOCIAL COMPETENCE OF EDUCABLE MENTALLY RETARDED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>237</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>AMSTER, HARRIETT</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GENERAL PROBLEM UNDER INVESTIGATION CONCERNED TWO PROCESSES OF CONCEPT FORMATION - THE DEDUCTIVE REASONING PROCESS AND THE ASSOCIATIVE PROCESS - EMPLOYED BY CHILDREN OF ELEMENTARY-SCHOOL AGE. IT WAS ASSUMED THAT BOTH OF THESE PROCESSES ARE FOUND IN VARYING DEGREES AMONG CHILDREN OF DIFFERENT AGES AND MENTAL ABILITIES, DEPENDING UPON THE CHARACTERISTICS OF THE PARTICULAR TASK. THE FIRST TWO EXPERIMENTS WERE CONCERNED WITH THE INTERACTION OF BOTH OF THESE PROCESSES IN A CONCEPT FORMATION TASK, WHILE SUBSEQUENT EXPERIMENTS REPRESENTED AN ATTEMPT TO FOCUS UPON THE ASSOCIATIVE PROCESS BY STUDYING ITS OPERATION IN A VARIETY OF SITUATIONS. CONSISTENT INDICATIONS APPEARED THAT, WHEN LARGE AND SMALL VARIETIES ARE EQUAL IN STRENGTH, A SMALL VARIETY IS LIKELY TO PROMOTE CONCEPT  ATTAINMENT TO A GREATER EXTENT THAN A LARGE VARIETY. IT WAS ALSO FOUND THAT IT IS POSSIBLE TO CONSIDER THE ROLE OF VARIETY IN THE ATTAINMENT OF CONCEPTS AS A FUNCTION OF THE DEDUCTIVE AND ASSOCIATIVE PROCESSES WHICH CAN BE ASSUMED TO OCCUR, ALTHOUGH IN VARYING DEGREES, AS A FUNCTION OF THE DEMANDS OF THE TASK AND SUBJECT CHARACTERISTICS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010290</dc:identifier>
<dc:title>DEVELOPMENT OF CONCEPT FORMATION IN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>116</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Communications</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Navajo</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>STAFFORD, KENNETH R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Arizona (Tempe)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Univ., Tempe.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH ATTEMPTED TO RELATE PROBLEM-SOLVING BEHAVIOR TO LANGUAGE BY FINDING RELATIONSHIPS BETWEEN (1) PROBLEM SOLVING AND LANGUAGE TYPE AND (2) PROBLEM SOLVING AND CATEGORIES OF BILINGUALISM. ENGLISH-SPEAKING MONOLINGUAL AND TYPES OF BILINGUAL NAVAHO EIGHTH-GRADE PUPILS WERE COMPARED ON PROBLEM-SOLVING TASKS. IQ AND READING COMPREHENSION WERE CONTROLLED. FINDINGS INDICATED THAT THE COMPOUND BILINGUALS DID LESS WELL THAN COORDINATE BILINGUALS AND ENGLISH-SPEAKING MONOLINGUALS, BUT THAT THERE WAS NO DIFFERENCE BETWEEN THE COORDINATE BILINGUALS AND THE MONOLINGUALS. DIFFERENCES WERE EXPLAINED IN TERMS OF OSGOOD&apos;S TWO-STAGE MEDIATION MODEL AND INTERFERENCE. IMPLICATIONS FOR THE LANGUAGE TRAINING OF BILINGUALS WERE MENTIONED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010291</dc:identifier>
<dc:title>PROBLEM SOLVING AS A FUNCTION OF LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Linear Programing</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Productive Thinking</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Laboratories</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>NASCA, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Brockport)</eric:keywords>
<eric:keywords>Structure of Intellect</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Brockport. Coll. at Brockport.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH ATTEMPTED TO DEMONSTRATE THE FEASIBILITY OF DEVELOPING TEST INSTRUMENTS TO DETECT HOW LIMITED VARIABLES IN EDUCATIONAL EXPERIENCES AFFECT STUDENT BEHAVIORAL DEVELOPMENT. THE EXPERIMENTAL HYPOTHESES DEVELOPED FOR THE STUDY WERE CONCERNED WITH IDENTIFYING AND DEFINING INDIVIDUAL ABILITIES OPERATING IN THE REALM OF SCIENCE EDUCATION. JUNIOR HIGH SCHOOL STUDENT INVOLVEMENT WAS EFFECTED THROUGH THE USE OF PROGRAMED INSTRUCTIONAL MATERIALS. A 700-FRAME LINEAR PROGRAM DESIGNED TO PROMOTE UNDERSTANDING OF PHYSICAL SCIENCE PRINCIPLES WAS ADMINISTERED TO 245 EIGHTH-GRADE STUDENTS. AN ANALYSIS OF COVARIANCE WAS USED TO STATISTICALLY EVALUATE SCORES FROM THREE FACTOR-PURE TESTS, WITH STANDARDIZED READING TEST SCORES BEING USED AS CONTROL VARIABLES. TWO TESTS, A SCIENCE  VOCABULARY TEST AND A SEEING SCIENCE DEFICIENCIES TEST, WERE WITHIN THE &amp;quot;STRUCTURE OF INTELLECT&amp;quot; (SI) FRAMEWORK. THE THIRD TEST WAS A NONVERBAL SCIENCE PROBLEM-SOLVING TEST WHICH PRESENTED ALL VIOLATIONS OF SCIENTIFIC PRINCIPLES IN PICTURE FORM. IT WAS CONCLUDED THAT (1) CONTENT-ORIENTED FACTOR-PURE TESTS CAN BE DEVELOPED TO EFFECTIVELY MEASURE EFFECTS OF EDUCATIONAL EXPERIENCE, (2) ACTIVE PARTICIPATION IN EXPERIMENTS SUPPORTING SCIENTIFIC PRINCIPLES IS SUPERIOR FOR DEVELOPMENT OF AT LEAST ONE PHASE OF NONVERBAL PROBLEM-SOLVING ABILITY, AND (3) THE USE OF SUPPLEMENTARY ACTIVITIES ACCOMPANYING PROGRAMED LEARNING MATERIALS PROVIDED JUNIOR HIGH SCHOOL STUDENTS WITH AN EFFECTIVE LEARNING PROGRAM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010292</dc:identifier>
<dc:title>EFFECT OF VARIED PRESENTATIONS OF LABORATORY EXERCISES WITHIN PROGRAMED MATERIALS ON SPECIFIC INTELLECTUAL FACTORS OF SCIENCE PROBLEM SOLVING BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computers</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>ALLEN, DWIGHT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords>STANFORD SCHOOL SCHEDULING SYSTEM</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DEMONSTRATION PROJECT WAS INITIATED TO SHOW THE FEASIBILITY OF INTRODUCING GREATER FLEXIBILITY INTO VOCATIONAL CURRICULUMS AND INTO THE PREVOCATIONAL DIMENSIONS OF NONVOCATIONAL CURRICULUMS THROUGH THE USE OF A COMPUTER-BASED SCHEDULING TECHNOLOGY. RESEARCH WAS PLANNED TO COVER A 3-YEAR PERIOD. THE 1ST YEAR&apos;S RESEARCH WAS COMPLETED MAY 1, 1966, AND WAS THE TOPIC OF THIS REPORT. THE TWO TYPES OF SCHOOL INVOLVED WERE VOCATIONAL-TECHNICAL AND COMPREHENSIVE. THE CRITERIA USED IN THE SELECTION OF SCHOOLS INVOLVED A BALANCE AMONG RURAL, SUBURBAN, AND URBAN LOCATIONS AND A VARIETY OF TYPES IN GRADE ORGANIZATION, ENROLLMENT, AND POPULATION SERVED. RESULTS OF THE 1ST-YEAR EFFORTS INCLUDED (1) IDENTIFICATION OF RELEVANT AREAS TO BE INVESTIGATED DURING THE FINAL 2 YEARS, (2) COLLECTION OF  BASELINE DATA TO BE USED IN A BEFORE-AFTER DATA COMPARISON, (3) EMPLOYMENT OF A COMPUTERIZED TECHNIQUE FOR CURRICULUM SIMULATION, AND (4) DEVELOPMENT OF A MULTIPLE REGRESSION TECHNIQUE FOR THE ANALYSIS OF CURRICULUM SCHEDULING. IT WAS CONCLUDED THAT THE PRINCIPAL PROJECT OBJECTIVE WOULD REMAIN UNCHANGED DURING THE FINAL 2 YEARS OF THE RESEARCH. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010293</dc:identifier>
<dc:title>FLEXIBILITY FOR VOCATIONAL EDUCATION THROUGH COMPUTER SCHEDULING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>PARKER, EDWIN B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. Inst. for Communication Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INSTRUMENTAL INFORMATION-SEEKING BEHAVIOR AMONG ADULTS WAS STUDIED TO DETERMINE &amp;quot;WHAT KINDS OF PEOPLE SEEK WHAT KINDS OF INFORMATION THROUGH WHAT CHANNELS.&amp;quot; INTERVIEWS WERE CONDUCTED WITH 1,869 ADULTS WHO WERE ASKED ABOUT (1) THEIR USE OF ADULT EDUCATION, MASS MEDIA, AND INTERPERSONAL INFORMATION SOURCES, AND (2) THEIR METHODS OF OBTAINING INFORMATION IN SPECIFIC TOPIC AREAS - BUSINESS-FINANCIAL, HEALTH, WELFARE, EDUCATION, RELIGION, NATIONAL AND INTERNATIONAL AFFAIRS, LOCAL PUBLIC AFFAIRS, OCCUPATIONS, HOMEMAKING, AND LEISURE ACTIVITIES. RESPONSES WERE TABULATED BY AGE, SEX, EDUCATION, OCCUPATION, INCOME, AND LENGTH OF COMMUNITY RESIDENCE. THE FINDINGS INDICATED THE WAYS THE INFORMATION SOURCE USED VARIES WITH EDUCATIONAL BACKGROUND, OCCUPATION, AND KIND OF DATA SOUGHT.  (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010294</dc:identifier>
<dc:title>PATTERNS OF ADULT INFORMATION SEEKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>275</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HELTZEL, FRANCES B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Ithaca. Coll. of Home Economics at Cornell Univ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH SOUGHT TO MEASURE M TIVATION UNDERLYING ACHIEVEMENT-ORIENTED BEHAVIOR AT THE SECONDARY LEVEL, SPECIFICALLY OF STUDENTS IN VOCATIONAL PROGRAMS. PARALLEL INSTRUMENTS OF 42 ITEMS WERE CONSTRUCTED TO MEASURE MOTIVE FOR STRIVING, BASED ON MASLOW&apos;S HIERARCHY OF NEED FOR SECURITY, BELONGINGNESS, ESTEEM, AND SELF-ACTUALIZATION. STRENGTH OF EACH MOTIVE WAS MEASURED ACCORDING TO KRATHWOHL&apos;S TAXONOMIC LEVELS OF RESPONDING, VALUING, ORGANIZING VALUES, AND CHARACTERIZING BY A VALUE. PRETESTING SHOWED THAT ADMINISTERING A TEST OF 42 ITEMS WAS IMPRACTICAL. A 20-ITEM TEST RESULTED FROM ELIMINATION OF THE MASLOW CATEGORIES FROM THE LOWER LEVELS OF KRATHWOHL&apos;S SCALE. EXPERIMENTATION WAS DESIGNED TO PROVIDE A VALIDATION OF THE INSTRUMENT BY CREATING DIFFERENT MOTIVATION LEVELS THROUGH  MANIPULATING SUCH SPECIFIC VARIABLES AS (1) PERFORMANCE SCORE, (2) SELF-CONCEPT, AND (3) TASK RELEVANCE. MOTOR AND COGNITIVE TASK SITUATIONS, INVOLVING DIFFERENT LEVELS OF THESE VARIABLES, WERE DEVISED AS THE SETTING FOR MOTIVATION AROUSAL. RESULTS OF THE PRETESTING OF THE AROUSAL INSTRUMENT AND THE EXPERIMENT WERE LISTED. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010295</dc:identifier>
<dc:title>MOTIVES INFLUENCING NEEDS TO ACHIEVE IN VOCATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Educational Benefits</dc:subject>
<dc:subject>Program Costs</dc:subject>
<dc:subject>Terminal Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CORAZZINI, A.J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Princeton Univ., NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY WAS MADE TO ASSESS THE ECONOMIC VALUE OF THE VOCATIONAL-TECHNICAL SCHOOL AS AN AREA RESOURCE. A FRAMEWORK FOR ANALYSIS WAS SET UP WHICH TREATED VOCATIONAL EDUCATION AS AN INVESTMENT WHICH COMPETES FOR COMMUNITY FUNDS. DETAILED DESCRIPTIONS WERE MADE OF SUCH INFLUENTIAL FACTORS AS (1) KINDS OF COSTS AND BENEFITS WHICH ACCOMPANY ANY LOCAL INVESTMENT IN EDUCATION WITH PARTICULAR ATTENTION TO VOCATIONAL EDUCATION, (2) INSTITUTIONAL SETTING OF THE PROGRAM SELECTED FOR STUDY, AND (3) TOTAL RESOURCE COSTS OF VARIOUS VOCATIONAL PROGRAMS. DATA GATHERED WERE ANALYZED TO DETERMINE THE VALUE OF THE VOCATIONAL HIGH SCHOOL AND POST-HIGH SCHOOL VOCATIONAL SCHOOL AS A MEANS TO (1) PREVENT DROPPING OUT, (2) INCREASE LIFETIME EARNINGS, (3) INCREASE GEOGRAPHIC MOBILITY OF GRADUATES, AND  (4) INCREASE INTERGENERATIONAL MOVEMENT OF WORKERS. CONTRIBUTIONS OF THE SCHOOLS WERE MARGINAL IN THE FIRST THREE AREAS AND ONLY RELATIVELY SUCCESSFUL IN THE FOURTH. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010296</dc:identifier>
<dc:title>VOCATIONAL EDUCATION, A STUDY OF BENEFITS AND COSTS (A CASE STUDY OF WORCHESTER, MASS.).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>133</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Listening Skills</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:creator scheme='personal author'>PETZOLD, ROBERT G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATURE AND DEVELOPMENT OF CERTAIN FUNDAMENTAL MUSICAL SKILLS WERE STUDIED. THIS STUDY FOCUSED ON AURAL PERCEPTION AS AN INTEGRAL FACTOR IN THE CHILD&apos;S MUSICAL DEVELOPMENT. TWO MAJOR ASPECTS OF THIS 5-YEAR STUDY INCLUDED (1) LONGITUDINAL STUDY OF THREE GROUPS OF CHILDREN AND (2) A SERIES OF 1-YEAR PILOT STUDIES DEALING WITH RHYTHM, TIMBRE, AND HARMONY. INDIVIDUAL TESTS WERE ADMINISTERED TO THE SUBJECTS REQUIRING AN OVERT MUSICAL RESPONSE TO AN AURAL PRESENTATION OF THE TEST ITEM. THE TESTS, AND RESPONSES WERE TAPE RECORDED TO INSURE MAXIMUM UNIFORMITY OF TESTING PROCEDURES AND SUBSEQUENT PROCESSING. COMPLEX MELODIC, RHYTHMIC, AND HARMONIC ITEMS WERE FOUND TO BE DIFFICULT FOR YOUNG CHILDREN AND TO SOME DEGREE FOR OLDER CHILDREN. RESULTS OF THE STUDY INDICATED THAT THE ABILITY  TO IMITATE THE PRESENTATION OF CERTAIN MUSICAL IDEAS WAS NOT A MEASURE OF THE UNDERSTANDING OF SUCH IDEAS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010297</dc:identifier>
<dc:title>AUDITORY PERCEPTION OF MUSICAL SOUNDS BY CHILDREN IN THE FIRST SIX GRADES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>291</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Indexing</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Thesauri</dc:subject>
<dc:creator scheme='personal author'>CADY, HENRY L.</dc:creator>
<dc:creator scheme='personal author'>SCHNEIDER, ERWIN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LISTING OF RETRIEVAL TERMS FOR DOCUMENTS IN MUSIC IS PRESENTED IN THIS EXPERIMENTAL THESAURUS. INCLUDED IN THE LISTING ARE &amp;quot;USE&amp;quot; ENTRIES WHICH DIRECT THE THESAURUS USER TO PREFERRED TERMS. (SEE ED 010 298.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010299</dc:identifier>
<dc:title>AN EXPERIMENTAL THESAURUS OF INDEX TERMS FOR DOCUMENTS IN MUSIC.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Purchasing</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:creator scheme='personal author'>THOMAS, RONALD B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Manhattanville Coll., Purchase, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPERIMENTAL MUSIC PROGRAMS CONDUCTED IN ELEMENTARY AND SECONDARY SCHOOLS ACROSS THE COUNTRY WERE SURVEYED. SOME OF THE MOST INNOVATIVE EXPERIMENTAL PROGRAMS WERE SELECTED FOR FURTHER STUDY. THE REPORT INCLUDES (1) PROCEDURES FOR CONDUCTING THE PROGRAMS AND THE RESULTS ACHIEVED, (2) METHODS USED TO SELECT THE PROGRAMS STUDIED, (3) COMMON AND UNIQUE FACTORS IN THE PROGRAMS, (4) APPRAISAL OF POTENTIALS OF VARIOUS NEW INSTRUCTIONAL METHODS, AND (5) RECOMMENDATIONS FOR FUTURE CURRICULAR DEVELOPMENT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010300</dc:identifier>
<dc:title>A STUDY OF NEW CONCEPTS, PROCEDURES, AND ACHIEVEMENTS IN MUSIC LEARNING AS DEVELOPED IN SELECTED MUSIC EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MALEY, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL WERE REPORTED. THE &amp;quot;CLUSTER CONCEPT&amp;quot; PROGRAM IS AIMED AT THE DEVELOPMENT OF SKILLS AND UNDERSTANDINGS RELATED TO A NUMBER OF ALLIED FIELDS, AND WOULD PREPARE THE PERSON TO ENTER INTO A FAMILY OF OCCUPATIONS RATHER THAN A SPECIFIC OCCUPATION. REVIEW OF THE LITERATURE IN THE AREAS OF EDUCATION, LABOR, ECONOMICS, AND INDUSTRY HAS ESTABLISHED THE NEED FOR THIS TYPE OF PROGRAM. THE SUMMARIES WERE PRESENTED IN THREE SECTIONS--(1) APPROPRIATENESS OF THE CLUSTER CONCEPT PROGRAM, (2) DEVELOPMENT OF OCCUPATIONAL CLUSTERS, AND (3) DEVELOPMENT OF COURSE OUTLINES. (FOR THE COURSE OUTLINES SEE ED 010 303, ED 010 302, AND ED 010 304.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010301</dc:identifier>
<dc:title>AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL--FINAL REPORT, PHASE 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>135</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Construction Needs</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MALEY, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE OUTLINE IN CONSTRUCTION IS PART OF THE FINAL REPORT ON &amp;quot;CLUSTER CONCEPT&amp;quot; COURSES IN VOCATIONAL EDUCATION FOR SECONDARY EDUCATION (ED 010 301). EACH JOB ENTRY TASK WAS ANALYZED FOR HUMAN REQUIREMENTS (COMMUNICATION, MEASUREMENT, MATHEMATICS, SCIENCE, SKILLS, AND INFORMATION) NECESSARY TO PERFORMANCE OF THE TASK. THE TASK STATEMENTS FOR CARPENTRY, ELECTRICITY, MASONRY, PAINTING, AND PLUMBING WERE WRITTEN IN BEHAVIORAL TERMS WHICH PROVIDE THE INSTRUCTOR WITH A DESCRIPTION OF WHAT THE STUDENT SHOULD BE ABLE TO DO AFTER HE HAS HAD THE LEARNING EXPERIENCE. INSTRUCTIONAL SEQUENCES WERE PROVIDED AT THE END OF THE TASK ANALYSIS SECTION TO AID THE TEACHER IN DEVELOPING LESSON PLANS, MATERIALS OF INSTRUCTION, AND VISUAL AIDS. (FOR OTHER COURSE OUTLINES SEE ED 010 303 AND ED 010  304.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010302</dc:identifier>
<dc:title>CONSTRUCTION CLUSTER--AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>281</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Electricity</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MALEY, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE OUTLINE ON ELECTROMECHANICAL INSTALLATION AND REPAIR IS PART OF THE FINAL REPORT ON &amp;quot;CLUSTER CONCEPT&amp;quot; COURSES IN VOCATIONAL EDUCATION FOR SECONDARY EDUCATION (ED 010 301). EACH JOB ENTRY TASK WAS ANALYZED FOR HUMAN REQUIREMENTS (COMMUNICATION, MEASUREMENT, MATHEMATICS, SCIENCE, SKILLS, AND INFORMATION) NECESSARY TO PERFORMANCE OF THE TASK. THE TASK STATEMENTS FOR SERVICING OF AIR CONDITIONING AND REFRIGERATION, BUSINESS MACHINES, HOME APPLIANCES, AND RADIO AND TELEVISION WERE WRITTEN IN BEHAVIORAL TERMS WHICH PROVIDE THE INSTRUCTOR WITH A DESCRIPTION OF WHAT THE STUDENT SHOULD BE ABLE TO DO AFTER HE HAS HAD THE LEARNING EXPERIENCE. INSTRUCTIONAL SEQUENCES WERE PROVIDED AT THE END OF THE TASK ANALYSIS SECTION TO AID THE TEACHER IN DEVELOPING LESSON PLANS, MATERIALS OF  INSTRUCTION, AND VISUAL AIDS. (FOR OTHER COURSE OUTLINES SEE ED 010 302 AND ED 010 304.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010303</dc:identifier>
<dc:title>ELECTROMECHANICAL INSTALLATION AND REPAIR CLUSTER--AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>284</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MALEY, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE OUTLINE ON METAL FORMING AND FABRICATION IS PART OF THE FINAL REPORT ON &amp;quot;CLUSTER CONCEPT&amp;quot; COURSES IN VOCATIONAL EDUCATION FOR SECONDARY EDUCATION (ED 010 301). EACH JOB ENTRY TASK WAS ANALYZED FOR HUMAN REQUIREMENTS (COMMUNICATION,MEASUREMENT, MATHEMATICS, SCIENCE, SKILLS, AND INFORMATION) NECESSARY TO PERFORMANCE OF THE TASK. THE TASK STATEMENTS FOR MACHINING, WELDING, SHEET METAL WORK, AND ASSEMBLY WERE WRITTEN IN BEHAVIORAL TERMS WHICH PROVIDE THE INSTRUCTOR WITH A DESCRIPTION OF WHAT THE STUDENT SHOULD BE ABLE TO DO AFTER HE HAS HAD THE LEARNING EXPERIENCE. INSTRUCTIONAL SEQUENCES WERE PROVIDED AT THE END OF THE TASK ANALYSIS SECTION TO AID THE TEACHER IN DEVELOPING LESSON PLANS, MATERIALS OF INSTRUCTION, AND VISUAL AIDS. (FOR OTHER COURSE OUTLINES SEE ED 010 302  AND ED 010 303.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010304</dc:identifier>
<dc:title>METAL FORMING AND FABRICATION CLUSTER--AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>281</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Participation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>PODESTA, EDWARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Research Inst., Menlo Park, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT STUDY WAS CONDUCTED TO DEVELOP A DESCRIPTIVE INVENTORY OF VOCATIONAL EDUCATION INSTRUCTORS AND TO EVALUATE PRELIMINARY DATA COLLECTION PROCEDURES FOR A REGIONAL OR NATIONAL AUDIT. A QUESTIONNAIRE, DISTRIBUTED TO ALL PUBLIC HIGH SCHOOL AND JUNIOR COLLEGE INSTRUCTORS IN 3,050 INSTITUTIONS, PRODUCED A 55.3 PERCENT RESPONSE RATE. SURVEY FINDINGS INCLUDED CROSS-TABULATIONS AND FREQUENCY DISTRIBUTIONS WITHIN AND BETWEEN SUCH VARIABLES AS (1) AGE, (2) SEX, (3) EMPLOYMENT EXPERIENCE OUTSIDE TEACHING, (4) EDUCATIONAL ATTAINMENT ON ENTRY INTO TEACHING, (5) MOBILITY OF LOCATION AND ASSIGNMENTS, (6) TEACHING EXPERIENCE IN INSTRUCTIONAL FIELDS, (7) RELATION OF ADDITIONAL EDUCATION TO PRESENT INSTRUCTIONAL FIELD, (8) PRIMARY AND SECONDARY TEACHING ASSIGNMENTS, AND (9) PRESENT  EMPLOYMENT STATUS. IN ADDITION, BACKGROUND INFORMATION ON INSTRUCTORS IN PROFIT-MAKING SCHOOLS, OBTAINED THROUGH INTERVIEW AND VERIFIED THROUGH RECORDS CHECKS, WAS REPORTED. THE WORK EXPERIENCE OF PUBLIC SCHOOL INSTRUCTORS IN INDUSTRIAL ARTS SUGGESTED A RESOURCE FOR VOCATIONAL INSTRUCTORS, AND BACKGROUNDS OF PRIVATE SCHOOL INSTRUCTORS INDICATED THAT THEY COULD SATISFY MOST CREDENTIAL REQUIREMENTS FOR PUBLIC SCHOOL ASSIGNMENTS. ALTERNATIVE PROCEDURES FOR QUESTIONNAIRE SURVEY APPLICATIONS WERE PRESENTED, AND A MODEL FOR A SECOND-PHASE EFFORT TO PROVIDE CROSS-VALIDATIONS OF FINDINGS IN THE PILOT STUDY WAS INCLUDED. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010305</dc:identifier>
<dc:title>SUPPLY AND DEMAND FACTORS AFFECTING VOCATIONAL EDUCATION PLANNING, A METHODOLOGICAL STUDY IN SANTA CLARA COUNTY, CALIFORNIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>153</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Mathematical Models</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>COLLIER, RAYMOND O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CERTAIN SPECIFIC ASPECTS OF HYPOTHESIS TESTS USED FOR ANALYSIS OF RESULTS IN RANDOMIZED EXPERIMENTS WERE STUDIED--(1) THE DEVELOPMENT OF THE THEORETICAL FACTOR, THAT OF PROVIDING INFORMATION ON STATISTICAL TESTS FOR CERTAIN EXPERIMENTAL DESIGNS AND (2) THE DEVELOPMENT OF THE APPLIED ELEMENT, THAT OF SUPPLYING THE EXPERIMENTER WITH MACHINERY FOR ANALYSIS OF HIS RESEARCH. STUDIES OF RANDOMIZATION DESIGN CENTERED ON (1) THE COMPLETELY RANDOMIZED DESIGN, (2) THE RANDOMIZED BLOCK DESIGN, AND (3) THE REPEATED MEASURES DESIGN. THE RESULTS SUGGESTED THAT THE CONVENTIONAL F-TEST WITH A COMPLETELY RANDOMIZED DESIGN IS OPTIMAL AMONG THE THREE PROCEDURES STUDIED FROM THE STANDPOINT OF SIZE AND POWER. THUS, IT WAS DETERMINED THAT THE SIZE AND POWER OF F-TESTS UNDER PERMUTATION PROBABILITY  BASES SHOULD AGREE CLOSELY WITH NORMAL THEORY VALUES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010306</dc:identifier>
<dc:title>RANDOMIZATION PROCEDURES FOR THE ANALYSIS OF EDUCATIONAL EXPERIMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>152</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE FIRST RESEARCH PLANNING CONFERENCE OF &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 12 PAPERS PRESENTED ARE (1) &amp;quot;AROUSAL--IMPLICATIONS FOR A LEARNING-TO-READ PARADIGM,&amp;quot; (2) &amp;quot;ACQUIRED RELEVANCE OF CUES IN READING--THE LEARNING OF SELECTIVE OBSERVING RESPONSES,&amp;quot; (3) &amp;quot;SYSTEMATIC INVESTIGATION OF CERTAIN VARIABLES BASIC TO THE DEVELOPMENT OF EFFECTIVE INSTRUCTIONAL SEQUENCES IN READING,&amp;quot; (4) &amp;quot;READING AS A MOTOR SKILL--A MEDIATION MODEL,&amp;quot; (5) &amp;quot;STIMULUS FACTORS IN LITERACY--GRAPHIC COMMUNICATION, VERBAL AND NONVERBAL,&amp;quot; (6) &amp;quot;READING AS A PERCEPTUAL SKILL,&amp;quot; (7) &amp;quot;NEUROPHYSIOLOGY OF  RECOGNITION AND INTERSENSORY ASPECTS OF READING,&amp;quot; (8) &amp;quot;EIDETIC IMAGERY IN CHILDREN--SUMMARY OF RESEARCH,&amp;quot; (9) &amp;quot;RESEARCH PLANS AND PRELIMINARY RESULTS RELEVANT TO PROJECT LITERACY,&amp;quot; (10) &amp;quot;COMPREHENSION WITH USE OF PHONIC TEACHING METHODS,&amp;quot; (11) &amp;quot;SUGGESTIONS FOR RESEARCH ON THE USE OF THE CHILD&apos;S KNOWLEDGE OF SPOKEN LANGUAGE IN THE TEACHING OF READING AND WRITING,&amp;quot; AND (12) &amp;quot;ELEVEN HYPOTHESES IN SEARCH OF A (COGNITIVE) METHOD--NOTES ON SEMINAR TALK.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010307</dc:identifier>
<dc:title>REPORT OF THE FIRST RESEARCH PLANNING CONFERENCE HELD UNDER THE AUSPICES OF PROJECT LITERACY (TITLE SUPPLIED)--PROJECT LITERACY REPORTS, NO. 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE SECOND RESEARCH PLANNING CONFERENCE OF &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 10 PAPERS PRESENTED ARE (1) &amp;quot;SPELLING TO SOUND--RULES AND A MODEL,&amp;quot; (2) &amp;quot;PROPOSAL FOR A RESEARCH PROGRAM IN WRITTEN ENGLISH AND ITS RELATION TO SPOKEN ENGLISH,&amp;quot; (3) &amp;quot;A PROPOSED STUDY OF NEGRO AND PUERTO RICAN SPEECH IN NEW YORK CITY,&amp;quot; (4) &amp;quot;A PROPOSAL FOR THE STUDY OF THE GRAMMAR OF NEGRO ENGLISH IN NEW YORK CITY,&amp;quot; (5) &amp;quot;COMMUNICATION BARRIERS TO THE CULTURALLY DEPRIVED,&amp;quot; (6) &amp;quot;PREREQUISITIES FOR LINGUISTIC STUDIES ON THE EFFECTS OF DIALECT DIFFERENCES ON LEARNING TO READ,&amp;quot; (7) &amp;quot;PRELIMINARY  OUTLINE OF PILOT STUDIES ON RELATIONS OF COMPREHENSION AND SPEECH IN PRESCHOOL CHILDREN,&amp;quot; (8) &amp;quot;LANGUAGE SKILLS IN THE CONTEXT OF THE CHILD&apos;S COGNITIVE DEVELOPMENT,&amp;quot; AND (10) &amp;quot;THE VALIDITY OF PAUSE AS AN INDEX OF UNITS IN LANGUAGE.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010308</dc:identifier>
<dc:title>REPORT OF THE SECOND RESEARCH PLANNING CONFERENCE HELD UNDER THE AUSPICES OF PROJECT LITERACY IN CHICAGO, ILLINOIS, AUGUST 6-8, 1964--PROJECT LITERACY REPORTS, NO. 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE THIRD RESEARCH PLANNING CONFERENCE OF &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 10 PAPERS PRESENTED ARE (1) &amp;quot;THE CHILD&apos;S ACQUISITION OF GRAMMAR,&amp;quot; (2) &amp;quot;THE READING READINESS NURSERY SCHOOL,&amp;quot; (3) &amp;quot;SOME OBSERVATIONS OF THE LEARNING ENVIRONMENT OF THE CHILD GROWING UP IN THE SOUTH END OF BOSTON,&amp;quot; (4) &amp;quot;RESEARCH PLANS FOR STUDIES OF COGNITIVE SOCIALIZATION,&amp;quot; (5) &amp;quot;PERCEPTUAL DISCRIMINATION, SOCIAL CLASS, AND AGE--A BRIEF DESCRIPTION OF PLANNED RESEARCH,&amp;quot; (6) &amp;quot;EXPANSION TRAINING AND THE CHILD&apos;S ACQUISITION OF GRAMMAR,&amp;quot; (7) &amp;quot;MENTAL ABILITIES OF CHILDREN IN DIFFERENT SOCIAL  CLASS AND CULTURAL GROUPS,&amp;quot; (8) &amp;quot;THE USE OF LINGUISTIC STRUCTURES IN LEARNING,&amp;quot; (9) &amp;quot;AURAL AND VISUAL LEARNING IN CHILDREN,&amp;quot; AND (10) &amp;quot;BRIEF STATEMENT OF RESEARCH IDEAS--MOTIVATIONAL CONTENT ANALYSIS OF PRIMERS.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010309</dc:identifier>
<dc:title>REPORT OF THE THIRD RESEARCH CONFERENCE HELD UNDER THE AUSPICES OF PROJECT LITERACY IN SWAMPSCOTT, MASSACHUSETTS, SEPTEMBER 25-27, 1964--PROJECT LITERACY REPORTS, NO. 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE FOURTH RESEARCH PLANNING CONFERENCE OF &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE EIGHT PAPERS PRESENTED ARE (1) &amp;quot;RESPONSIVE ENVIRONMENTS,&amp;quot; (2) &amp;quot;AN ABSTRACT OF PROPOSED RESEARCH DIRECTED TOWARD DEVELOPING SELF-INSTRUCTIONAL READING PROGRAMS,&amp;quot; (3) &amp;quot;EMPIRICAL DEVELOPMENT OF A BEGINNING READING SKILL,&amp;quot; (4) &amp;quot;COMPUTER-BASED INSTRUCTION IN INITIAL READING,&amp;quot; (5) &amp;quot;BEGINNING READING--AN ECLECTIC PHONIC APPROACH,&amp;quot; (6) &amp;quot;A FRAMEWORK FOR THE ANALYSIS OF EARLY READING BEHAVIOR,&amp;quot; (7) &amp;quot;EFFECTS OF COMPENSATORY PRESCHOOL PROGRAMS,&amp;quot; AND (8) &amp;quot;PROPOSAL FOR STUDY OF VARIOUS ASPECTS OF  TEACHING EFFECTIVENESS WITH CHILDREN OF DIFFERING CHARACTERISTICS.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010310</dc:identifier>
<dc:title>REPORT OF THE FOURTH RESEARCH PLANNING CONFERENCE HELD UNDER THE AUSPICES OF PROJECT LITERACY IN PRINCETON, NEW JERSEY, DECEMBER 11-13, 1964--PROJECT LITERACY REPORTS, NO. 4.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF SEVERAL RESEARCH PAPERS RELATED TO THE ANALYSIS OF READING SKILL PREPARED FOR &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THESE PAPERS ARE (1) &amp;quot;EXPERIMENTS ON FOUR ASPECTS OF READING SKILL AND ITS ATTAINMENT,&amp;quot; (2) &amp;quot;STUDIES FOR VARIOUS ASPECTS OF READING,&amp;quot; (3) &amp;quot;THE COMPARISON OF MEDIATED PERCEPTION WITH DIRECT PERCEPTION,&amp;quot; (4) &amp;quot;NOTES ON SCRIBBLING IN YOUNG CHILDREN,&amp;quot; (5) &amp;quot;RELATIONSHIPS BETWEEN WRITTEN AND SPOKEN ENGLISH,&amp;quot; AND (6) &amp;quot;TOWARD A GENERAL THEORY OF GRAPHIC COMMUNICATIONS--I. THE COMPONENT PERCEPTUOMOTOR SKILLS AT DIFFERENT LITERACY LEVELS.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010311</dc:identifier>
<dc:title>THE ANALYSIS OF READING SKILL, A PROGRAM OF BASIC AND APPLIED RESEARCH--PROJECT LITERACY REPORTS, NO. 5.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS PROJECT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE FIFTH RESEARCH PLANNING CONFERENCE OF &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE SEVEN PAPERS PRESENTED ARE (1) &amp;quot;IN SEARCH OF CENTRAL NERVOUS SYSTEM (CNS) CORRELATES OF READING SKILLS AND DISABILITIES,&amp;quot; (2) &amp;quot;HOW TO READ WITHOUT LISTENING,&amp;quot; (3) &amp;quot;PERSONALITY AND COGNITIVE GROWTH,&amp;quot; (4) &amp;quot;A PRELIMINARY OUTLINE OF RESEARCH ON PERCEPTUAL CORRELATES OF THE IMPULSIVITY-REFLECTIVITY DIMENSION,&amp;quot; (5) &amp;quot;THREE APPROACHES TO THE PROBLEM OF UNDERSTANDING LANGUAGE DEVELOPMENT,&amp;quot; (6) &amp;quot;PROJECTED ACTIVITIES,&amp;quot; AND (7) &amp;quot;SOME NOTES ON LEARNING TO READ AND LEARNING TO SPEAK.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010312</dc:identifier>
<dc:title>REPORT OF THE FIFTH RESEARCH PLANNING CONFERENCE HELD UNDER THE AUSPICES OF PROJECT LITERACY IN NEW YORK, NEW YORK, DECEMBER 10-12, 1965--PROJECT LITERACY REPORTS, NO. 6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF SEVERAL RESEARCH PAPERS PRESENTED FOR &amp;quot;PROJECT LITERACY.&amp;quot; THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THESE PAPERS ARE (1) &amp;quot;MOTIVATIONAL CONTENT ANALYSIS OF PRIMERS,&amp;quot; (2) &amp;quot;OUTLINE OF RESEARCH ON THE ENGLISH OF NEGRO AND PUERTO RICAN SPEAKERS IN NEW YORK CITY,&amp;quot; (3) &amp;quot;VERBAL AND VISUAL ELABORATION IN PAIRED ASSOCIATE LEARNING,&amp;quot; (4) &amp;quot;EIDETIC IMAGERY IN CHILDREN,&amp;quot; (5) &amp;quot;ADULT-CHILD INTERACTION IN PRESCHOOL YEARS,&amp;quot; (6) &amp;quot;THE CHILD&apos;S KNOWLEDGE OF ENGLISH PLURALIZATION RULES,&amp;quot; (7) &amp;quot;A STUDY OF SELECTED GRAPHEME-PHONEME CORRESPONDENCE PATTERNS,&amp;quot; (8) &amp;quot;ON THE INTERACTIONS OF MEMORY AND PERCEPTION,&amp;quot; (9) &amp;quot;THE ROLE OF PRONOUNCEABILITY IN  PERCEPTION OF PSEUDO-WORDS BY HEARING AND DEAF SUBJECTS,&amp;quot; (10) &amp;quot;PERCEPTUAL &apos;CHUNKING&apos; AND STORAGE IN READING WORDS,&amp;quot; AND (11) &amp;quot;SENTENCE STRUCTURE AND THE EYE-VOICE SPAN.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010313</dc:identifier>
<dc:title>REPORTS OF RESEARCH IN PROGRESS--PROJECT LITERACY REPORTS, NO. 7.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:creator scheme='personal author'>SAND, OLE</dc:creator>
<dc:creator scheme='personal author'>WILSON, ELIZABETH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Center for the Study of Instruction DC</eric:keywords>
<eric:keywords>National Education Association</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONTENT OF THIS DOCUMENT DETAILS THE RESEARCH DONE FROM SEPTEMBER 1965 TO AUGUST 1966 BY THE STAFF OF THE NATIONAL EDUCATION ASSOCIATION CENTER FOR THE STUDY OF INSTRUCTION (CSI), UNDER THE TITLE &amp;quot;INNOVATION IN PLANNING SCHOOL CURRICULA.&amp;quot; THE YEAR&apos;S RESEARCH WAS ADDRESSED PRIMARILY TOWARD NARROWING THE GAP BETWEEN THEORY AND SCHOOL PRACTICE WITH REGARD TO THE RATIONAL PLANNING OF CURRICULUMS. SEVERAL DIFFERENT METHODOLOGIES WERE EMPLOYED DURING THE COURSE OF THE YEAR. A CONCLUDING OBSERVATION ON THE YEAR&apos;S WORK WAS THAT SYSTEMATIC PLANNING OF SCHOOL CURRICULUMS CAN BE INNOVATIVE, PARTICULARLY WHEN BUILT UPON ANY KIND OF COMPREHENSIVE CONCEPTUAL SCHEME. (REFER TO ED 010 315 FOR ADDITIONAL INFORMATION.) (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010314</dc:identifier>
<dc:title>INNOVATION IN PLANNING SCHOOL CURRICULA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LISTED AND PRESENTED IN FULL TEXT ARE 13 APPENDIXES TO ED 010 314. TOPICS OF THE APPENDIXES ARE (1) A SELECTED BIBLIOGRAPHY--CURRICULUM THEORY AND THE DYNAMICS OF PLANNED CHANGE, (2) INSTRUCTIONAL MODELS, (3) CONFERENCE PAPERS, (4) A LIST OF SEMINAR PARTICIPANTS, (5) STUDIES IN THE RATIONAL PLANNING OF CURRICULUM AND INSTRUCTION--A DESIGN FOR RESEARCH, (6) ROSTER MAP OF CONSULTANT TEAMS, (7) PROFILES OF SCHOOL SYSTEMS, (8) A SAMPLE OF REQUIRED RESEARCH ACTIVITIES, (9) CSI (CENTER FOR THE STUDY OF INSTRUCTION) ANNUAL REPORT, (10) A CONSULTANT TEAM NETWORK, (11) AN OUTLINE OF PROJECTED PUBLICATION, (12) LETTER TO INTERESTED SCHOOLS ABOUT THE CSI PROJECT, AND (13) NEWS RELEASE. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010315</dc:identifier>
<dc:title>INNOVATION IN PLANNING SCHOOL CURRICULA--APPENDICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>377</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Monetary Systems</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carnegie Inst. of Tech., Pittsburgh, PA.</dc:creator>
<dc:creator scheme='institution'>Pittsburgh Public Schools, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE WAS DEVELOPED AS PART OF AN INTEGRATED AND SEQUENTIAL HIGH SCHOOL SOCIAL STUDIES CURRICULUM FOR ABLE STUDENTS (UPPER 25 PERCENT). THE COURSE CONSISTS OF 12 UNITS OF STUDY, EACH UNIT CONTAINING A BRIEF STATEMENT OF AN ECONOMIC ISSUE AND SEVERAL READINGS ON THAT ISSUE. THE ISSUES COVERED WERE (1) MAKING ECONOMIC CHOICES (THE ROLE OF VALUES), (2) THE TRADITIONAL ECONOMY, (3) ECONOMIC DECISIONS IN THE MARKET ECONOMY, (4) PRICING IN A MARKET ECONOMY, (5) KEEPING COMPETITION ALIVE, (6) THE COMMAND ECONOMY, (7) FACTORS OF PRODUCTION, (8) DISTRIBUTION IN THE MARKET ECONOMY, (9) INEQUALITIES AND INEQUITIES, (10) RESTRAINTS ON THE MARKET MECHANISM, (11) DISTRIBUTION IN THE COMMAND ECONOMY, AND (12) MACROECONOMICS. THE COURSE DIFFERS FROM THE USUAL CIVICS COURSE IN (1) SUBJECT  COVERAGE, (2) FREQUENCY OF CLASS MEETINGS, (3) TYPE OF READING MATERIAL, (4) SUPPLEMENTARY ACTIVITIES, (5) USE OF NEW TECHNOLOGY, (6) APPROACH TO TEACHING, AND (7) EXAMINATIONS, PAPERS, AND GRADES. THE COURSE IS DESIGNED TO FOLLOW &amp;quot;COMPARATIVE POLITICAL SYSTEMS&amp;quot; (ED 010 317), THE FIRST COURSE IN THE DEVELOPMENT OF A 4-YEAR SEQUENCE. A TEACHER&apos;S MANUAL IS INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010316</dc:identifier>
<dc:title>COMPARATIVE ECONOMIC SYSTEMS, A BOOK OF READINGS FOR INDUCTIVE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>406</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Governmental Structure</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Political Power</dc:subject>
<dc:subject>Political Science</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carnegie Inst. of Tech., Pittsburgh, PA.</dc:creator>
<dc:creator scheme='institution'>Pittsburgh Public Schools, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE WAS DEVELOPED AS PART OF AN INTEGRATED AND SEQUENTIAL, HIGH SCHOOL SOCIAL STUDIES CURRICULUM FOR ABLE STUDENTS (UPPER 25 PERCENT). THE COURSE CONSISTS OF 9 UNITS OF STUDY, EACH UNIT CONTAINING A BRIEF STATEMENT OF A POLITICAL ISSUE AND SEVERAL READINGS ON THAT ISSUE. SOME ISSUES COVERED ARE (1) POLITICAL SYSTEMS OF PRIMITIVE SOCIETIES, (2) ATTRIBUTES OF AMERICAN AND SOVIET POLITICAL LEADERS, (3) GAINING AND MAINTAINING POLITICAL SUPPORT IN RUSSIA (U.S.S.R.) AND IN AMERICA, (4) CONTROLLING POLITICAL LEADERS IN RUSSIA (U.S.S.R.) AND IN AMERICA, (5) DECISION-MAKING, AND (6) ROLE OF THE INDIVIDUAL CITIZEN. THE COURSE DIFFERS FROM THE USUAL CIVICS COURSE IN (1) SUBJECT COVERAGE, (2) CLASS MEETINGS, (3) TYPE OF READING MATERIAL, (4) SUPPLEMENTARY ACTIVITIES, (5) USE OF NEW  TECHNOLOGY, (6) APPROACH TO TEACHING, AND (7) EXAMINATIONS. THE COURSE IS DESIGNED TO PRECEDE &amp;quot;COMPARATIVE ECONOMIC SYSTEMS&amp;quot; (ED 010 316), THE SECOND COURSE IN THE DEVELOPMENT OF A 4-YEAR SEQUENCE. A TEACHER&apos;S MANUAL IS INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010317</dc:identifier>
<dc:title>COMPARATIVE POLITICAL SYSTEMS, A BOOK OF READINGS FOR INDUCTIVE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>499</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>European History</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>History Instruction</dc:subject>
<dc:subject>History Textbooks</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carnegie Inst. of Tech., Pittsburgh, PA.</dc:creator>
<dc:creator scheme='institution'>Pittsburgh Public Schools, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE WAS DEVELOPED AS PART OF AN INTEGRATED AND SEQUENTIAL HIGH SCHOOL SOCIAL STUDIES CURRICULUM FOR ABLE STUDENTS (UPPER 25 PERCENT). A BOOK OF READINGS FOR INDUCTIVE TEACHING, THE COURSE, BASED ON INDUCTIVE TEACHING, CONSISTS OF 17 UNITS OF STUDY WHICH INCLUDE--(1) THE SHAPING OF WESTERN SOCIETY FROM INNOVATION TO TRADITION (500 BC TO 1300 AD), (2) THE SHAPING OF SOCIETY FROM TRADITION TO INNOVATION (1300 AD TO 1800 AD), AND (3) PROBLEMS OF MODERN SOCIETY (1800 TO PRESENT). EACH UNIT TAKES UP ONE SOCIETY OR ONE PROBLEM IN THE WESTERN TRADITION. THE FIRST THREE READINGS OF EACH UNIT CONSIST OF SOURCE MATERIALS FROM WHICH STUDENTS WERE ASKED TO MAKE AN INTERPRETATION AND TO WRITE A SUMMARY ESSAY. THE DOCUMENT IS A REVISION OF THE ORIGINAL COURSE TAUGHT EXPERIMENTALLY. A  TEACHER&apos;S MANUAL IS INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010318</dc:identifier>
<dc:title>THE SHAPING OF WESTERN SOCIETY, A BOOK OF READINGS FOR INDUCTIVE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>552</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BRAZILIAN PORTUGUESE PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A VOICING SCRIPT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 1-125 OF THE BASIC LANGUAGE PROGRAM (FIRST FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010320</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUESE FOR SPEAKERS OF SPANISH--VOICING SCRIPT, BASIC PROGRAM--FIRST FOCUS (FRAMES 1-125) NOTIONS OF ARTICULATORY PHONETICS FOR BRAZILIAN PORTUGUESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 1-125 OF THE BASIC LANGUAGE PROGRAM (FIRST FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010321</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUESE FOR SPEAKERS OF SPANISH, BASIC PROGRAM--FIRST FOCUS (FRAMES 1-125) NOTIONS OF ARTICULATORY PHONETICS FOR BRAZILIAN PORTUGUESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>129</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BRAZILIAN PORTUGUESE PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 126-610 OF A BASIC LANGUAGE PROGRAM (SECOND FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 321.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010322</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUESE FOR SPEAKERS OF SPANISH, BASIC PROGRAM--SECOND FOCUS (FRAMES 126-610) DISCRIMINATION AND PRODUCTION OF BRAZILIAN PORTUGUESE SEGMENTAL PHONEMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Brazil</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXT WAS PREPARED. FRAMES 126-610 OF A BASIC LANGUAGE PROGRAM (SECOND FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 321.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010323</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUSE FOR SPEAKERS OF SPANISH, BASIC PROGRAM--SECOND FOCUS (FRAMES 126-610) DISCRIMINATION AND PRODUCTION OF BRAZILIAN PROTUGUESE SEGMENTAL PHONEMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>489</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 611-720 OF A BASIC LANGUAGE PROGRAM (THIRD FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 323.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010324</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUESE FOR SPEAKERS OF SPANISH, BASIC PROGRAM--THIRD FOCUS (FRAMES 611-720) MAJOR CORRELATIONS BETWEEN BRAZILIAN PORTUGUESE PHONOLOGY AND ORTHOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXT WAS PREPARED FOR A COURSE IN LEARNING THE BRAZILIAN-PORTUGUESE LANGUAGE. FRAMES 721-955 OF A BASIC LANGUAGE PROGRAM (FOURTH FOCUS) WERE INCLUDED. (THIS DOCUMENT IS AN APPENDIX TO ED 010 319 AND IS SUPPLEMENTARY TO ED 010 324.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010325</dc:identifier>
<dc:title>AN AUTOMATED SELF-INSTRUCTIONAL COURSE IN BRAZILIAN PORTUGUESE FOR SPEAKERS OF SPANISH, BASIC PROGRAM--FOURTH FOCUS (FRAMES 721-955) MORPHOSYNTAX.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>294</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Sango</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>SAMARIN, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords>CENTRAL AFRICAN REPUBLIC</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hartford Seminary Foundation, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>READINGS IN THE SANGO LANGUAGE OF THE CENTRAL AFRICAN REPUBLIC WERE PREPARED FOR USE OF PEACE CORPS VOLUNTEERS. THE TEXTS WERE PREPARED FROM TAPE RECORDINGS PLANNED FOR USE WITH THE ORIGINAL SET OF RECORDINGS, AND PUBLISHED IN A THREE-VOLUME SERIES. LINGUISTICALLY, THE READINGS REPRESENT THE WIDEST RANGE OF SPEAKERS IN AGE, SEX, SOPHISTICATION, AND LANGUAGE BACKGROUND WHILE ALSO INCLUDING INTERESTING CULTURAL CONTENT. (SEE ALSO ED 010 327 AND ED 010 328.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010326</dc:identifier>
<dc:title>READINGS IN SANGO, PHASE 1--PREPARATION OF THE SANGO TEXTS, PART 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>167</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Sango</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>SAMARIN, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CENTRAL AFRICAN REPUBLIC</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hartford Seminary Foundation, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SECOND TEXT OF READINGS IN THE SANGO LANGUAGE OF THE CENTRAL AFRICAN REPUBLIC WERE PREPARED FOR THE USE OF PEACE CORPS VOLUNTEERS. THE TEXTS WERE PREPARED FROM TAPE RECORDINGS PLANNED FOR USE WITH THE ORIGINAL SET OF RECORDINGS, AND PUBLISHED IN A THREE-VOLUME SERIES. LINGUISTICALLY, THE READINGS REPRESENT THE WIDEST RANGE OF SPEAKERS IN AGE, SEX, SOPHISTICATION, AND LANGUAGE BACKGROUND WHILE ALSO INCLUDING INTERESTING CULTURAL CONTENT. (SEE ALSO ED 010 326 AND ED 010 328.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010327</dc:identifier>
<dc:title>READINGS IN SANGO, PHASE 1--PREPARATION OF THE SANGO TEXTS, PART 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>160</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Sango</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>SAMARIN, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CENTRAL AFRICAN REPUBLIC</eric:keywords>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hartford Seminary Foundation, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS THIRD TEXT OF READINGS IN THE SANGO LANGUAGE OF THE CENTRAL AFRICAN REPUBLIC WERE PREPARED FOR THE USE OF PEACE CORPS VOLUNTEERS. THE TEXTS WERE PREPARED FROM TAPE RECORDINGS PLANNED FOR USE WITH THE ORIGINAL SET OF RECORDINGS, AND PUBLISHED IN A THREE-VOLUME SERIES. LINGUISTICALLY, THE READINGS REPRESENT THE WIDEST RANGE OF SPEAKERS IN AGE, SEX, SOPHISTICATION AND LANGUAGE BACKGROUND WHILE ALSO INCLUDING INTERESTING CULTURAL CONTENT. (SEE ALSO ED 010 326 AND ED 010 327.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010328</dc:identifier>
<dc:title>READINGS IN SANGO, PHASE 1--PREPARATION OF THE SANGO TEXTS, PART 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>105</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classes (Groups of Students)</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>LEWIS, WILLIAM P.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Troy State Univ., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER PROGRAM WAS CONDUCTED TO SERVE AS A MODEL FOR EDUCATORS WHOSE INTEREST LAY IN THE DEVELOPMENT OF A NONGRADED ELEMENTARY SCHOOL PROGRAM. EDUCATORS FROM APPROXIMATELY 35 PUBLIC SCHOOL SYSTEMS WERE INVITED TO OBSERVE THE PROGRAM. THE SCHOOL CONSISTED OF 80 CHILDREN 6 TO 12 YEARS OLD, AND A GROUP OF 20 CHILDREN 5 YEARS OLD. THE EMPHASIS WAS PLACED ON READING AND MATHEMATICS, WITH ADDITIONAL ACTIVITIES INCLUDING SPANISH, RHYTHMS, LISTENING SKILLS, AND RECREATION. QUESTIONNAIRES, ACHIEVEMENT TESTS, AND INTERVIEWS WERE THE MEASUREMENT PROCEDURES EMPLOYED. THE CONCLUSIONS INDICATED THAT THE PROGRAM WAS GENERALLY A SUCCESS. THE NEED OF MATERIALS TO MEET STUDENT DEMANDS WAS BELIEVED TO BE MOST CRUCIAL FOR DEVELOPING SUCH A PROGRAM. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010329</dc:identifier>
<dc:title>DEMONSTRATION OF A NONGRADED PLAN OF AN ELEMENTARY SCHOOL, UTILIZING TEAM TEACHING AND PROGRAMED INSTRUCTION TO FACILITATE LEARNING IN READING AND MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basal Reading</dc:subject>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Group Instruction</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>MACDONALD, JAMES B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF TWO PATTERNS OF INSTRUCTION TO VARIOUS ASPECTS OF BEGINNING READING INSTRUCTION WAS STUDIED. THESE ASPECTS INCLUDED (1) READING ACHIEVEMENT, (2) SCHOOL-RELATED ATTITUDES, (3) SOCIOMETRIC CHOICES, (4) SCHOOL-RELATED ANXIETY, AND (5) TEACHER AWARENESS. THE 10 EXPERIMENTAL AND 10 CONTROL GROUPS WERE PRETESTED WITH THE METROPOLITAN READINESS AND PINTNER-CUNNINGHAM TESTS. THE EXPERIMENTAL TREATMENT CONSISTED OF THE USE OF THE ONE-TO-ONE PROCEDURE WHILE THE CONTROL GROUP USED THE TRADITIONAL BASAL READING THREE-GROUP PROCEDURE. RESULTS OF THE STUDY INDICATED THAT NO SIGNIFICANT DIFFERENCES EXISTED BETWEEN THE TWO GROUPS IN READING ACHIEVEMENT, PUPIL SCHOOL-RELATED ANXIETY OR TEACHER KNOWLEDGE OF PUPIL ACHIEVEMENT. SIGNIFICANT DIFFERENCES FAVORING THE EXPERIMENTAL  GROUP WERE FOUND ON MEASURES OF PUPIL ATTITUDE TOWARD READING AND ON THE PATTERN OF PUPIL FRIENDSHIP CHOICES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010330</dc:identifier>
<dc:title>AN EXPERIMENTAL STUDY OF THE GROUP VERSUS THE ONE-TO-ONE INSTRUCTIONAL RELATIONSHIP IN FIRST GRADE BASAL READING PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>School Holding Power</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:creator scheme='personal author'>MATTHEWS, CHARLES V.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>DELINQUENCY STUDY AND YOUTH DEVELOPMENT PROJECT</eric:keywords>
<eric:keywords>Illinois (Edwardsville)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Edwardsville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM GUIDE WAS PREPARED FOR A DEMONSTRATION PROGRAM (ED 010 332) WITH HIGH SCHOOL STUDENTS WHO WERE CONSIDERED POTENTIAL DROPOUTS. SELECTION WAS ON THE BASES OF (1) INTELLIGENCE, (2) READING ACHIEVEMENT, (3) GENERAL ACHIEVEMENT, (4) SOCIOECONOMIC STATUS, AND (5) SCHOOL ADJUSTMENT. MAJOR EMPHASIS WAS ON PROVIDING THE STUDENTS WITH A SENSE OF PRIDE AND ACCOMPLISHMENT. CURRICULUM ELEMENTS INCLUDED (1) INDIVIDUALIZED READING, (2) SOCIAL UNDERSTANDING, (3) SCIENCE, AND (4) ARITHMETIC. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010331</dc:identifier>
<dc:title>A CURRICULUM FOR DROPOUT-PRONE STUDENTS--DELINQUENCY STUDY AND YOUTH DEVELOPMENT PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>158</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Problem Children</dc:subject>
<dc:subject>School Holding Power</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:creator scheme='personal author'>MATTHEWS, CHARLES V.</dc:creator>
<dc:creator scheme='personal author'>ROAM, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Edwardsville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DEMONSTRATION PROGRAM WAS CONDUCTED WITH SLOW-LEARNING, SOCIALLY ALIENATED STUDENTS (POTENTIAL DROPOUTS). FULL-TIME CLASSES WERE ESTABLISHED FOR GRADES 7 TO 12, CONTAINING SPECIAL LEARNING UNITS IN LANGUAGE ARTS, SOCIAL STUDIES, ARITHMETIC, SCIENCE, INDUSTRIAL ARTS, HOME ECONOMICS, PHYSICAL EDUCATION, AND WORK EXPERIENCE. THE CURRICULUM CONTENT AND METHODOLOGY OF THE CLASSES WERE REPORTED IN A COMPANION VOLUME (ED 010 331). THE EXPERIMENTAL (DEMONSTRATION) GROUP WAS SELECTED FROM STUDENTS JUDGED TO BE MOST DROPOUT-PRONE ON THE BASES OF (1) INTELLIGENCE, (2) READING ACHIEVEMENT, (3) GENERAL ACHIEVEMENT, (4) SOCIOECONOMIC STATUS, AND (5) SCHOOL ADJUSTMENT. A MATCHED CONTROL GROUP WAS FORMED WHICH RECEIVED NEITHER CURRICULAR ADJUSTMENTS, WORK EXPERIENCE, NOR SERVICES OF  NONTEACHING PERSONNEL WHO WORKED WITH THE DEMONSTRATION PROGRAM. A STATISTICAL ANALYSIS OF DATA OBTAINED DURING A 3-YEAR STUDY INDICATED (1) THE PROGRAM WAS SIGNIFICANTLY SUCCESSFUL IN IMPROVING THE HOLDING POWER OF SCHOOL, (2) SPECIAL READING AND ARITHMETIC PROGRAMS PRODUCED SIGNIFICANT GAINS IN ACHIEVEMENT, AND (3) STUDENTS IN THE WORK EXPERIENCE PROGRAM DID NOT SIGNIFICANTLY IMPROVE IN THEIR ACADEMIC PERFORMANCE WHEN COMPARED WITH STUDENTS IN THE CONTROL GROUP. ADDITIONAL STUDY AND REVISION OF THE CURRICULUM WERE RECOMMENDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010332</dc:identifier>
<dc:title>A CURRICULUM DEMONSTRATION PROGRAM FOR DROPOUT-PRONE STUDENTS--DELINQUENCY STUDY AND YOUTH DEVELOPMENT PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>134</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Television</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:creator scheme='personal author'>HULL, RICHARD B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Central Association of Colleges and Schools, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MATERIAL FROM THE SEMINARS COVERED BY THIS REPORT IS ARRANGED IN FIVE CATEGORIES--(1) THE CURRENT STATUS OF THE USES OF TELEVISION (TV) IN EDUCATION, (2) THE ECONOMIC IMPLICATIONS OF TV IN EDUCATION, (3) A PLAN FOR CONDUCTING A CONTINUING CENSUS ON THE USES OF TV IN EDUCATION, (4) THE PROJECTED USES OF TV IN EDUCATION DURING THE NEXT DECADE, AND (5) DETAILED CONCLUSIONS AND RECOMMENDATIONS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010333</dc:identifier>
<dc:title>TWO DEPTH SEMINARS ON CURRENT STATUS, CONTINUOUS CENSUS, AND PROJECTED USES OF TELEVISION IN EDUCATION FOR THE NEXT DECADE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>471</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dental Assistants</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BARTON, ROGER E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Chapel Hill)</eric:keywords>
<eric:keywords>NORTH CAROLINA</eric:keywords>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina Univ., Chapel Hill. School of Dentistry.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DENTAL ASSISTANT TEACHER TRAINING PROGRAM OF APPROXIMATELY 4 WEEKS IN LENGTH WAS HELD FOR GRADUATES OF ACCREDITED DENTAL ASSISTING PROGRAMS HAVING 5 OR MORE YEARS OF DENTAL ASSISTANT TEACHING EXPERIENCE. THE 72 PARTICIPANTS WERE PRE- AND POST-TESTED IN KNOWLEDGE AND SKILLS OF DENTAL ASSISTING. THE PRESENTATION INCLUDED LECTURES, DEMONSTRATIONS, TV DEMONSTRATIONS, CLINIC AND LABORATORY OBSERVATION, STUDENT CLINICAL ACHIEVEMENT EVALUATION, PRACTICE TEACHING PARTICIPATION, AND DISCUSSION SESSIONS. THE RESULTS OF THE PROGRAM EVALUATION INDICATED THAT THE PARTICIPANTS GAINED CONSIDERABLE INSIGHT AND INFORMATION. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010334</dc:identifier>
<dc:title>PILOT VOCATIONAL TEACHER TRAINING INSTITUTE IN DENTAL ASSISTING, SUMMER 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Trends</dc:subject>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Cobleskill. Agricultural and Technical Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TRAINING INSTITUTE WAS HELD FOR TEACHERS OF TECHNICAL PROGRAMS IN AGRICULTURE IN WHICH SPEAKERS AND DISCUSSION GROUPS EXPLORED AND EXPLAINED (1) THE NEED FOR TECHNICAL EDUCATION IN AGRICULTURE, (2) FACILITIES NECESSARY FOR SUCH INSTRUCTIONAL PROGRAMS, (3) FACULTY REQUIREMENTS FOR TEACHING COURSES IN THE TECHNICAL FIELDS OF AGRICULTURE, (4) PLANNING CURRICULUMS AND OCCUPATIONAL EXPERIENCES, (5) YOUTH ACTIVITIES, (6) THE FUNCTION OF THE ADVISORY COMMITTEE, AND (7) PLACEMENT OF STUDENTS. ALSO DISCUSSED WAS THE NEED FOR TRAINED TECHNICIANS (1) IN GOVERNMENT EMPLOYMENT (MEAT AND PRODUCE INSPECTION, CONSERVATION), (2) IN LIVESTOCK INDUSTRIES AND FARM PRODUCTION AND SERVICES, (3) AS MANAGER TRAINEES IN FOOD AND FEED-GRAIN COMPANIES AND AS FOOD AND PRODUCE BUYERS, AND (4) IN OTHER  MISCELLANEOUS AREAS AS FIELD REPRESENTATIVES, LABORATORY TECHNICIANS, AND LAND APPRAISERS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010335</dc:identifier>
<dc:title>A TRAINING INSTITUTE FOR TEACHERS OF TECHNICAL PROGRAMS IN AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:creator scheme='personal author'>YEE, ALBERT H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTERPERSONAL BEHAVIOR EVENTS OF TEACHERS AND PUPILS INTERACTING AND WORKING TOGETHER IN THE CLASSROOM WERE STUDIED, ANALYZED, AND EVALUATED. THE MAIN FOCUS WAS THE CAUSE AND EFFECT RELATIONSHIP OF THE INTERPERSONAL ATTITUDES OF TEACHERS AND PUPILS IN INTERMEDIATE GRADE CLASSROOMS. TEACHERS&apos; ATTITUDES WERE MEASURED BY (1) THE MINNESOTA TEACHER ATTITUDE INVENTORY (MTAI) AND (2) A SEMANTIC-DIFFERENTIAL MEASURE PREPARED FOR THIS STUDY. PUPILS WERE MEASURED BY THE INVENTORY &amp;quot;ABOUT MY TEACHER.&amp;quot; RESULTS REVEALED (1) PUPIL ATTITUDES TOWARD TEACHERS WERE RELATED TO PUPILS&apos; SOCIAL CLASS BACKGROUNDS, (2) TEACHER ATTITUDE RELATIONSHIPS WITH PUPILS CHANGED WITH LENGTH OF TEACHING EXPERIENCE, AND (3) TEACHER INFLUENCE UPON PUPILS IS GREATER THAN PUPIL INFLUENCE UPON TEACHERS. THE INVESTIGATOR  FOUND COMPLEXITY OF ATTITUDE RELATIONSHIPS BETWEEN TEACHERS AND PUPILS TO BE GREATER THAN EXPECTED AND DREW THE CONCLUSION THAT &amp;quot;BETTER&amp;quot; TEACHERS SHOULD BE PLACED IN LOWER CLASS NEIGHBORHOODS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010336</dc:identifier>
<dc:title>FACTORS INVOLVED IN DETERMINING THE RELATIONSHIP BETWEEN TEACHERS&amp;apos; AND PUPILS&amp;apos; ATTITUDES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>155</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:creator scheme='personal author'>MOLINARI, RALPH G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Denver Univ., CO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COMPARISON OF THE COMPOSITION, CHARACTERISTICS, AND CURRENT LICENSING PRACTICES OF STATE LICENSING BOARDS FOR EDUCATIONAL ADMINISTRATION WITH LICENSING PROGRAMS FOR SEVEN OTHER PROFESSIONS, (ACCOUNTANCY, ARCHITECTURE, DENTISTRY, ENGINEERING, LAW, MEDICINE, AND NURSING) WAS THE PURPOSE OF THIS NATIONWIDE STUDY. THE RESEARCH PROCEDURES WERE DIVIDED INTO THREE PHASES--(1) REVIEW OF THE LITERATURE, (2) SURVEY OF LICENSING BOARDS IN THE 50 STATES, AND (3) COMPARATIVE ANALYSIS. SURVEY INSTRUMENTS WERE DEVELOPED AND USED FOR COLLECTING (1) PERSONAL DATA (AGE, SEX, TYPE OF BOARD MEMBERSHIP HELD, PROFESSIONAL STATUS, AND EDUCATION), (2) MAJOR BOARD CHARACTERISTICS (REGULATORY POWERS, QUALIFICATIONS FOR MEMBERSHIP, AND LEGAL AND FINANCIAL STATUS OF BOARD), AND (3) MAJOR LICENSING PRACTICES  (METHODS AND REQUIREMENTS IMPOSED UPON APPLICANT, LEGAL PROCEDURES USED BY A BOARD ISSUING LICENSES, AND METHODS OF POLICING PRACTITIONERS). DETAILED CONCLUSIONS WERE DISCUSSED AND PRESENTED IN THE REPORT. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010337</dc:identifier>
<dc:title>A COMPARATIVE STUDY OF STATE LICENSING BOARDS FOR SCHOOL ADMINISTRATION AND OTHER SELECTED PROFESSIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:creator scheme='personal author'>BUTTS, DAVID P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords>TAB SCIENCE TEST</eric:keywords>
<eric:keywords>TEXAS</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Science Education Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEVELOPMENT OF AN INVENTORY OF SCIENCE PROCESSES INCLUDED THE DESCRIPTION OF A MODEL OF INQUIRY AND AN INSTRUMENT TO SAMPLE THESE INQUIRY BEHAVIORS OF ELEMENTARY SCHOOL STUDENTS. THE BEHAVIORS OF SEARCHING, DATA PROCESSING, VERIFYING, DISCOVERING, ASSIMILATING AND ACCOMMODATING WERE IDENTIFIED AS COMPONENTS OF THE MODEL OF INQUIRY. THE TAB SCIENCE TEST WAS DESIGNED TO SAMPLE INQUIRY BEHAVIORS BY PRESENTING THE STUDENT WITH (1) A SPECIFIC PROBLEM, (2) A LIST OF CLUES TO HELP HIM SOLVE THE PROBLEM, AND (3) THE OPPORTUNITY TO GATHER CLUE DATA WHEN THEY ARE NEEDED. THE SUBJECTS WERE 2,519 FOURTH-, FIFTH-, AND SIXTH-GRADE STUDENTS IN 6 TEXAS SCHOOL DISTRICTS. AS IDENTIFIED BY INSTRUMENTS, THE STUDENTS REPRESENTED A RANGE OF TESTED INTELLIGENCE, SCIENCE KNOWLEDGE, SOCIOECONOMIC  BACKGROUNDS, CHRONOLOGICAL AGE, AND READING ABILITY. THE VALIDITY OF THE TEST WAS DETERMINED BY USING CHI SQUARE ANALYSIS OF THE RELATIONSHIPS BETWEEN THE TEST SCORES AND STUDENT BEHAVIORS WHICH WERE PREDICTED FROM THE MODEL OF INQUIRY. IN ADDITION A RANK CORRELATION ANALYSIS OF THE RELATIONSHIP BETWEEN TEST SCORES AND TEACHER&apos;S RATING OF STUDENTS WAS DETERMINED. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010338</dc:identifier>
<dc:title>AN INVENTORY OF SCIENCE METHODS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Family (Sociological Unit)</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Resource Units</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:creator scheme='personal author'>ARNOFF, MELVIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>JAPAN</eric:keywords>
<eric:keywords>Ohio (Kent)</eric:keywords>
<eric:keywords_geo>Japan</eric:keywords_geo>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kent State Univ., OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION WAS DEVELOPED AS A RESOURCE UNIT FOR ELEMENTARY SCHOOL TEACHERS TO USE IN A FIRST-GRADE SOCIAL STUDIES CURRICULUM. THE UNIT WAS DEVELOPED AND TESTED AT A SEMINAR HELD IN OCTOBER 1965, AT KENT, OHIO. THE CONTENTS INCLUDE OBJECTIVES, ESSENTIAL GENERALIZATIONS, LEARNING ACTIVITIES, UNIT CONTENT (WHICH PROVIDES THE TEACHER WITH A LIST OF NEEDED MATERIALS), A SUGGESTED DAILY LESSON PLAN, A BIBLIOGRAPHY FOR TEACHERS, AND A LIST OF SUCH RELATED TEACHING AIDS AS FILMS, FILMSTRIPS, AND MUSIC. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010339</dc:identifier>
<dc:title>FAMILIES IN JAPAN, A 4- TO 6-WEEK SOCIAL STUDY DEVELOPED FOR THE SECOND SEMESTER OF GRADE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Kannada</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>KRISHNAMURTHI, M.G.</dc:creator>
<dc:creator scheme='personal author'>MCCORMACK, W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION IS THE SECOND OF A THREE-VOLUME SERIES (ED 010 343 TO ED 010 345) COVERING A VARIETY OF READING MATERIALS IN KANNADA, A PRINCIPAL LANGUAGE OF THE MYSORE STATE IN INDIA. INCLUDED IN VOLUME 2 ARE (1) BIBLIOGRAPHICAL SKETCHES OF PROMINENT INDIVIDUALS IN MYSORE (CONTINUED FROM VOLUME 1), (2) SELECTIONS FROM MODERN KANNADA WRITINGS AND BIOGRAPHIES OF AUTHORS, AND (3) CLASSICAL KANNADA POETRY IN MODERN KANNADA TRANSLATION. THE MATERIALS ARE PRESENTED IN THE KANNADA LANGUAGE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010344</dc:identifier>
<dc:title>READING MATERIAL IN KANNADA, SECTION II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>146</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-21</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Kannada</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>KRISHNAMURTHI, M.G.</dc:creator>
<dc:creator scheme='personal author'>MCCORMACK, W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION IS THE THIRD OF A THREE-VOLUME SERIES (ED 010 343 TO ED 010 345) COVERING A VARIETY OF READING MATERIALS IN KANNADA, A PRINCIPAL LANGUAGE OF THE MYSORE STATE IN INDIA. INCLUDED IN VOLUME 3 ARE (1) BIOGRAPHIES OF MODERN KANNADA WRITERS AND LITERATURE SELECTIONS, (2) CLASSICAL POETRY IN MODERN KANNADA TRANSLATION, (3) SOME KANNADA PROVERBS WITH THEIR ENGLISH EQUIVALENTS, AND (4) SELECTIONS FROM FOLK POETRY. THE MATERIAL IS PRESENTED IN THE KANNADA LANGUAGE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010345</dc:identifier>
<dc:title>READING MATERIAL IN KANNADA, SECTION III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>154</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Sango</dc:subject>
<dc:creator scheme='personal author'>SAMARIN, WILLIAM J.</dc:creator>
<dc:creator scheme='personal author'>TABER, CHARLES R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hartford Seminary Foundation, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ENGLISH-SANGO DICTIONARY IS A COMPANION VOLUME TO &amp;quot;A GRAMMAR OF SANGO,&amp;quot; ED 003 925. SANGO IS A TRADE LANGUAGE OF SUB-SAHARAN AFRICA AND IS A BRANCH OF THE NIGER-CONGO FAMILY. ILLUSTRATIVE EXAMPLES OF SANGO TERMS ARE USED AND MANY NOTES ARE ADDED TO MAKE UNDERSTANDING CLEARER. (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010346</dc:identifier>
<dc:title>A DICTIONARY OF SANGO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>362</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Thai</dc:subject>
<dc:creator scheme='personal author'>NOSS, RICHARD B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REFERENCE GRAMMAR FOR THE THAI LANGUAGE IS PROVIDED. THE MAIN STRUCTURAL FEATURES OF STANDARD SPOKEN THAI ARE OUTLINED AND ELABORATED BY SUBCLASSIFICATION AND EXAMPLE. IN ADDITION, AN INDEX OF MINOR FORM-CLASS MEMBERS IS PROVIDED. THE APPROACH TO CLASSIFICATION OF GRAMMATICAL FEATURES FOLLOWS CURRENT TECHNIQUES OF AMERICAN DESCRIPTIVE LINGUISTICS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010347</dc:identifier>
<dc:title>THAI, REFERENCE GRAMMAR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>261</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>PANDEY, S. M.</dc:creator>
<dc:creator scheme='personal author'>ZIDE, NORMAN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BOOK OF MEDIEVAL POETRY FROM INDIA WAS PREPARED TO GIVE THE LANGUAGE STUDENT A GLIMPSE INTO BOTH A STYLE AND LANGUAGE NECESSARY FOR A WELL-ROUNDED KNOWLEDGE OF HINDI, AND INTO A CORPUS OF POETRY CONSIDERED TO BE MOST IMPORTANT IN THE HINDI TRADITION. THE FORMAT OF THE BOOK WITH TEXTS AND TRANSLATIONS ON FACING PAGES WAS DESIGNED FOR EASE IN TEACHING. THE ENGLISH TRANSLATIONS ARE AS CLOSE TO THE HINDI ORIGINAL AS POSSIBLE. AN EXTENSIVE INTRODUCTION WAS INCLUDED TO ASSIST THE STUDENT IN UNDERSTANDING BOTH THE HISTORICAL AND DOCTRINAL BACKGROUND AGAINST WHICH THE POEMS SHOULD BE READ. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010349</dc:identifier>
<dc:title>POEMS FROM MIRABAI.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Sino Tibetan Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CHINESE LANGUAGE AND ITS DIALECTS ARE DESCRIBED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010350</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--SINO-TIBETAN FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HISTORY OF THE LANGUAGES OF POLYNESIA, MELANESIA, INDONESIA, AND MICRONESIA, AND THE SCOPE OF THESE LANGUAGES ARE DESCRIBED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010351</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indian Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATIVE LANGUAGES AND DIALECTS OF THE &amp;quot;NEW WORLD&amp;quot; ARE DISCUSSED. PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANS NORTH OF MEXICO AND OF THOSE ABORIGINAL TO LATIN AMERICA. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010352</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--NATIVE AMERICA FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Indonesian Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LISTS AND DESCRIPTIONS OF THE LANGUAGES OF POLYNESIA, HAWAII, SAMOA, AND NEW ZEALAND ARE PRESENTED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010353</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE TWO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Indonesian Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LISTS AND DESCRIPTIONS OF THE LANGUAGES OF MELANESIA AND POLYNESIA ARE PROVIDED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010354</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE THREE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Caucasian Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Pidgins</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LANGUAGES OF CAUCASIAN AREAS IN THE SOVIET UNION AND THE LINGUA FRANCAS OF THE MEDITERRANEAN REGIONS, THE ORIENT, AND THE WEST INDIES ARE LISTED AND DESCRIBED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010355</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--IBERO-CAUCASION AND PIDGIN-CREOLE FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT LISTS AND DESCRIBES THE BOREO-ORIENTAL LANGUAGES WHICH INCLUDE ALL NON-CAUCASIAN, NON-INDO-EUROPEAN, AND NON-SINO-TIBETAN LANGUAGES SPOKEN BETWEEN THE LINE THAT SEPARATES EUROPE FROM ASIA AND THE NORTH PACIFIC OCEAN. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010356</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--BOREO-ORIENTAL FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Indonesian Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT CONTAINS A LIST AND DESCRIPTIONS OF THE AUSTRONESIAN FAMILY OF LANGUAGES WHICH INCLUDE THE LANGUAGES OF INDONESIA, FORMOSA, MADAGASCAR, THE PHILIPPINE ISLANDS, AND PART OF SOUTHEAST ASIA. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010357</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE FOUR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Sino Tibetan Languages</dc:subject>
<dc:subject>Thai</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT CONTAINS A PAPER ON RYUKYUAN-JAPANESE LANGUAGE DIVERSITY AND A DESCRIPTION OF THE LANGUAGES OF THE KHAM-THAI FAMILY FOUND IN THAILAND, CAMBODIA, LAOS, VIETNAM, INDIA, AND SOUTHEAST CHINA. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010358</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--SINO-TIBETAN FASCICLE TWO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Sino Tibetan Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT CONTAINS A LIST AND DESCRIPTION OF THE LANGUAGES OF THE CHINA-TIBET-BURMA REGION OF ASIA, WITH PARTICULAR REFERENCE TO THE MIAO-YAO LANGUAGE FAMILY AND THE CHINESE DIALECTS. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010359</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--SINO-TIBETAN FASCICLE THREE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>African Languages</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LANGUAGE FAMILIES OF AFRICA ARE LISTED AND DESCRIBED IN THIS REPORT. THE DESCRIPTIONS DEAL WITH THE HISTORY AND DISTRIBUTION OF LANGUAGE FAMILIES. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010360</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--AFRICAN FASCICLE THREE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Sino Tibetan Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LANGUAGES OF THE TIBETAN FAMILY PROPER ARE LISTED AND DESCRIBED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010361</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--SINO-TIBETAN FASCICLE FOUR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Sino Tibetan Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF THE CHINA-TIBET-BURMA REGION OF ASIA ARE PRESENTED. (THIS REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010362</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--SINO-TIBETAN FASCICLE FIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classical Languages</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Indo European Languages</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Romance Languages</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION PROVIDES A HISTORICAL REVIEW AND LISTING OF THE INDO-EUROPEAN LANGUAGES, BOTH ANCIENT AND MODERN. THE VOLUME DEALS WITH THE LESSER-KNOWN BRANCHES OF THE INDO-EUROPEAN LANGUAGE FAMILY AND THE MAIN LANGUAGES OF THIS GROUP COMMON TO MODERN TIMES. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010363</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-EUROPEAN FASCICLE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT CONTAINS A HISTORY OF RESEARCH CONCERNED WITH THE AUSTRALIAN LANGUAGES, AND DESCRIPTIONS OF THE 228 LANGUAGES IN THE AUSTRALIAN MACRO-PHYLUM. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010364</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE FIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NON-AUSTRONESIAN LANGUAGES CENTERING IN NEW GUINEA ARE LISTED AND DESCRIBED IN THIS REPORT. IN ADDITION, SENTENCE SAMPLERS OF THE USARUFA AND WANTOAT LANGUAGES ARE PROVIDED. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010365</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE FIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LANGUAGES OF THE SOUTHEAST-ASIAN MAINLAND (MON-KHMER, MNONG, KHMER, AND VIETNAMESE) WERE DESCRIBED IN THIS PUBLICATION. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010366</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE SEVEN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Languages</dc:subject>
<dc:creator scheme='personal author'>VOEGELIN, C. F.</dc:creator>
<dc:creator scheme='personal author'>VOEGELIN, FLORENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARCHIVES OF LANGUAGES OF THE WORLD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBES SOME OF THE LANGUAGES AND LANGUAGE FAMILIES OF THE SOUTH AND SOUTHEAST ASIA REGIONS OF THE INDO-PACIFIC AREA. THE LANGUAGE FAMILIES DISCUSSED WERE JAKUM, SAKAI, SEMANG, PALAUNG-WA (SALWEEN), MUNDA, AND DRAVIDIAN. OTHER LANGUAGES DISCUSSED WERE ANDAMANESE, NICOBARESE, KHASI, NAHALI, AND BURUSHASKI. (THE REPORT IS PART OF A SERIES, ED 010 350 TO ED 010 367.) (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010367</dc:identifier>
<dc:title>LANGUAGES OF THE WORLD--INDO-PACIFIC FASCICLE EIGHT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classification</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Indexes</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:creator scheme='personal author'>SIMPSON, ELIZABETH J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SCHEMA FOR CLASSIFYING EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN WAS DEVELOPED. THE GENERAL PROCEDURES INCLUDED (1) A COMPREHENSIVE REVIEW OF RELATED LITERATURE, (2) THE COLLECTION AND ANALYSIS OF BEHAVIORAL OBJECTIVES OF THE DOMAIN, (3) LABORATORY ANALYSES OF CERTAIN TASKS TO DISCOVER BY OBSERVATION AND INTROSPECTION THE NATURE OF THE PSYCHOMOTOR ACTIVITY INVOLVED, AND (4) CONFERENCES WITH SCHOLARS WHO HAD SPECIALIZED KNOWLEDGE OF THE DOMAIN. THE TENTATIVE CLASSIFICATION SYSTEM WAS PRESENTED IN TAXONOMIC FORM IN THE CONCLUSION OF THE REPORT. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010368</dc:identifier>
<dc:title>THE CLASSIFICATION OF EDUCATIONAL OBJECTIVES, PSYCHOMOTOR DOMAIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Feedback</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Improvement</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>HAYES, ROBERT B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Dept. of Public Instruction, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT ACHIEVEMENT AND ATTITUDE TOWARD SCHOOL SUBJECTS WERE STUDIED IN RELATION TO TEACHER FEEDBACK AND TEACHER ATTITUDE. THE STUDY SAMPLE CONSISTED OF 10TH GRADERS AND TEACHERS FROM 14 HIGH SCHOOLS. FIVE TREATMENTS OF TEACHER FEEDBACK WERE IMPLEMENTED AND EVALUATED--(1) STUDENT RATINGS OF TEACHERS WERE SENT TO THE TEACHERS BY MAIL SEVERAL TIMES DURING AN ACADEMIC YEAR, (2) FINDINGS OF TRAINED OBSERVERS OF SIX RECORDED CLASSROOM SESSIONS DURING AN ACADEMIC YEAR WERE MAILED TO THE TEACHERS, (3) FINDINGS OF THREE RECORDED SESSIONS WERE MAILED TO THE TEACHERS, (4) ONLY RESULTS OF STUDENT ACHIEVEMENT AND ATTITUDE PRETESTS WERE MAILED TO THE TEACHERS (HALF OF THE TEACHERS IN EACH OF THE FIRST THREE TREATMENTS ALSO RECEIVED THESE DATA), AND (5) NO FEEDBACK WAS SENT. NO STATISTICALLY  SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN ACHIEVEMENT OR ATTITUDINAL MEANS. MOST TEACHERS RECEIVING FEEDBACK INDICATED THE NEED FOR MORE INSERVICE TRAINING AND FACE-TO-FACE FEEDBACK RATHER THAN ONLY WRITTEN FEEDBACK BY MAIL. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010369</dc:identifier>
<dc:title>THE EFFECTS OF STUDENT REACTIONS TO TEACHING METHODS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>131</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Foods Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>BARBOUR, HENRY O.</dc:creator>
<dc:creator scheme='personal author'>HOLLANDSWORTH, HELEN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-WEEK WORKSHOP WAS CONDUCTED FOR 14 TEACHERS OF FOOD SERVICE PROGRAMS. THE OBJECTIVES OF THE WORKSHOP INCLUDED (1) ANALYZING THE NATURE OF FOOD SERVICE OCCUPATIONS AND RECOGNIZING THE COMPETENCIES EXPECTED OF WORKERS IN FOOD PRODUCTION, SALES, AND SERVICES, (2) DEVELOPING INSTRUCTIONAL GUIDES AND MATERIALS FOR SELECTED OCCUPATIONS IN THE FOOD SERVICE FIELD, AND (3) UNDERSTANDING METHODS SUITABLE FOR TRAINING IN FOOD SERVICE OCCUPATIONS. THE WORKSHOP PROJECTS WERE ANALYZED, AND EXCERPTS OF EACH WERE PRESENTED WITH CONCLUSIONS AND RECOMMENDATIONS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010370</dc:identifier>
<dc:title>A PROPOSAL TO PREPARE TEACHERS AND TO DEVELOP INSTRUCTIONAL MATERIALS FOR FOOD SERVICE OCCUPATIONS--PREPARING TEACHERS AND INSTRUCTIONAL MATERIALS FOR THE FOOD SERVICE OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>97</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Personality Development</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>DINKLAGE, LILLIAN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CURRENT MODELS OF DECISION-MAKING AND RELATED RESEARCH IN CONNECTION WITH CERTAIN DEVELOPMENTAL TASKS OF ADOLESCENTS WERE REVIEWED. THE DECISION ELEMENTS RECEIVING THEORETICAL ATTENTION WERE (1) DECISION-PROCESS PHASES, (2) DECISION-OUTCOME PROBABILITIES AND STRUCTURAL COMPONENTS, (3) DECISION-PLAN DIMENSIONS, (4) DECISION STRATEGIES, AND (5) DECIDER TRAITS, NEEDS, DRIVES, AND SOCIAL CONTEXT. VOCATIONAL MATURITY AND DEVELOPMENTAL READINESS WERE DISCUSSED IN RELATION TO CAREER DEVELOPMENT, DYNAMIC DECISION PROCESSES, PERSONALITY FACTORS, AND TYPES OF DECIDERS. A REVIEW OF ADOLESCENT COGNITIVE DEVELOPMENT INDICATED THAT IT WAS A CONTINUOUS AND TENTATIVE PROCESS AND FREQUENTLY WAS BASED ON MORE PSYCHOLOGICAL ELEMENTS THAN LOGICAL ONES. IN ADDITION, MANY STAGE TASKS CALLED FOR AND  WOULD BE ENHANCED BY A GROWING COMPETENCE IN DECISION-MAKING. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010371</dc:identifier>
<dc:title>ADOLESCENT CHOICE AND DECISION-MAKING--A REVIEW OF DECISION-MAKING MODELS AND ISSUES IN RELATION TO SOME DEVELOPMENTAL STAGE TASKS OF ADOLESCENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Critical Path Method</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Lecture Method</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Systems Concepts</dc:subject>
<dc:creator scheme='personal author'>COOK, DESMOND L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FOLLOWUP STUDY WAS CONDUCTED OF THE PERT (PROGRAM EVALUATION AND REVIEW TECHNIQUE) LECTURES, CONDUCTED IN 1965 TO INFORM THE EDUCATIONAL COMMUNITY OF PERT AND TO ENCOURAGE ITS USE. QUESTIONNAIRES WERE SENT TO 397 LECTURE PARTICIPANTS TO DETERMINE THE DEGREE OF UTILIZATION OF THE INFORMATION PRESENTED AND TO SEEK INFORMATION ON THE DISSEMINATION PROCESS IN EDUCATION. THE QUESTIONNAIRE WAS SPECIFICALLY DESIGNED TO PROVIDE INFORMATION ON (1) THE NATURE OF THE AUDIENCE, (2) PLANS FOR UTILIZATION, (3) QUALITY OF THE MESSAGE, AND (4) PREFERENCES FOR DISSEMINATION ACTIVITIES. QUESTIONNAIRES WERE RETURNED BY 294 RESPONDENTS. SEVERAL CONCLUSIONS WERE DEVELOPED, ONE OF WHICH WAS THAT THE AUDIENCE CONSISTED OF PERSONS WHO ATTENDED OUT OF CURIOSITY AND WHOSE PROFESSIONAL INTERESTS DID NOT  RESIDE EXCLUSIVELY IN EDUCATIONAL RESEARCH AND DEVELOPMENT. SUGGESTED WERE RECOMMENDATIONS THAT THE BACKGROUND OF FUTURE PARTICIPANTS BE ASSESSED AND THAT MORE WORKSHOP ACTIVITIES BE INCLUDED IN FUTURE PROGRAMS. (REFER TO ED 003 379 FOR ANOTHER REPORT ON THE PERT LECTURES.) (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010372</dc:identifier>
<dc:title>PARTICIPANT FOLLOWUP STUDY--THE PERT LECTURES, A CASE STUDY IN KNOWLEDGE DISSEMINATION AND UTILIZATION, VOLUME 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Humanities Instruction</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Student Experience</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>ALLEN, JAMES E., JR.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>Project CUE</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXPERIMENT OF CUE (CULTURAL UNDERSTANDING ENRICHMENT) WAS DESIGNED TO BRING THE BENEFITS OF THE ARTS AND HUMANITIES TO STUDENTS TO ENABLE THEM TO FORM TASTES, JUDGMENT ABILITIES, VALUES, AND BEHAVIORAL GOALS. SPECIFIC INSTRUCTIONAL AREAS COVERED WERE ENGLISH, SOCIAL STUDIES, SCIENCE, INDUSTRIAL ARTS, AND HOME ECONOMICS. THE ELEMENTS OF THE CUE SYSTEM WERE (1) CURRICULUM-RELATED RESOURCE COLLECTIONS OF NEWER MEDIA, (2) GUIDES FOR MEDIA USE, AND (3) SUGGESTED STUDENT EXPERIENCES WITH THE ARTS AND HUMANITIES. ALL CUE SYSTEM ELEMENTS WERE DEVELOPED AND EXPERIMENTALLY TESTED IN PILOT PROJECTS WITHOUT THE NECESSITY FOR MAJOR CURRICULUM CHANGE, ADDITIONAL SCHOOL PERSONNEL, OR LARGE EXPENDITURES OF TIME, ENERGY, AND MONEY. CUE REMAINS A PROGRAM WHICH ANY SCHOOL MAY USE (1) AS A BASIS  FOR ITS CULTURAL PROGRAM AND (2) AS A MEANINGFUL AND PROFITABLE WAY OF USING INSTRUCTIONAL MEDIA AND EQUIPMENT IN THE ACHIEVEMENT OF ARTS AND HUMANITIES EDUCATION. AN APPENDIX WAS INCLUDED IN THE REPORT WHICH DESCRIBED THE CASE STUDIES MADE IN VARIOUS NINTH-GRADE CLASSROOMS WHERE CUE MATERIALS WERE USED. ANOTHER APPENDIX, CONTAINING SAMPLES OF CUE MATERIALS, IS A SEPARATE REPORT, ED 010 374. OTHER REPORTS RELEVANT TO CUE ARE ED 003 785 THROUGH ED 003 792. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010373</dc:identifier>
<dc:title>THE CUE REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>234</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Humanities Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>Project CUE</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS APPENDIX TO &amp;quot;THE CUE REPORT,&amp;quot; ED 010 373, CONTAINS TEST FORMS FOR STUDENT AND TEACHER EVALUATION OF CUE, SAMPLE SEGMENTS OF VARIOUS MATERIALS PREPARED FOR CUE, AND NEWSLETTERS AND NEWS ARTICLES WHICH DESCRIBE CUE PROJECTS. CUE (CULTURAL UNDERSTANDING ENRICHMENT) WAS AN EXPERIMENTAL PROGRAM DESIGNED TO ENRICH THE ARTS AND HUMANITIES OFFERINGS OF PUBLIC SCHOOLS THROUGH INNOVATIVE USES OF INSTRUCTIONAL MEDIA AND EQUIPMENT. OTHER REPORTS RELEVANT TO CUE ARE ED 003 785 - ED 003 792. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010374</dc:identifier>
<dc:title>THE CUE REPORT, APPENDIX B.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>93</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Sensory Experience</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>CARPENTER, FINLEY</dc:creator>
<dc:creator scheme='personal author'>HADDAN, EUGENE E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH WAS CONDUCTED TO CONTRAST THE EFFECTS OF TWO TYPES OF TEACHERS, LIKED AND DISLIKED, ON THE LEARNING BEHAVIOR OF THEIR STUDENTS. TEACHERS PRESENTED MESSAGES BY FILM, BY TAPE, AND IN PERSON IN EXPERIMENTAL CLASSROOMS TO STUDENTS FITTED WITH FINGER ELECTRODES. CHANGES IN ELECTRICAL RESISTANCE WERE RECORDED OF GALVANIC SKIN RESPONSES. ACHIEVEMENT TESTS WERE ALSO ADMINISTERED. MEASUREMENTS INCLUDED (1) PHYSIOLOGICAL AROUSAL, (2) RATINGS OF THE TEACHER, (3) RATINGS OF THE SUBJECT MATTER, (4) SCORES ON ACHIEVEMENT TESTS, AND (5) SCORES ON TESTS OF INFERENCE. RESPONSES, RATINGS, AND SCORES OF BOTH COLLEGE AND HIGH SCHOOL STUDENTS WERE STUDIED. AMONG THE SEVERAL FINDINGS WERE (1) STUDENTS RECEIVED SIGNIFICANTLY HIGHER SCORES ON TESTS BOTH OF FACTS AND OF INFERENCE UNDER THE&amp;quot;DISLIKED&amp;quot; TEACHERS WHEN SUBJECT MATTER WAS PRESENTED IN PERSON AND ON FILM, AND (2) STUDENTS ACHIEVED HIGHER SCORES UNDER &amp;quot;LIKED&amp;quot; TEACHERS ONLY WHEN SUBJECT MATTER WAS PRESENTED BY TAPE RECORDING. FOR ANY GIVEN PRESENTATION, NO RELATIONSHIP WAS FOUND BETWEEN HOW STUDENTS RATED THE TEACHER AND AMOUNT LEARNED. SUBJECT MATTER RATINGS APPEARED TO HAVE MUCH MORE BEARING ON ACHIEVEMENT THAN DID THE FACTOR OF TEACHER LIKEABILITY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010375</dc:identifier>
<dc:title>EFFECTS OF LIKED AND DISLIKED TEACHERS ON STUDENT BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>LITWAK, EUGENE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Advanced Study in the Behavioral Sciences, Stanford, CA.</dc:creator>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. School of Social Work.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF THE SCHOOL AND COMMUNITY TO READING ACHIEVEMENT WAS STUDIED BY APPLICATION OF &amp;quot;A BALANCE THEORY OF COORDINATION.&amp;quot; INTERLOCKING SURVEYS WERE CONDUCTED BY ADMINISTERING QUESTIONNAIRES AND INTERVIEWS TO A SAMPLE OF 4,402 PEOPLE, CONSISTING OF CHILDREN FROM 18 ELEMENTARY SCHOOLS, THEIR PARENTS, THEIR NEIGHBORS, AND SCHOOL PERSONNEL AND TEACHERS. THE AREAS UNDER STUDY INCLUDED (1) THE NEIGHBORHOOD AND THE FAMILY AS PRIMARY COMMUNITY GROUPS, (2) SCHOOL-COMMUNITY LINKAGE MECHANISMS, AND (3) BUREAUCRATIC ORGANIZATIONS (SCHOOLS) AND GOAL ACHIEVEMENT. A SUMMARY OF MAJOR POINTS SHOWED THAT PRIMARY GROUPS, BUREAUCRATIC STRUCTURES, AND THEIR LINKAGES MUST BE TAKEN INTO ACCOUNT IF ONE IS TO UNDERSTAND THE WAY SCHOOL-COMMUNITY CONTACT MIGHT AFFECT THE CHILDREN&apos;S ACADEMIC  PERFORMANCE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010376</dc:identifier>
<dc:title>RELATIONSHIP BETWEEN SCHOOL-COMMUNITY COORDINATING PROCEDURES AND READING ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>582</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:creator scheme='personal author'>GAGNE, ROBERT M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO DIFFERENT USES OF VISUAL REPRESENTATIONS FOR SCIENCE INSTRUCTION WERE INVESTIGATED. THE FIRST STUDY EXAMINED THE HYPOTHESIS THAT USE OF PICTORIAL INSTRUCTION WOULD PRODUCE HIGHER CORRELATION BETWEEN RESULTS OF VISUAL APTITUDE TESTS AND LEARNING TESTS, AND THAT VERBAL INSTRUCTION WOULD PRODUCE HIGHER CORRELATION BETWEEN RESULTS OF VERBAL APTITUDE TESTS AND RESULTS OF LEARNING TESTS. TEST RESULTS SHOWED NO DIFFERENCE IN CORRELATION OF VISUAL APTITUDE OR VERBAL APTITUDE TEST RESULTS TO LEARNING ACHIEVED. APTITUDE MEASURES USED WERE (1) SPATIAL RELATIONS, (2) VERBAL REASONING, (3) ABSTRACT REASONING, AND (4) INTELLIGENCE. THE SECOND STUDY USED PICTORIAL REPRESENTATIONS IN REVIEW SESSIONS, COVERING STUDY OF MECHANICAL ADVANTAGE TO INVESTIGATE (1) WHETHER RETENTION WAS IMPROVED BY  USE OF PICTURES IN REVIEW AND (2) WHETHER INCLUSION OF ADDITIONAL DIFFERENT EXAMPLES WOULD INCREASE RETENTION AND TRANSFER. RESULTS SHOWED THAT STUDENTS WHO REVIEWED BY PICTORIALLY PRESENTED MATERIALS HAD SIGNIFICANTLY BETTER RETENTION AND TRANSFER OF TRAINING THAN STUDENTS WHO DID NOT REVIEW AT ALL. ADDING NEW PICTORIAL EXAMPLES PRODUCED NO SIGNIFICANT RESULTS IN RETENTION BUT SHOWED BETTER TRANSFER WHEN ONLY THE ORIGINAL MATERIALS WERE REVIEWED. RETENTION AND TRANSFER WERE MEASURED 4 WEEKS FOLLOWING THE REVIEW SESSION. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010377</dc:identifier>
<dc:title>INDIVIDUAL DIFFERENCES IN LEARNING FROM VISUAL AND VERBAL PRESENTATIONS AND THE USE OF VISUAL EXAMPLES IN REVIEW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>124</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>TORRANCE, E. PAUL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>School Mathematics Study Group</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEACHER EFFECTIVENESS AS RELATED TO TEACHER-PUPIL INTERACTION, TO CLASSROOM CLIMATE, AND TO CREATIVE ABILITIES OF THE TEACHER WAS STUDIED. THE SAMPLE CONSISTED OF THE ORIGINAL 127 MATHEMATICS TEACHERS, GRADES 6-12, WHO PARTICIPATED IN THE SCHOOL MATHEMATICS STUDY GROUP (SMSG) EXPERIMENTAL INSTRUCTIONAL MATERIALS EVALUATION PROGRAM (1959-60). DATA WERE COLLECTED DURING THE 1960-61 AND 1961-62 SCHOOL TERMS. COMPLETE PREDICTOR AND CRITERION DATA WERE OBTAINED FOR 63 SUBJECTS AT THE END OF THE SECOND YEAR. THE SMSG MATERIALS WERE TAUGHT BY THE SUBJECTS IN ONE OF THEIR CLASSROOMS. THE STUDENTS WERE PRE- AND POST-TESTED FOR MEASURES OF (1) EDUCATIONAL AND MATHEMATICAL PROGRESS, (2) ATTITUDE, AND (3) APTITUDE. CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS WERE DISCUSSED UNDER THESE  HEADINGS--(1) TEACHING EXPERIENCE, COURSES AND GRADES, AND PROFESSIONAL PARTICIPATION, (2) TEACHER PREPARATION TIME, (3) REPORTS OF TEACHER AND PUPIL ACTIVITIES, AND (4) STUDENT ATTITUDES. THE RESULTS SUGGESTED THAT THE CONVENTIONAL QUALIFICATIONS OF TEACHERS DID NOT DIFFERENTIATE TEACHER EFFECTIVENESS AND THAT TEACHER EFFECTIVENESS POSITIVELY AFFECTED STUDENT ATTITUDES TOWARDS TEACHERS, METHODS, AND THE OVERALL SCHOOL CLIMATE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010378</dc:identifier>
<dc:title>CHARACTERISTICS OF MATHEMATICS TEACHERS THAT AFFECT STUDENTS&apos; LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>169</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Broadcast Television</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Television Viewing</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>MACDONALD, NEIL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis. School of Journalism.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BASIS FOR A GENERAL THEORY TO EXPLAIN PREFERENCES OF COMMERCIAL TELEVISION (TV) SHOWS WAS DEVELOPED. THE THEORETICAL FRAMEWORK OF THE STUDY WAS BASED ON THE RELATIONSHIP OF EDUCATIONAL LEVEL TO TV PREFERENCES, AND THE STUDY SAMPLE CONSISTED OF SEVENTH-GRADE THROUGH COLLEGE-LEVEL STUDENTS. FINDINGS SHOWED THAT AS EDUCATION INCREASES, DEMAND FOR CONTENT IN TV PRESENTATIONS MOVES FROM NONINFORMATIVE TO INFORMATIVE, FROM UNREALISTIC TO REALISTIC, AND FROM ACTION TO NONACTION. THE RELATIONSHIP BETWEEN EDUCATION AND PREFERENCE, THEREFORE, WAS FOUND TO BE POSITIVE AND RECTILINEAR. THE POSSIBILITY OF A PLATEAU OR REGRESSION AT THE GRADE LEVEL OF 9 OR 10 WAS NOTED, HOWEVER. IN ADDITION TO THE THEORETICAL STUDY, OTHER ACTIVITIES OF THE PROJECT INCLUDED THE DEVELOPMENT OF (1) A  COMPREHENSIVE CONTENT ANALYTIC MODEL BY WHICH THE CONTENT OF TV SHOWS COULD BE EXAMINED OBJECTIVELY AND THOROUGHLY, AND (2) A RELIABLE PAPER-AND-PENCIL TEST BY WHICH INDIVIDUAL DIFFERENCES IN TV PREFERENCE CHOICE COULD BE MEASURED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010379</dc:identifier>
<dc:title>TELEVISION DRAMA PREFERENCE CHOICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>419</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:creator scheme='personal author'>MCCANNE, ROY</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COMPARISONS WERE MADE AMONG THREE APPROACHES TO DEVELOPING ENGLISH ARTS SKILLS, PARTICULARLY IN READING, WITH FIRST-GRADE CHILDREN FROM SPANISH-SPEAKING HOMES. PARTICIPATING CHILDREN WERE RANDOMLY GIVEN ONE OF THREE INSTRUCTIONAL TREATMENTS FOR ENGLISH-READING--(1) BASAL READING, (2) SECOND LANGUAGE READING, AND (3) LANGUAGE-EXPERIENCE READING. IT WAS HYPOTHESIZED THAT THERE WOULD BE NO DIFFERENCE IN THESE APPROACHES. EACH TREATMENT WAS EXPERIMENTALLY ADMINISTERED FOR 140 SCHOOL DAYS. WITH REFERENCE TO UNDERSTANDING SPOKEN ENGLISH AND TO MECHANICAL WRITING SKILLS, NO SIGNIFICANT DIFFERENCES WERE FOUND AMONG THE THREE APPROACHES. BASAL READING WAS FAVORED WITH REFERENCE TO READING READINESS SKILLS, READING VOCABULARY, WORD RECOGNITION SKILLS, ATTITUDE TOWARD READING, AND GENERAL  READING ACHIEVEMENT. BOTH BASAL AND SECOND LANGUAGE READING WERE, FAVORED WITH REFERENCE TO ORAL VOCABULARY AND READING COMPREHENSION. FOR THE SKILL OF WRITING FLUENTLY, BOTH THE SECOND LANGUAGE AND LANGUAGE-EXPERIENCE APPROACHES WERE FAVORED. BECAUSE OF RESTRICTIONS PLACED UPON THE STUDY BY TEACHER AND PUPIL POPULATION VARIABLES, ONLY TENTATIVE CONCLUSIONS WERE FORMULATED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010380</dc:identifier>
<dc:title>A STUDY OF APPROACHES TO FIRST-GRADE ENGLISH READING INSTRUCTION FOR CHILDREN FROM SPANISH-SPEAKING HOMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>270</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age Differences</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>CROCKETT, WALTER H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords>Massachusetts (Worcester)</eric:keywords>
<eric:keywords>WORD CONTEXT TEST</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Clark Univ., Worcester, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDIVIDUAL DIFFERENCES WHICH AFFECT THE ABILITY TO ACQUIRE WORD UNDERSTANDING WERE INVESTIGATED. GROUPS OF EIGHT CHILDREN WERE ADMINISTERED THE &amp;quot;WORD CONTEXT TEST.&amp;quot; TWELVE DIFFERENT GROUPS WERE FORMED BY VARYING GRADE LEVEL (THIRD VERSUS SIXTH), SEX, AND SOCIOECONOMIC STATUS (WHITE MIDDLE CLASS, NEGRO LOWER STATUS, AND WHITE LOWER STATUS). MIDDLE-CLASS CHILDREN SHOWED A SIGNIFICANTLY HIGHER LEVEL OF VERBAL OUTPUT THAN THEIR LOW-STATUS COUNTERPARTS. THIS WAS CONSISTENT WITH THE DIFFERENCES EMPHASIS PLACED ON VERBALIZATION BY DIFFERENT SOCIAL STRATA. IN THE ADEQUACY OF THE SOLUTIONS THAT WERE OFFERED AND THE LEVEL OF COGNITIVE PROCESSES USED, SIXTH GRADERS PERFORMED AT A CONSISTENTLY HIGHER LEVEL THAN THIRD GRADERS. CONTRARY TO HYPOTHESIS, THERE WERE NO SIGNIFICANT DIFFERENCES  BETWEEN GROUPS FROM DIFFERENT SOCIAL STRATA ON ANY OF THE MEASURES THAT WERE SCORED. THERE WAS A CONSISTENT SEX DIFFERENCE IN THE USE OF WORD-SENTENCE FUSION AS A SIGNIFICATION PROCESS, WITH GIRLS SHOWING CONSISTENTLY MORE SUCH RESPONSES THAN BOYS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010381</dc:identifier>
<dc:title>EFFECTS OF AGE, SOCIAL STATUS, SEX, AND RACE UPON THE UNDERSTANDING OF WORD MEANINGS INDEPENDENT OF SENTENCE CONTEXT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Creative Development</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Self Expression</dc:subject>
<dc:creator scheme='personal author'>PARNES, SIDNEY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York Research Foundation, Albany.</dc:creator>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXTENT THAT AUTOINSTRUCTIONAL AIDS CAN BE APPLIED TO THE INSTRUCTIONAL SETTING TO (1) PROVIDE FOR DELIBERATE DEVELOPMENT OF STUDENTS&apos; CREATIVE BEHAVIOR AND (2) ASSURE MASTERY OF SUBJECT MATTER AT THE SAME TIME WAS THE SUBJECT OF THIS STUDY. THE STUDY POPULATION CONSISTED OF HIGH SCHOOL SENIORS WHO INTENDED TO CONTINUE THEIR FORMAL EDUCATION AFTER GRADUATION. STUDENT GROUPS WERE MATCHED ON THE BASIS OF INTELLIGENCE. THE PATTERN OF RESULTS ON VARIOUS TESTS OF CREATIVE ABILITY SHOWED THAT INSTRUCTOR-TAUGHT PROGRAMED GROUPS WERE SUPERIOR TO THOSE WHO TOOK THE PROGRAM WITHOUT INSTRUCTORS AND TO THE CONTROL GROUPS WHO RECEIVED NO PROGRAMED INSTRUCTION. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010382</dc:identifier>
<dc:title>PROGRAMING CREATIVE BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>134</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Discrimination Learning</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Sequential Learning</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>HAUGHEY, BETTY E.</dc:creator>
<dc:creator scheme='personal author'>SHORT, JERRY</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO STRATEGIES FOR TEACHING MULTIPLE-DISCRIMINATION TASKS WERE REPORTED. THE &amp;quot;MULTIPLE CONCEPT&amp;quot; PRESENTS SIMPLE DESCRIPTIONS OF SEVERAL RELATED CONCEPTS AT THE BEGINNING OF INSTRUCTION. INCREASINGLY COMPLEX MATERIAL PERTAINING TO THESE CONCEPTS IS THEN GRADUALLY INTRODUCED. THE &amp;quot;SINGLE CONCEPT&amp;quot; PRESENTS ONE CONCEPT AT A TIME, PROCEEDING FROM SIMPLE TO MORE COMPLEX DESCRIPTIONS OF THE SAME CONCEPT. THIS STEP IS THEN REPEATED TO DESCRIBE SUBSEQUENT CONCEPTS. TWO SETS OF INSTRUCTIONAL MATERIALS WERE PREPARED FOR FIFTH-GRADE STUDENTS--(1) SCIENCE MATERIALS FOR PRESENTATION TO GROUPS AT A FIXED PACE AS SLIDE-TAPE LESSONS AND (2) LANGUAGE ARTS MATERIALS FOR INDIVIDUALLY PACED PRESENTATION IN PROGRAMED TEXTBOOKS. TWO SEQUENCES WERE PREPARED FOR EACH LESSON SET FOLLOWING THE STRATEGIES  DESCRIBED. SET VERSIONS CONTAINED THE SAME INSTRUCTIONAL ITEMS AND REQUIRED THE SAME STUDENT RESPONSES, ONLY THE SEQUENCE OF ITEMS WAS CHANGED. THE MULTIPLE CONCEPT SEQUENCE PRODUCED CONSISTENTLY BETTER STUDENT PERFORMANCE. THE DIFFERENCES BETWEEN GROUPS ON POST-TESTS AND RETENTION TESTS WERE SIGNIFICANT AT THE .01 LEVEL FOR THE SCIENCE LESSONS, BUT NOT SIGNIFICANT FOR THE LANGUAGE ARTS LESSONS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010383</dc:identifier>
<dc:title>AN EXPERIMENTAL STUDY OF SEQUENCING STRATEGIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>76</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Paired Associate Learning</dc:subject>
<dc:subject>Repetitive Film Showings</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:subject>Visual Stimuli</dc:subject>
<dc:creator scheme='personal author'>PRICE, GEORGE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF SELECTIVE MANIPULATION OF PICTORIAL CONTENT UPON PAIRED ASSOCIATE LEARNING WERE TESTED AND EVALUATED. STIMULUS MATERIAL WAS VARIED BY AUGMENTING CONTOUR CUES AND DIMINISHING IRRELEVANT CUES. FIFTH-GRADE STUDENTS WERE ASSIGNED TO NINE DIFFERENT TREATMENTS, INVOLVING STIMULUS SLIDES THAT VARIED IN TREATMENT OF CONTOUR AND CONTEXTUAL CUES. A TRIAL AND ERROR SYSTEM WAS USED UNTIL CRITERION PERFORMANCE OF TWO PERMUTATIONS WITHOUT ERROR WAS ACHIEVED. ANALYSIS OF VARIANCE OF TRIALS AND ERRORS WAS USED TO TEST FOR DIFFERENCES AMONG THE NINE CONDITIONS. FINDINGS WERE THAT, IN PAIRED ASSOCIATION, THERE WERE NO SIGNIFICANT DIFFERENCES AS A RESULT OF AUGMENTING CONTOUR CUES. IN ADDITION, THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN LEVELS OF REDUCED IRRELEVANT CONTEXTUAL CUES  ON EITHER TRIALS OR ERRORS TO CRITERION, AND NO SIGNIFICANT INTERACTION EFFECTS BETWEEN AUGMENTED CONTOUR CUES AND REDUCED IRRELEVANT CUES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010384</dc:identifier>
<dc:title>THE EFFECT OF PAIRED ASSOCIATE LEARNING OF AUGMENTING CONTOUR CUES AND REDUCING IRRELEVANT CUES IN THE PICTORIAL STIMULI.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Personality Change</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>KRULEE, GILBERT K.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OCCUPATIONAL CHOICE, EDUCATIONAL ORIENTATION, AND STUDENT TRANSFER IN DIFFERENT UNIVERSITY PROGRAMS WERE STUDIED. QUESTIONNAIRE DATA WERE COLLECTED FROM MALE FRESHMEN ENTERING THREE DIFFERENT UNDERGRADUATE SCHOOLS--LIBERAL ARTS, BUSINESS, AND ENGINEERING. A SECOND QUESTIONNAIRE WAS ADMINISTERED TO THE SAME STUDENTS DURING THEIR SENIOR YEAR. USING DATA FROM THE TWO QUESTIONNAIRES, THE INVESTIGATORS EVALUATED CERTAIN CHANGES IN OUTLOOK THAT HAD TAKEN PLACE OVER THE 3-YEAR PEIOD. ANOTHER FOCUS OF THE STUDY WAS ON THOSE STUDENTS WHO TRANSFERRED FROM ENGINEERING TO EITHER LIBERAL ARTS OR BUSINESS DURING THE FRESHMAN YEAR AND ON THOSE STUDENTS WHO LEFT ENGINEERING AS VOLUNTARY OR INVOLUNTARY DROPOUTS. IN ADDITION TO THE QUESTIONNAIRES, INTERVIEWS WERE CONDUCTED WITH TRANSFER STUDENTS  AND WITH STUDENTS WHO PERSISTED IN EACH OF THE THREE SCHOOLS. THE STUDENTS WHO TRANSFERRED APPEARED STRONGLY PREDISPOSED TO DO SO EVEN AT THE TIME OF ENTRANCE. FACTORS THAT PRECIPITATED DECISIONS TO TRANSFER WERE STUDIED. WITH THE AID OF THE SECOND QUESTIONNAIRE, THE INVESTIGATORS WERE ABLE TO DETERMINE HOW SUCCESSFUL STUDENTS WERE AFTER THEY HAD TRANSFERRED AND IN WHAT WAYS THEY HAD CHANGED OVER THE 3-YEAR PERIOD. IN ADDITION, A PARTIAL THEORY OF OCCUPATIONAL CHOICE WAS DEVELOPED BASED UPON THE CONCEPTS OF IDENTITY AND IDENTIFICATION. THE SIGNIFICANCE OF OCCUPATIONAL CHOICE AS ONE ASPECT OF IDENTITY WAS DISCUSSED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010385</dc:identifier>
<dc:title>INFLUENCE OF IDENTITY PROCESSES ON STUDENT BEHAVIOR AND OCCUPATIONAL CHOICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>319</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Classroom Research</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>SULLIVAN, HOWARD J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Arizona (Tempe)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Univ., Tempe.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 16 CLASSROOM EPISODES PRESENTED IN THIS REPORT WERE SELECTED BECAUSE (1) THEY RELATE CLOSELY TO IMPORTANT PRINCIPLES AND CONCEPTS OF LEARNING AND (2) THEY HAVE HIGH INSTRUCTIONAL VALUE FOR PROSPECTIVE TEACHERS. IN DEVELOPING THE EPISODE MATERIALS, THE INVESTIGATORS PHOTOGRAPHED AND TAPE RECORDED WIDE VARIETIES OF CLASSROOM EVENTS FROM ONGOING SCHOOL PROGRAMS. TYPESCRIPTS OF THE TAPE RECORDINGS WERE PRESENTED, AND THE PRINTED FILMSTRIPS THAT ACCOMPANIED THE TYPESCRIPTS DISPLAYED THE ACTUAL CLASSROOM SCENES FROM WHICH THE RECORDINGS WERE MADE. THE CLASSROOM EPISODES WERE SEQUENCED FOR EFFECTIVE INSTRUCTIONAL USE AND PRESENTED (1) INSTANCES OF SEVERAL IMPORTANT LEARNING PRINCIPLES AND CONCEPTS, (2) DIFFERENT STAGES IN SINGLE INSTRUCTIONAL LESSONS IN WHICH STUDENTS FAILED TO  ATTAIN THE OBJECTIVE, AND (3) INSTANCES IN WHICH LEARNING PRINCIPLES AND CONCEPTS WERE APPLIED EFFECTIVELY. INSTRUCTIONAL NOTES AND A GLOSSARY OF CONCEPTS WERE INCLUDED WITH EACH EPISODE. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010386</dc:identifier>
<dc:title>CLASSROOM EPISODES FOR TEACHING PSYCHOLOGICAL PRINCIPLES AND CONCEPTS OF LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Discussion (Teaching Technique)</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>History Instruction</dc:subject>
<dc:subject>Mass Instruction</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:subject>Telecourses</dc:subject>
<dc:subject>Television Teachers</dc:subject>
<dc:creator scheme='personal author'>BENINCASA, FREDERICK</dc:creator>
<dc:creator scheme='personal author'>KOVACS, ARPAD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>JAMAICA</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>Jamaica</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint John&apos;s Univ., Jamaica, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF TELEVISED INSTRUCTION WITH LARGE ENROLLMENTS IN COLLEGE HISTORY COURSES WAS DEFINED AND EVALUATED. ONE INSTRUCTOR PRESENTED LECTURES BY TELEVISION TO AN EXPERIMENTAL GROUP AND DELIVERED THE SAME LECTURES TO A CONTROL GROUP. DISCUSSION SECTIONS OF BOTH GROUPS WERE LED BY THE SAME INSTRUCTORS, AND THE SAME MIDTERM AND FINAL EXAMINATIONS WERE GIVEN TO BOTH GROUPS IN BOTH SEMESTERS. TEST RESULTS OF THE EXPERIMENTAL GROUP WERE SIGNIFICANTLY HIGHER THAN THE RESULTS OF THE CONTROL GROUP. WHEN THE EXPERIMENTAL GROUP DISCUSSION SECTIONS WERE COMPARED WITH THE DISCUSSION SECTIONS OF THE CONTROL GROUP THAT WERE TAUGHT BY THE SAME INSTRUCTOR, THE EXPERIMENTAL SECTIONS HAD HIGHER AVERAGE SCORES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010387</dc:identifier>
<dc:title>AN ANALYSIS OF THE EFFECTIVENESS OF CLOSED CIRCUIT TELEVISION ON TEAM TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Mobility</dc:subject>
<dc:subject>Orientation</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:creator scheme='personal author'>LORD, F.E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MEASUREMENT SCALES WERE DEVELOPED FOR USE IN DESCRIBING AND EVALUATING SKILLS WHICH BLIND CHILDREN DEVELOP FOR EXPLORING AND COMPREHENDING THEIR ENVIRONMENT, AND ATTAINING REASONABLE SELF-DEPENDENCE. STUDY FEASIBILITY EXCLUDED SOME OF THE BASIC LIVING SKILLS, LEAVING ONLY THOSE RELATED TO THE BLIND CHILD&apos;S ORIENTATION AND MOBILITY. THE ITEMS USED IN DRAFTING THE SCALES CAME FROM SEVERAL SOURCES, INCLUDING RESEARCH STUDIES, TEACHERS OF THE BLIND, SPECIAL CONSULTANTS, AND EXISTING TESTS AND SCALES. A LIST OF 288 PERTINENT ITEMS WAS COLLECTED. EACH OF THE ITEMS, ORGANIZED INTO 58 SUBSCALES, WAS JUDGED ON THE BASES OF (1) SIGNIFICANCE, (2) FEASIBILITY OF OBSERVATION, AND (3) RANK IN DEVELOPMENTAL SEQUENCE. SUBSCALES WERE ALSO EVALUATED AS WHOLE ENTITIES. OF ALL SUBSCALES ASSESSED, 42  WERE DEEMED SUITABLE FOR FIELD TRIAL. TWELVE TOTALLY BLIND CHILDREN, REPRESENTING AGES FROM 2 TO 12 YEARS, WERE TESTED DURING THE FIELD TRIAL. THIRTY-FIVE PROMISING SUBSCALES WERE IDENTIFIED, PERTINENT TO SUCH SKILLS AS (1) AUDITORY PERCEPTION AND DISCRIMINATION, (2) WALKING, RUNNING, AND JUMPING, (3) TOUCH RECOGNITION, (4) TRAVEL MOVEMENT AND MOVEMENT REALIZATION, (5) RIGHT AND LEFT RECOGNITION, (6) DIRECTION TAKING, (7) BALANCE, AND (8) FAMILIARIZATION. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010388</dc:identifier>
<dc:title>IDENTIFICATION OF ORIENTATION AND MOBILITY SKILLS RELATING TO DEVELOPMENTAL TASKS FOR YOUNG BLIND CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Covert Response</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Overt Response</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:creator scheme='personal author'>MAY, MARK A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (Hamden)</eric:keywords>
<eric:keywords>Ohio (Cincinnati)</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cincinnati)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>No Affiliation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COMBINATIONS OF OVERT AND COVERT RESPONSE PRACTICES WERE ANALYZED TO DETERMINE OPTIMAL COMBINATIONS FOR THE LEARNING PROCESS FOR (1) DIFFERENT LEARNING TASKS, (2) STUDENTS OF DIFFERENT ABILITIES, AND (3) DIFFERENT MEDIA OF PRESENTATION. IT WAS OBSERVED THAT PRACTICALLY ALL FORMS OF HUMAN LEARNING INVOLVE SUCH COVERT ACTIVITIES AS OBSERVING, LISTENING, READING, AND COGITATING, BUT DO NOT ALWAYS REQUIRE OVERT FORMS OF BEHAVIOR. THE PROBLEM WAS, THEREFORE, TO DETERMINE THE CONTRIBUTIONS TO LEARNING MADE BY OVERT RESPONDING, CONSIDERING THAT INTERFERENCE WITH COVERT PROCESSES WOULD SUBSTANTIALLY REDUCE LEARNING RATE. THE RESEARCH EFFORT WAS EXPLORATORY AND DIVERSE AS DATA WERE OBTAINED FROM APPROXIMATELY 50 SHORT EXPERIMENTS WHICH USED A WIDE VARIETY OF PROGRAMS, INSTRUCTIONAL  MATERIALS, SAMPLE POPULATIONS, AND TEST METHODS. FROM THE RESEARCH OF APPROXIMATELY 100 INDIVIDUALS USING A VARIETY OF PROGRAMS AND INSTRUCTIONAL MATERIALS, A SET OF TENTATIVE PROPOSITIONS WAS SET FORTH--(1) IN AMOUNTS LEARNED PER UNIT OF TIME, COVERT RESPONDING IS MORE EFFICIENT THAN COVERT PLUS OVERT, SINCE OVERT RESPONDING ALWAYS REQUIRES ADDITIONAL TIME, (2) WHEN INSTRUCTION IS CONDUCTED IN THREE PHASES OF--(A) OBSERVING, LISTENING, OR STUDYING, (B) TESTING, ANSWERING, OR RECITING, AND (C) CONFIRMATION OR CORRECTION,--OVERT RESPONDING CONTRIBUTES MORE TO LEARNING IN THE SECOND PHASE THAN IT DOES IN EITHER THE FIRST OR THIRD, AND (3) NO ONE RESPONSE MODE IS OPTIMAL IN ALL SITUATIONS. SOME INDIVIDUALS, HOWEVER, ADVOCATE OVERT ANSWERING RESPONSES FOR ALL FORMS OF PROGRAMED INSTRUCTION.  (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010389</dc:identifier>
<dc:title>THE ROLE OF STUDENT RESPONSE IN LEARNING FROM THE NEW EDUCATIONAL MEDIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>200</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>WALLEN, NORMAN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SAMPLE OF 76 TEACHERS AND THEIR PUPILS, GRADES 1 AND 3, WAS USED IN THIS STUDY TO EXAMINE (1) RELATIONSHIPS BETWEEN SPECIFIC TEACHER MEASURES AND PUPIL (CLASS) CHANGE AND STATUS MEASURES, (2) CONSISTENCIES AMONG MEASURES OF TEACHER BEHAVIOR, (3) RELATIONSHIPS BETWEEN TEACHER BEHAVIOR AND TEACHER TEST DATA, AND (4) SPECIFIC TEACHER-PUPIL CLASSROOM INTERACTIONS. THE FOUR PARTS OF TEACHER BEHAVIOR STUDIED WERE CONTROL OF CLASS, AFFILIATION WITH THE STUDENT, STIMULATION OF PRESENTATION, AND ACADEMIC ACHIEVEMENT ORIENTATION. ON THE BASIS OF MEASUREMENTS OBTAINED USING THE STUDY SAMPLE AND ANALYSES OF RESULTING DATA, IT APPEARED THAT TEACHERS IN THE THIRD GRADE SHOULD BE STIMULATING AND INTELLECTUALLY EFFECTIVE AND, AT THE SAME TIME, WARM AND SUPPORTIVE PERSONS IF SUCH &amp;quot;DESIRABLE&amp;quot;  OUTCOMES AS GAIN IN ACHIEVEMENT, LIKING FOR SCHOOL, LESS ANXIETY, AND INCREASE IN DIVERGENT THINKING ARE TO BE ACHIEVED. SUGGESTED QUALITIES OF GOOD FIRST-GRADE TEACHERS WERE ALSO STIMULATING AND INTELLECTUALLY EFFECTIVE CHARACTERISTICS, BUT SUCH OTHER CHARACTERISTICS AS OVERT AFFECTION AND STRONG PERSONALITY NEEDS FOR ACHIEVEMENT AND CONTROL WERE NEGATIVELY CORRELATED WITH &amp;quot;DESIRABLE&amp;quot; PUPIL OUTCOMES. CERTAIN PSYCHOLOGICAL TESTS USED IN THE STUDY OFFERED PROMISE IN THE PREDICTION OF SUCH TEACHER CHARACTERISTICS. OTHER RESEARCH EFFORTS CONDUCTED IN THE SUBJECT AREA, EITHER SINGLY OR JOINTLY BY THE AUTHOR OF THIS REPORT, WERE FUNDED, UNDER CONTRACTS OEC-444(8029), OEC-2-10-013, AND OEC-4-10-034. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010390</dc:identifier>
<dc:title>RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR--PART 111.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>186</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>CORWIN, RONALD G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVERAL CRITICAL COMPONENTS OF PUBLIC SCHOOL ORGANIZATION AND THEIR RELATIONSHIP TO STAFF CONFLICT WERE STUDIED. A SAMPLE OF 1,976 FACULTY MEMBERS IN 28 PUBLIC HIGH SCHOOLS WAS SELECTED FOR QUESTIONING AND INTERVIEWING. THE FINDINGS DISCUSSED WERE (1) TYPICAL PATTERNS OF ORGANIZATION, (2) ASSOCIATIONS BETWEEN ORGANIZATIONAL VARIABLES AND CONFLICT, (3) DEPARTMENTAL ANALYSES, (4) CONTENT ANALYSES, AND (5) ANALYSES OF INDIVIDUALS. STAFF CONFLICT APPEARED TO BE DIRECTLY RELATED TO THE PROFESSIONAL ORIENTATION OF SCHOOL BUREAUCRACIES. CONFLICT APPEARED TO INCREASE IN THE BUREAUCRATIZATION OF MORE PROFESSIONAL ORGANIZATIONS. BUREAUCRATIZATION, HOWEVER, WAS FOUND TO BE A DIRECT RESPONSE TO SUCH OTHER CONDITIONS AS PROFESSIONALISM, ORGANIZATIONAL COMPLEXITY, AND STAFF TURNOVER WHICH, IN  TURN, WERE DIRECTLY ASSOCIATED WITH CONFLICT. A SIGNIFICANT CONCLUSION WAS, THEREFORE, THAT CONFLICT NOT ONLY REPRESENTS THE BREAKDOWN OF SCHOOL ORGANIZATIONS, BUT THE CAUSE OF THE ORGANIZATIONAL TYPES OBSERVED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010391</dc:identifier>
<dc:title>STAFF CONFLICTS IN THE PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>507</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Advanced Students</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>CHILDS, GAYLE B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEBRASKA</eric:keywords>
<eric:keywords_geo>Nebraska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CORRESPONDENCE STUDY GUIDES FOR HIGH SCHOOL STUDENTS WERE PREPARED IN THE SUBJECTS OF MATHEMATICS, ENGLISH, AMERICAN HISTORY, AND EUROPEAN HISTORY FOR AN ADVANCED COLLEGE-PLACEMENT PROGRAM. INFORMATION ABOUT THE PROGRAM WAS MADE WIDELY AVAILABLE TO HIGH SCHOOLS IN NEBRASKA. BY THE FALL OF 1965, HOWEVER, IT BECAME APPARENT THAT THE NUMBER OF STUDENTS ENROLLED IN THE PROGRAM WAS NOT SUFFICIENT TO PERMIT COMPARISONS OF ACHIEVEMENT TO BE MADE. NO DATA, THEREFORE, WERE COLLECTED, AND THE PROGRAM WAS TERMINATED. ANOTHER REPORT ON THIS PROJECT IS ED 010 393. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010392</dc:identifier>
<dc:title>AN ADVANCED PLACEMENT PROGRAM IN HIGH SCHOOL CORRESPONDENCE STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Advanced Students</dc:subject>
<dc:subject>Analytic Geometry</dc:subject>
<dc:subject>Calculus</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>DEROLF, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>MIENTKA, WALTER E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Nebraska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TEXT ON ANALYTIC GEOMETRY AND CALCULUS IS A CORRESPONDENCE COURSE DESIGNED FOR ADVANCED PLACEMENT OF HIGH SCHOOL STUDENTS IN COLLEGE. EACH OF THE 21 LESSONS INCLUDES READING ASSIGNMENTS AND LISTS OF PROBLEMS TO BE WORKED. IN ADDITION, SUPPLEMENTARY EXPLANATIONS AND COMMENTS ARE INCLUDED THAT (1) PROVIDE ILLUSTRATIVE EXAMPLES OF CONCEPTS AND TECHNIQUES DISCUSSED IN THE TEXT, (2) CLARIFY IMPORTANT DEFINITIONS AND PROOFS GIVEN IN THE TEXT, AND (3) BROADEN THE SCOPE OF THE COURSE BY INTRODUCING IMPORTANT CONCEPTS NOT DETAILED BY THE TEXT. ANOTHER REPORT ON THIS PROJECT IS ED 010 392. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010393</dc:identifier>
<dc:title>AN ADVANCED PLACEMENT COURSE IN ANALYTIC GEOMETRY AND CALCULUS (MATHEMATICS XV X AP).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>132</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Education</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GRATZ, J.E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Shippensburg)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Shippensburg State Coll., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH CONFERENCE WAS HELD TO ESTABLISH GUIDELINES AND PRIORITIES FOR NEEDED RESEARCH IN OFFICE EDUCATION. CONFERENCE LEADERS, SPEAKERS, AND PARTICIPANTS WERE DRAWN FROM STATE SUPERVISORS OF VOCATIONAL EDUCATION, RESEARCH ASSISTANTS IN VOCATIONAL EDUCATION, TEACHERS SPECIALIZING IN BUSINESS EDUCATION, BUSINESS MANAGERS, LABOR LEADERS, AND MEMBERS OF THE U.S. OFFICE OF EDUCATION. THREE WORKING GROUPS WERE FORMED--A BUSINESS EDUCATION GROUP, A MANAGEMENT GROUP, AND A LABOR GROUP. EACH GROUP DEVELOPED A LIST OF NEEDED RESEARCH ACTIVITIES IN ITS RESPECTIVE AREA, GAVE PRIORITIES TO THESE RESEARCH NEEDS, AND DEVELOPED PRELIMINARY GUIDELINES FOR THE UTILIZATION OF THE RESEARCH. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010394</dc:identifier>
<dc:title>CONFERENCE TO ESTABLISH GUIDELINES FOR RESEARCH IN OFFICE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:creator scheme='personal author'>ABUBAKAR, SALISU</dc:creator>
<dc:creator scheme='personal author'>KRAFT, CHARLES H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. African Studies Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONVERSATION EXERCISES AND PRONUNCIATION DRILLS ARE USED IN THIS TEXT FOR TEACHING HAUSA, A LANGUAGE OF NORTHERN NIGERIA. FOR CULTURAL READINGS IN THE HAUSA LANGUAGE, REFER TO ED 010 397. IN ADDITION, ED 010 398 AND ED 010 399 ARE SUPPLEMENTARY WORKBOOKS TO THE BASIC TEXTS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010396</dc:identifier>
<dc:title>AN INTRODUCTION TO SPOKEN HAUSA. PRELIMINARY EDITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>420</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>KRAFT, CHARLES H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. African Studies Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CULTURAL READING MATERIALS ARE PROVIDED FOR COURSES IN INTERMEDIATE OR ADVANCED HAUSA, A LANGUAGE OF NORTHERN NIGERIA. REFER TO ED 010 396 FOR AN INTRODUCTORY TEXT IN SPOKEN HAUSA, AND TO ED 010 398 AND ED 010 399 FOR COURSE WORKBOOKS. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010397</dc:identifier>
<dc:title>CULTURAL MATERIALS IN HAUSA, FOR USE IN INTERMEDIATE AND ADVANCED COURSES IN HAUSA. PRELIMINARY EDITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>333</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Guides</dc:subject>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:creator scheme='personal author'>KRAFT, CHARLES H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. African Studies Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKBOOK PROVIDES SUPPLEMENTARY MATERIALS FOR USE IN A COURSE IN HAUSA, A NIGERIAN LANGUAGE. THREE TYPES OF SUPPLEMENTARY MATERIALS ARE PROVIDED--(1) PICTURES FOR USE WITH LESSON UNITS PLUS SUPPLEMENTARY VOCABULARY ITEMS, (2) A SERIES OF SAMPLE TESTS, AND (3) A SERIES OF EXPANSION DRILLS. INCLUDED, ALSO, ARE A FEW VOCABULARY LEARNING HINTS AND A SECTION ON GESTURES. RELATED REPORTS ARE ED 010 396 THROUGH ED 010 399. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010398</dc:identifier>
<dc:title>WORKBOOK IN INTRODUCTORY HAUSA. PRELIMINARY EDITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>121</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Guides</dc:subject>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>KRAFT, CHARLES H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. African Studies Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKBOOK PROVIDES SUPPLEMENTARY MATERIALS FOR USE IN A COURSE IN HAUSA, A NIGERIAN LANGUAGE. EXERCISES EMPHASIZE CONVERSATION, PRONUNCIATION, AND VOCABULARY. THE BOOK ACCOMPANIES ED 010 397, A HAUSA TEXT OF CULTURAL READING MATERIALS. REFER TO ED 010 396 AND ED 010 398 FOR OTHER DOCUMENTS IN THE SERIES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010399</dc:identifier>
<dc:title>WORKBOOK IN INTERMEDIATE AND ADVANCED HAUSA, FOR USE WITH THE TEXT--CULTURAL MATERIALS IN HAUSA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>186</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Anthologies</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>SCHERER, GEORGE A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Boulder)</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Boulder)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado Univ., Boulder.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LIST OF THE MOST FREQUENTLY USED WORDS IN MODERN GERMAN SHORT STORIES WAS COMPILED. AN ANTHOLOGY OF 702 RECENTLY PUBLISHED, GERMAN SHORT STORIES WAS OBTAINED AND USED FOR A WORD COUNT, INVOLVING THE RANDOM SELECTION OF 4 WORDS IN EVERY 100-WORD PASSAGE. TWO INDEPENDENT RANDOM SAMPLES OF ABOUT 80,000 WORDS EACH WERE DRAWN FROM NEARLY 2 MILLION WORDS. THESE TWO DIFFERENT SAMPLES WERE THEN COMPARED AND THE RELIABILITY OF THE OBTAINED FREQUENCY ESTIMATES WERE ASSESSED. A COMPUTER PROGRAM WAS DEVELOPED, THE SAMPLE WORDS WERE KEYPUNCHED, AND THE PUNCHED CARDS WERE SORTED AND ALPHABETIZED. THREE TAPES WERE PRINTED WHICH INCLUDED (1) ALPHABETICAL LISTS OF ALL WORDS IN BOTH SAMPLES, (2) AN ACTUAL FREQUENCY LIST FOR EACH OF THE SAMPLES, AND (3) A COLLATED FREQUENCY LIST OF BOTH SAMPLES.  THE REPORT INCLUDED (1) AN ANTHOLOGICAL LISTING BY ALPHABETICAL CODE, (2) AN ALPHABETICAL LISTING OF AUTHORS, (3) POLICY DECISIONS ON SEGMENTING, AND (4) THE COLLATED FREQUENCY LIST. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010400</dc:identifier>
<dc:title>WORD FREQUENCY IN THE MODERN GERMAN SHORT STORY. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Pronunciation</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:creator scheme='personal author'>BOYD-BOWMAN, PETER</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords>Michigan (Kalamazoo)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Neglected Language Program</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kalamazoo Coll., MI.</dc:creator>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SIMPLE, INEXPENSIVE, AND LARGELY SELF-INSTRUCTIONAL LANGUAGE PROGRAM WAS ESTABLISHED AND EVALUATED FOR FIVE ACADEMIC QUARTERS AT KALAMAZOO COLLEGE IN MICHIGAN. THE PROGRAM WAS CALLED THE &amp;quot;NEGLECTED LANGUAGE PROGRAM&amp;quot; (NLP) AND OFFERED INSTRUCTION IN MANDARIN CHINESE, JAPANESE, HINDI-URDU, PERSIAN, SWAHILI, AND BRAZILIAN PORTUGUESE. ITS PURPOSE WAS TO LAY A FOUNDATION OF ORAL COMPETENCE IN THE LANGUAGES ROUGHLY EQUIVALENT TO THE BEGINNING THREE TERMS OF FORMAL INSTRUCTION ELSEWHERE. STUDENTS WHO ACQUIRED THIS BASIC COMPETENCE WOULD THEN BE ENCOURAGED TO CONTINUE THEIR LANGUAGE STUDY AT AN INSTITUTION WHERE FORMAL INSTRUCTION COULD BE OFFERED. DURING 5 QUARTERS, 23 CAREFULLY SCREENED STUDENTS PARTICIPATED IN THE PROGRAM BY TAKING, FOR REGULAR ACADEMIC CREDIT, FROM 2 TO 4 QUARTERS  OF ONE OF THE LANGUAGES OFFERED. WORKING AT THEIR OWN SPEED WITH COMMERCIALLY AVAILABLE MATERIALS AND WITH FOREIGN STUDENTS (ACTING AS PRONUNCIATION DRILL MASTERS, NOT AS INSTRUCTORS), THESE STUDENTS CONSISTENTLY DEMONSTRATED THEIR ABILITY TO KEEP UP WITH FIRST- AND SECOND-YEAR SPOKEN LANGUAGE CLASSES TAUGHT BY LIVE INSTRUCTORS ELSEWHERE. SELF-INSTRUCTION IN THE WRITING SYSTEMS OF THE LANGUAGES ALSO YIELDED SATISFACTORY RESULTS, BUT PRIMARY EMPHASIS CONTINUED TO BE PLACED ON LISTENING COMPREHENSION AND SPEAKING. REFER TO ED 010 402 FOR A MANUAL PREPARED FOR DIRECTORS OF SELF-INSTRUCTIONAL LANGUAGE PROGRAMS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010401</dc:identifier>
<dc:title>EXPERIMENTATION WITH TAPED MATERIALS AND NATIVE INFORMANTS TO DEVELOP FOR SMALL COLLEGES SOME PROGRAMS OF INDEPENDENT STUDY IN THE NEGLECTED LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:creator scheme='personal author'>BOYD-BOWMAN, PETER</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>Neglected Language Program</eric:keywords>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kalamazoo Coll., MI.</dc:creator>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INSTRUCTIONAL MANUAL WAS PREPARED FOR COLLEGE ADMINISTRATORS WHO WISH TO ESTABLISH AUTOINSTRUCTIONAL PROGRAMS IN LANGUAGES NOT OFFERED IN THE REGULAR CLASS SCHEDULES OF THEIR INSTITUTIONS. SUCH PROGRAMS WOULD EMPHASIZE INDEPENDENT STUDY WITH COMMERCIALLY AVAILABLE TEXTS AND TAPE RECORDINGS, AND PRONUNCIATION DRILLS SUPERVISED BY NATIVE SPEAKERS (FOREIGN STUDENTS). OVERALL EMPHASIS WOULD BE PLACED ON LISTENING COMPREHENSION AND SPEAKING, WITH SECONDARY IMPORTANCE GIVEN TO WRITING. FIVE SUCH LANGUAGE PROGRAMS WERE SET UP AND EVALUATED FOR FIVE ACADEMIC QUARTERS AT KALAMAZOO COLLEGE IN MICHIGAN. AN EVALUATION OF THIS &amp;quot;NEGLECTED LANGUAGE PROGRAM&amp;quot; (NLP) CAN BE FOUND IN ED 010 401. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010402</dc:identifier>
<dc:title>SELF-INSTRUCTION IN THE NON-WESTERN LANGUAGES--A MANUAL FOR PROGRAM DIRECTORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Identification</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>COFFEY, JOHN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Battelle Memorial Inst., Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A METHOD FOR IDENTIFYING VOCATIONAL SKILLS REQUIRED FOR MACHINE TRADES WAS REPORTED. STANDARDIZED PROCEDURES FOR IDENTIFYING SKILLS AND FOR ANALYZING VOCATIONAL CONTENT INFORMATION WERE DEVELOPED FOR APPLICATION TO AREAS OF VOCATIONAL EDUCATION. PROCEDURAL DEVELOPMENTS INCLUDED (1) SKILLS DEFINITION AND SCOPE, (2) A LITERATURE SEARCH, (3) METHOD DEVELOPMENT, (4) METHOD APPLICATION, AND (5) CONFERENCES, WORKSHOPS, AND INTERVIEWS WITH VOCATIONAL EDUCATORS. A FLOW CHART WITH VOCATIONAL SKILL DESCRIPTIONS, CONTENT INFORMATION, AND MEASURING INSTRUMENTS WAS INCLUDED IN THE REPORT. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010403</dc:identifier>
<dc:title>EVALUATING THE EFFICIENCY AND EFFECTIVENESS OF SELF-INSTRUCTIONAL METHODS FOR SELECTED AREAS OF VOCATIONAL EDUCATION--PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>HENDERSON, EDMUND H.</dc:creator>
<dc:creator scheme='personal author'>LONG, BARBARA H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEWARK</eric:keywords>
<eric:keywords>DELAWARE</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>READING DECISIONS TEST</eric:keywords>
<eric:keywords_geo>Delaware</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Delaware Univ., Newark.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN &amp;quot;READING DECISIONS&amp;quot; AND EACH OF THE FOLLOWING VARIABLES WAS INVESTIGATED--(1) READING ACHIEVEMENT NOT RELATED TO INTELLIGENCE, (2) INDEPENDENT MEASURES OF ORIGINALITY AND OPINION FORMATION, AND (3) THE PERSONALITY CHARACTERISTICS OF INDEPENDENCE, INDIVIDUALISM, AND SELF-ESTEEM. THE TERM &amp;quot;READING DECISIONS&amp;quot; WAS USED TO DENOTE INDIVIDUAL STUDENT RECOGNITIONS OF THE POSSIBILITY OF DIVERGENT PLOT OUTCOMES AT THE BEGINNING AND AT THE MIDPOINT OF A STORY. IN THIS STUDY, MEASURED &amp;quot;RECOGNITIONS OF POSSIBILITIES&amp;quot; WERE OBTAINED FROM A SAMPLE OF HIGH-ABILITY FIFTH-GRADE STUDENTS, BEFORE AND DURING THEIR READING OF A SHORT STORY. NO SIGNIFICANT RELATIONSHIPS WERE FOUND BETWEEN THE STUDENTS&apos;&amp;quot;READING DECISIONS&amp;quot; AND THE VARIABLES OF ORIGINALITY, OPINION FORMATION, OR  PERSONALITY CHARACTERISTICS. SOME SIGNIFICANT INTERACTIONS, HOWEVER, WERE FOUND BETWEEN CERTAIN ASPECTS OF &amp;quot;READING DECISIONS&amp;quot; AND READING ACHIEVEMENT CORRECTED FOR IQ. THIS FINDING WAS REPLICATED USING A LARGER SAMPLE POPULATION. IN A MAJOR BYPRODUCT OF THIS STUDY, THE INVESTIGATORS WERE ABLE TO RELATE SEVERAL MEASURES OF SELF-CONCEPT TO READING ACHIEVEMENT RELATIVE TO ARITHMETIC. THOSE STUDENTS WITH HIGH READING ACHIEVEMENT SCORES (RELATIVE TO READING ACHIEVEMENT CORRECTED FOR ARITHMETIC) SHOWED BETTER SOCIAL ORIENTATIONS AND APPEARED TO DISCRIMINATE THEMSELVES AS BEING BOTH DIFFERENT AND COMPLEX. GIRLS WITH HIGH READING ACHIEVEMENT SCORES WERE SIGNIFICANTLY HIGHER IN SELF-ESTEEM THAN WERE BOYS WITH HIGH READING ACHIEVEMENT SCORES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010404</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF READING-THINKING PATTERNS AMONG CHILDREN OF VARYING ABILITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Involvement</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:creator scheme='personal author'>RHEA, BUFORD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords>Massachusetts (Chestnut Hill)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Coll., Chestnut Hill, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS FROM TWO HIGH SCHOOLS WERE SURVEYED TO GATHER INFORMATION ABOUT ALIENATION AND INVOLVEMENT IN SCHOOL. A LITERATURE SEARCH REVEALED A VERY LIMITED NUMBER OF STUDIES ON THE SUBJECT. BOTH TAPE-RECORDED INTERVIEWS AND QUESTIONNAIRES WERE USED FOR DATA COLLECTION. QUESTIONNAIRES USED WERE (1) FILL-IN, MULTIPLE CHOICE, AND FORCED CHOICE ITEMS, (2) LETTER GRADING OF SCHOOL CHARACTERISTICS, AND (3) A NUMERICALLY SCALED AGREEMENT-DISAGREEMENT FORM. THE FINDINGS INDICATED NO EVIDENCE OF ANY LARGE-SCALE ALIENATION. STUDENTS APPEARED TO VALUE THEIR EDUCATION, HOWEVER, PRIMARILY IN TERMS OF INSTRUMENTAL PERFORMANCE AT THE EXPENSE OF SUBSTANTIVE INVOLVEMENTS. AN ACCEPTANCE OF THE EDUCATIONAL ENVIRONMENT WAS OBSERVED, BUT WITH A PREEMINENT DESIRE FOR GETTING THROUGH SCHOOL AND FOR  GOING ON TO COLLEGE. LITTLE INTEREST WAS EXPRESSED FOR SOCIOLOGICAL EXPERIENCES WHICH THE HIGH SCHOOL CURRICULUM PRESUMABLY COULD AFFORD. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010405</dc:identifier>
<dc:title>MEASURES OF CHILD INVOLVEMENT AND ALIENATION FROM THE SCHOOL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>130</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Creative Development</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Participant Observation</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Self Expression</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:creator scheme='personal author'>BRESSLER, MARVIN</dc:creator>
<dc:creator scheme='personal author'>WILCOX, PRESTON</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Princeton Univ., NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER PROGRAM WAS CONDUCTED FOR DISADVANTAGED YOUTHS TO ENGAGE IN ACTIVITIES OF CREATIVE THINKING AND EXPRESSION, WIDE EXPLORATION, FREE QUESTIONING, AND SELF-ESTEEM DEVELOPMENT. FORTY HIGH SCHOOL SOPHOMORE BOYS (PREDOMINATELY NEGRO) WERE COUNSELED, GUIDED, AND INSTRUCTED IN SUCH SUBJECT AREAS AS LITERATURE, SCIENCE, AND ART. THE RESEARCH METHOD EMPLOYED WAS PARTICIPANT-OBSERVATION, SUPPLEMENTED BY RECORD EXAMINATIONS AND SPECIALLY DEVISED SURVEYS. A POST-ANALYSIS SUGGESTED THAT MANY OF THE STUDENT PARTICIPANTS EXHIBITED INCREASED ACADEMIC PROFICIENCY, BETTER ATTITUDES TOWARD LEARNING, AND GREATER PARTICIPATION IN SCHOOL AND COMMUNITY ACTIVITIES. INDICATIONS WERE THAT A SIMILAR PROGRAM MIGHT BE ADVANTAGEOUSLY ADOPTED IN MANY GEOGRAPHICAL AREAS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010406</dc:identifier>
<dc:title>PARTICIPANT-OBSERVATIONAL STUDY OF THE PRINCETON SUMMER STUDIES PROGRAM FOR ENVIRONMENTALLY DEPRIVED HIGH SCHOOL BOYS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Medical Evaluation</dc:subject>
<dc:subject>Physiology</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>CHAMBERS, ALMA C.</dc:creator>
<dc:creator scheme='personal author'>HOPKINS, KENNETH D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>Multiple Affect Adjective Checklist</eric:keywords>
<eric:keywords>MANIFEST ANXIETY SCALE</eric:keywords>
<eric:keywords>S R Inventory of Anxiousness (Endler et al)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>Sarason Test Anxiety Scale</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_test>Manifest Anxiety Scale</eric:keywords_test>
<eric:keywords_test>Sarason Test Anxiety Scale</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University of Southern California, Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPERIMENTS WERE CONDUCTED TO DETERMINE THE EXTENT TO WHICH (1) EXPERIMENTALLY INDUCED ANXIETY INFLUENCES ABILITY TEST PERFORMANCE AND (2) THE VARIOUS PHYSIOLOGICAL AND PSYCHOLOGICAL MEASURES OF ANXIETY ARE RELATED. HIGH SCHOOL SENIORS WERE ADMINISTERED THE FOLLOWING MEASURES OF ANXIETY--(1) S-R INVENTORY OF ANXIOUSNESS, (2) AFFECT ADJECTIVE CHECKLIST, (3) TEST ANXIETY SCALE, AND (4) BENDIG&apos;S SHORT FORM OF THE MANIFEST ANXIETY SCALE. THE 100 PARTICIPANTS WERE ASSIGNED AT RANDOM TO 1 OF 5 TREATMENT GROUPS (3 EXPERIMENTAL, 2 CONTROL), AND STRATIFIED BY SEX AND PROFICIENCY LEVEL. THE EXPERIMENTAL GROUPS RECEIVED ANXIETY-REDUCING, NEUTRAL, OR ANXIETY-PRODUCING INSTRUCTIONS BY TAPE RECORDER BEFORE BEING ADMINISTERED AN ACADEMIC ABILITY TEST. WHILE SUBJECTS WERE PERFORMING ON THE TEST  THEIR RESPIRATION RATE AND DEPTH, HEART BEAT RATE, GALVANIC SKIN RESPONSE, SYSTOLIC AND DIASTOLIC BLOOD PRESSURE, PULSE PRESSURE, AND ORAL, FACE, AND FINGER TEMPERATURES WERE TAKEN. ONE CONTROL GROUP WAS USED TO RECORD PHYSIOLOGICAL MEASURES DURING READINGS OF A SCHOOL TEXT INSTEAD OF TAKING A TEST. OTHER CONTROL SUBJECTS TOOK THE TEST, BUT NO PHYSIOLOGICAL MEASURES WERE TAKEN UNTIL THE TEST WAS COMPLETED. RESULTING DATA WERE ANALYZED. ONE OF THE PRINCIPAL FINDINGS WAS THAT EITHER ANXIETY WAS NOT A HINDRANCE TO TEST PERFORMANCE WITHIN THE LIMITS OF THIS STUDY, OR TEST ANXIETY WAS NOT MEASURED SUFFICIENTLY BY THE PHYSIOLOGICAL RESPONSES OBTAINED. IN ADDITION, THE VARIOUS PHYSIOLOGICAL AND PSYCHOLOGICAL MEASURES WERE ESSENTIALLY UNCORRELATED. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010407</dc:identifier>
<dc:title>ANXIETY, PHYSIOLOGICALLY AND PSYCHOLOGICALLY MEASURED, AND ITS CONSEQUENCES ON MENTAL TEST PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>379</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Journalism</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>Public Opinion</dc:subject>
<dc:creator scheme='personal author'>WALLACE, JAMES M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN TWO LIBERAL JOURNALS AND THE INSTITUTIONS AND PERSONNEL OF FORMAL EDUCATION WAS STUDIED. &amp;quot;THE NATION&amp;quot; AND &amp;quot;NEW REPUBLIC&amp;quot; WERE SELECTED AS BEING INFLUENTIALLY REPRESENTATIVE OF INTELLECTUAL AMERICAN LIBERALISM DURING THE 20TH CENTURY. STANDARD TECHNIQUES OF HISTORICAL RESEARCH WERE EMPLOYED. RELEVANT SOURCES IN POLITICAL, SOCIAL, INTELLECTUAL, EDUCATIONAL, AND JOURNALISTIC HISTORY WERE EXAMINED. EDITORIALS, ARTICLES, BOOK REVIEWS, AND LETTERS IN THE TWO JOURNALS FROM 1914 TO 1941 WERE READ AND ANALYZED. INTERVIEWS WITH SEVERAL OF THE EDITORS AND WRITERS WERE ALSO CONDUCTED. THE CONCLUSIONS INDICATED THAT (1) THE JOURNALS SERVED AS A COMMON MEETING GROUND FOR POLITICAL LIBERALS AND PROGRESSIVE EDUCATORS, (2) THE LIBERAL CONSENSUS NOTED ON EDUCATION SEEMED  TO BE MORE FIRMLY GROUNDED THAN THAT IN MOST OTHER AREAS OF THOUGHT, AND (3) THE EDUCATIONAL MATERIAL IN THE JOURNALS HAD AN IMPACT AT LEAST ON THE THINKING OF CERTAIN ARTICULATE LIBERALS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010409</dc:identifier>
<dc:title>LIBERAL JOURNALISM AND AMERICAN EDUCATION, 1914-1941.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>391</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>History</dc:subject>
<dc:subject>Public Education</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>CALLAHAN, RAYMOND E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Graduate Inst. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE REPORT COVERED TWO SUBJECT AREAS--(1) THE HISTORY OF CITY SCHOOL ADMINISTRATION FROM ITS BEGINNING TO 1900 WITH SPECIAL EMPHASIS ON THE SUPERINTENDENT OF SCHOOLS AND (2) THE CHANGING CONCEPTIONS OF THE SUPERINTENDENCY IN PUBLIC EDUCATION, 1865 TO 1966. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010410</dc:identifier>
<dc:title>THE SUPERINTENDENT OF SCHOOLS--A HISTORICAL ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>232</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Development</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:creator scheme='personal author'>BOOTH, ALAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEBRASKA</eric:keywords>
<eric:keywords_geo>Nebraska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH ON PROFESSIONAL EDUCATORS ATTEMPTED TO EXPLORE HOW PROFESSIONAL ASSOCIATION MEMBERS LEARN ABOUT PROGRAMS DESIGNED TO INCREASE THEIR COMPETENCE AND HOW FACTORS RELATED TO THE WAYS IN WHICH THEY LEARN ABOUT THE PROGRAMS INFLUENCE THEIR DECISIONS TO PARTICIPATE. THE CONCEPT OF &amp;quot;DIFFUSION OF INNOVATIONS&amp;quot; WAS THE FRAMEWORK IN WHICH THE SUBJECTS WERE STUDIED. DATA WERE OBTAINED BY MAILED QUESTIONNAIRES SENT TO THE MEMBERS OF SIX OCCUPATIONALLY RELATED, VOLUNTARY ORGANIZATIONS THAT COSPONSOR EDUCATIONAL PROGRAMS. THE RESULTS DEALT WITH THE FOLLOWING COMPONENTS OF THE DIFFUSION PROCESS--TIME OF ADOPTION, THE DIFFUSED ITEM, UNIT OF ADOPTION, CHANNELS OF COMMUNICATION, THE SOCIAL STRUCTURE, AND THE VALUES OF THE SYSTEM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010411</dc:identifier>
<dc:title>FACTORS WHICH INFLUENCE PARTICIPATION IN ADULT EDUCATION CONFERENCES AND PROGRAMS BY MEMBERS OF PROFESSIONAL ASSOCIATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:creator scheme='personal author'>PHELPS, ROGER P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONFERENCE PRESENTATIONS AND PRODUCTIVE CONFERENCE INTERACTION BETWEEN STATE SUPERVISORS OF MUSIC AND DELEGATES FROM STATES WITHOUT A STATE SUPERVISOR WERE REPORTED. FOR THE STATE SUPERVISORS, THERE WERE CONFERENCE SESSIONS DEVOTED TO &amp;quot;IMPROVING THE EFFECTIVENESS OF THE OFFICE OF STATE MUSIC SUPERVISOR.&amp;quot; SUGGESTIONS WERE ALSO OFFERED TO DELEGATES FROM STATES WITHOUT A STATE MUSIC SUPERVISOR. THERE WERE JOINT MEETINGS TO DELINEATE SOME OF THE NEWER CURRICULUM DEVELOPMENTS IN MUSIC. FINALLY, RESEARCH OPPORTUNITIES OF GENERAL AND SPECIFIC NATURES WERE RELATED. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010412</dc:identifier>
<dc:title>NATIONAL CONFERENCE TO IMPROVE THE EFFECTIVENESS OF STATE SUPERVISION OF MUSIC.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>HORNYAK, R. ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cincinnati)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cincinnati Univ., OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TWO-PART STUDY OF THE AESTHETIC ATTITUDES OF STUDENTS TOWARD CONTEMPORARY MUSIC WAS CONDUCTED. PART 1 SURVEYED THE AUDIENCES AT SIX CONCERTS TO FIND A PATTERN OF ATTITUDES BY (1) STYLISTIC CHARACTERISTICS OF THE MUSIC, (2) AGE AND EDUCATIONAL ATTAINMENT OF THE AUDITORS, (3) MUSICAL BACKGROUND, AND (4) SOCIOECONOMIC BACKGROUND. PART 2 DREW UPON A SAMPLE OF 1,300 STUDENTS FROM GRADES 4 THROUGH 12. AN EXPERIMENTAL DESIGN WAS ESTABLISHED IN THIS PHASE WHICH PERMITTED ANALYSIS OF THE TRAINING RECEIVED PRIOR TO ATTENDING A SPECIAL CONCERT BY A WOODWIND QUINTET. A RATING SCALE, DESIGNED TO REFLECT PREFERENCE ATTITUDES, WAS CONSTRUCTED AND ADMINISTERED. OTHER INSTRUMENTS WERE DEVELOPED, INCLUDING A QUESTIONNAIRE FOR CLASSIFICATION OF THE VARIABLES. AN OVERALL CONCLUSION INDICATED THAT  AESTHETIC ATTITUDES ARE DEVELOPED, IN PART, AS A RESULT OF THE NATURE AND EXTENT OF THE AUDITOR&apos;S UNDERSTANDING OF THE MUSICAL ART. A SUMMARY OF THE STUDY IS IN ED 010 414. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010413</dc:identifier>
<dc:title>AN ANALYSIS OF STUDENT ATTITUDES TOWARD CONTEMPORARY AMERICAN MUSIC. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>679</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>HORNYAK, R. ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>Ohio (Cincinnati)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cincinnati)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cincinnati Univ., OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMARY WAS PREPARED OF A TWO-PART STUDY OF THE AESTHETIC ATTITUDES OF STUDENTS TOWARDS CONTEMPORARY MUSIC. PART 1 SURVEYED THE AUDIENCES AT SIX CONCERTS TO FIND A PATTERN OF ATTITUDES BY (1) STYLISTIC CHARACTERISTICS OF THE MUSIC, (2) AGE AND EDUCATIONAL ATTAINMENT OF THE AUDITORS, (3) MUSICAL BACKGROUND, AND (4) SOCIOECONOMIC BACKGROUND. PART 2 DREW UPON A SAMPLE OF 1,300 STUDENTS FROM GRADES 4 THROUGH 12. AN EXPERIMENTAL DESIGN WAS ESTABLISHED IN THIS PHASE WHICH PERMITTED ANALYSIS OF THE TRAINING RECEIVED PRIOR TO ATTENDING A SPECIAL CONCERT BY A WOODWIND QUINTET. A RATING SCALE, DESIGNED TO REFLECT PREFERENCE ATTITUDES, WAS CONSTRUCTED AND ADMINISTERED. OTHER INSTRUMENTS WERE DEVELOPED, INCLUDING A QUESTIONNAIRE FOR CLASSIFICATION OF THE VARIABLES. AN OVERALL CONCLUSION  INDICATED THAT AESTHETIC ATTITUDES ARE DEVELOPED, IN PART, AS A RESULT OF THE NATURE AND EXTENT OF THE AUDITOR&apos;S UNDERSTANDING OF THE MUSICAL ART. THE FINAL REPORT WAS ASSIGNED ACCESSION NUMBER ED 010 413. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010414</dc:identifier>
<dc:title>AN ANALYSIS OF STUDENT ATTITUDES TOWARDS CONTEMPORARY AMERICAN MUSIC. SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>BALL, RUBY C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (New Haven)</eric:keywords>
<eric:keywords>Spontaneous Divergent Academic Test (Ball)</eric:keywords>
<eric:keywords>Incomplete Figures Test (Francks)</eric:keywords>
<eric:keywords>Drawing Stimulus Strategy Measure (Ball)</eric:keywords>
<eric:keywords>Personality Completion Test (Ball)</eric:keywords>
<eric:keywords>SELF DESCRIPTIVE EXPLORATORY RESEARCH INVENTORY</eric:keywords>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Connecticut State Coll., New Haven.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TESTS ON CREATIVE PERSONALITY WERE STUDIED AND VALIDATED. THE FIVE TESTS CONSIDERED APPROACHED THE PROBLEM OF CREATIVITY MEASUREMENT IN DIFFERING WAYS. TWO WERE CHOSEN FROM PUBLISHED LITERATURE--(1) &amp;quot;SELF-DESCRIPTIVE EXPLORATORY RESEARCH INVENTORY,&amp;quot; AND (2) &amp;quot;INCOMPLETE FIGURES TEST.&amp;quot; THREE WERE ADAPTED OR DEVISED BY THE INVESTIGATOR--(1) &amp;quot;PERSONALITY COMPLETION TEST,&amp;quot; (2) &amp;quot;SPONTANEOUS, DIVERGENT, AND ACADEMIC (SDA)-2,&amp;quot; AND (3) &amp;quot;DRAWING-STIMULUS STRATEGY MEASURE.&amp;quot; THE TESTING POPULATION REPRESENTED NEARLY 200 STUDENTS IN THE STATE COLLEGES OF CONNECTICUT, ART MAJORS OR ELEMENTARY EDUCATION MAJORS WHO HAD TAKEN COURSES IN ART. THE MOST OBJECTIVE AND DISCRIMINATING INSTRUMENT FOR CREATIVE TRAITS APPEARED TO BE THE &amp;quot;PERSONALITY COMPLETION TEST,&amp;quot; A VERBAL STIMULUS TEST INVOLVING  SENTENCE COMPLETIONS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010415</dc:identifier>
<dc:title>TESTING FOR CREATIVE TRAITS OF COLLEGE STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Activities</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Art Expression</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>ASKIN, WALTER M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>England (London)</eric:keywords>
<eric:keywords>UNITED KINGDOM</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>United Kingdom</eric:keywords_geo>
<eric:keywords_geo>United Kingdom (London)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SELECTED ART SCHOOLS AND COLLEGES IN ENGLAND, SCOTLAND, AND NORTHERN IRELAND WERE SURVEYED TO DETERMINE THEIR CURRENT TEACHING APPROACHES TO IMAGERY. DATA COLLECTION INVOLVED (1) PERSONAL VISITS, (2) DISCUSSIONS WITH STUDENTS, STAFF, AND ADMINISTRATORS, (3) AN EXTENSIVE EXAMINATION OF WORKS OF ART BY STUDENTS AND ARTIST-TEACHERS, AND (4) A REVIEW OF THE GENERAL ART SCENE. FINDINGS REVEALED THAT MANY PROGRAMS IN BRITISH INSTITUTIONS, RESPONSIBLE FOR DEVELOPING ARTISTS, BRING THE PROFESSIONAL ART WORLD IN CLOSE CONJUNCTION WITH THE STUDIO CLASSROOM. IT WAS CONCLUDED THAT THE GENERAL CHARACTER OF IDEA PRESENTATIONS IN BRITISH ART SCHOOLS WAS HELPFUL TO THE STUDENT IN HIS USE OF IMAGERY. THESE RECOMMENDATIONS WERE MADE--(1) INSTRUCTIONAL PROJECTS IN ART SHOULD ENCOURAGE THE  EXPLORATION OF IMAGES AS A PART OF A TOTAL PICTORIAL CONCEPT, RATHER THAN AS ISOLATED ELEMENTS, AND (2) SUCH PROJECTS SHOULD PROMPT THE STUDENT TO RELY ON HIS DIRECT EXPERIENCE AND RESEARCH. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010416</dc:identifier>
<dc:title>A SURVEY OF CURRENT TEACHING APPROACHES TO IMAGE MAKING IN THE ART SCHOOL OF BRITAIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Liberal Arts</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>LEFFIN, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SCOPE AND EFFECT OF GENERAL ART OFFERINGS, DESIGNED FOR NONPROFESSIONAL STUDENTS OF ART, WERE STUDIED TO IDENTIFY CURRENT PRACTICES IN ART INSTRUCTION AS A PHASE OF LIBERAL EDUCATION. DATA WERE COLLECTED VIA SCHOOL BROCHURES, COURSE OUTLINES, AND ATTITUDE/OPINION POLLS AMONG DEPARTMENT HEADS, STAFF MEMBERS, AND STUDENTS AT INDIVIDUAL SCHOOLS. USING THESE DATA, THE INVESTIGATOR CONDUCTED A COMPARATIVE SURVEY. THE RESULTS SHOWED MANY VARYING COURSE APPROACHES AMONG INSTITUTIONAL GROUPS AND EVEN WITHIN MANY OF THE INDIVIDUAL SCHOOLS, INDICATING A LACK OF COMMUNICATION AMONG SCHOOL FACULTIES AND AN APPARENT FACULTY UNAWARENESS OF THE AUDIENCE THE GENERAL ART COURSE IS TO SERVE. A FUTURE MEETING OF REPRESENTATIVE STAFF MEMBERS OF THE COOPERATING INSTITUTIONS WAS RECOMMENDED. THE  MEETING&apos;S PURPOSE WOULD BE TO DISCUSS CURRENT PROGRAMS IN GENERAL ART FOR THE CONTRIBUTIONS EACH INSTITUTION COULD MAKE, AND TO WORK TOWARD A SATISFACTORY DEFINITION OF WHAT CONSTITUTES A WELL-DESIGNED ART COURSE FOR THE GENERAL AUDIENCE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010417</dc:identifier>
<dc:title>A COMPARATIVE STUDY OF GENERAL ART OFFERINGS IN UNIVERSITY OF WISCONSIN EXTENSION CENTERS, STATE UNIVERSITIES, AND VOCATIONAL SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>99</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Clothing Instruction</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquent Behavior</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Physical Characteristics</dc:subject>
<dc:creator scheme='personal author'>COMPTON, NORMA H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Utah (Logan)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah State Univ., Logan.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PHYSICAL AND PERSONALITY CHARACTERISTICS WERE EXAMINED IN RELATION TO CLOTHING CHOICES IN AN EFFORT TO MORE FULLY UNDERSTAND THE REASONS BEHIND THE PERSONAL BEHAVIORAL AND SOCIAL ADJUSTMENT PROBLEMS OF DELINQUENT GIRLS. AN EXPERIMENTAL GROUP OF 22 DELINQUENT GIRLS AND A CONTROL GROUP OF THE SAME NUMBER OF NONDELINQUENTS (MATCHED TO AGE, IQ, AND ECONOMIC AND ETHNIC BACKGROUND) WERE SET UP FOR COMPARISONS AMONG THE FOLLOWING MEASUREMENTS--(1) BODILY CONSTITUTION, (2) RORSCHACH FACTORS (BODY-IMAGE AND PERSONALITY), (3) PERCEPTUAL CHARACTERISTICS, AND (4) CLOTHING FABRIC AND DRESS STYLE PREFERENCES. COMPARATIVE DATA REVEALED THAT THE DELINQUENT GIRLS IN THIS STUDY DIFFERED FROM NONDELINQUENTS IN PHYSICAL CHARACTERISTICS (LARGER WEIGHT/HEIGHT AND BUST). IN ADDITION, THESE PHYSICAL  CHARACTERISTICS APPEARED TO BE (1) RELATED TO SEVERAL PERSONALITY VARIABLES AS MEASURED BY RORSCHACH TESTS AND (2) PROJECTED IN PREFERENCES FOR CLOTHING COLOR IN FABRIC CHOICE. THE INVESTIGATOR NOTED THAT DELINQUENT GIRLS APPEARED TO PREFER WARM COLORS, WEAK CONTRASTS, AND LARGE DESIGNS IN CHOOSING THEIR CLOTHING FABRIC, AND IMMODEST AND FEMININE STYLES OF DRESS. IN CONTRAST, NONDELINQUENTS PREFERRED COOL COLORS, STRONG CONTRASTS, AND SMALL DESIGNS, AND MODEST AND MORE MASCULINE DRESS STYLES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010418</dc:identifier>
<dc:title>PERSONALITY FACTORS WHICH INFLUENCE CLOTHING FABRIC SELECTION BY DELINQUENT GIRLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Black Teachers</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>WATKINS, J. FOSTER</dc:creator>
<dc:type></dc:type>
<eric:keywords>Alabama (Auburn)</eric:keywords>
<eric:keywords>ALABAMA</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Auburn Univ., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PUBLIC SCHOOL PRINCIPAL&apos;S LEADERSHIP POSITION WAS THE MAIN FOCUS OF THIS STUDY OF THE RELATIONSHIP BETWEEN THE PSYCHOLOGICAL DISTANCE CONCEPT OF FIEDLER AND THE ORGANIZATIONAL CLIMATE OF HAPLIN AND CROFT. THE ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE (OCDQ) AND THE ASSUMED SIMILARITY OF OPPOSITES SCALES (ASO) WERE ADMINISTERED TO A SAMPLE OF 48 PRINCIPALS AND 1,188 PROFESSIONAL STAFF MEMBERS FROM 31 WHITE AND 17 NEGRO SCHOOLS. THE PRINCIPALS RESPONDED TO BOTH INSTRUMENTS, WHILE THE STAFF MEMBERS WERE REQUESTED TO RESPOND ONLY TO THE OCDQ. ANALYSES OF THE DATA INDICATED THAT (1) A NEGATIVE RELATIONSHIP EXISTS BETWEEN (A) THE ASO CONCEPT (PSYCHOLOGICAL DISTANCE) OF THE SCHOOL PRINCIPALS AND (B) THE OPENNESS OF THE ORGANIZATIONAL CLIMATE OF THE SCHOOLS, THE MORALE OF THE  PROFESSIONAL STAFFS, AND THE AUTHENTICITY OF THE SCHOOL PRINCIPAL BEHAVIORS, ALL MEASURED BY THE OCDQ, (2) THE ASO AND OCDQ ARE NOT MEASURES OF SIMILAR CHARACTERISTICS OF ALOOFNESS IN PRINCIPAL BEHAVIOR, (3) NEGRO STAFFS PERCEIVE THEIR SCHOOLS TO BE MORE CLOSED IN THEIR ORGANIZATIONAL CLIMATE, AND (4) PRINCIPALS PERCEIVE THE CLIMATES TO BE MORE OPEN THAN DO THEIR STAFF MEMBERS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010419</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN THE PRINCIPAL AND HIS PROFESSIONAL STAFF IN THE PUBLIC SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>190</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>KIM, SHARON</dc:creator>
<dc:creator scheme='personal author'>LETON, DONALD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Hawaii (Honolulu)</eric:keywords>
<eric:keywords>HAWAII</eric:keywords>
<eric:keywords_geo>Hawaii</eric:keywords_geo>
<eric:keywords_geo>Hawaii (Honolulu)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hawaii Univ., Honolulu. Education Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CERTAIN TYPES OF INTELLECTUAL ABILITIES WHICH DEFINE THE MATHEMATICAL APTITUDES OF NINTH-GRADE STUDENTS AND WHICH RELATE TO ACHIEVEMENT IN SPECIFIC MATHEMATICS COURSES WERE DEFINED AND EVALUATED. ANALYSES OF VARIANCE AND COVARIANCE INDICATED THE RANGE OF VARIATION IN EIGHT TEST SCORE DISTRIBUTIONS OF VERBAL AND MATHEMATICAL APTITUDES AMONG FIVE SEPARATE GROUPS OF NINTH-GRADE STUDENTS. FACTOR ANALYSES SUPPORTED THE MAIN HYPOTHESIS THAT MATHEMATICAL ABILITY IS COMPRISED OF A NUMBER OF APTITUDES AND NOT SIMPLY A UNITARY TRAIT. FINDINGS SHOWED THAT THE NATURE OF MATHEMATICAL APTITUDES AS SPECIFIC AND INDEPENDENT TRAITS OR AS CORRELATED TRAITS WAS STILL UNDETERMINED AND WOULD REQUIRE FURTHER RESEARCH. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010420</dc:identifier>
<dc:title>ANALYSIS OF MATHEMATICAL ABILITIES REQUIRED FOR SUCCESS IN NINTH-GRADE MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Telecourses</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>ALDRIDGE, BILL G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint Louis Junior Coll. District, Ferguson, MO. Florissant Valley Community Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SYSTEMATIC USE OF MOTIVATING MATERIALS WAS DEVELOPED AND EVALUATED THROUGH THE TECHNICAL DEVELOPMENT OF A VIDEO-SOUND SYSTEM FOR PROVIDING PROGRAMED TELEVISION TO INDIVIDUAL STUDENTS. FIVE PHYSICS PROGRAMS WERE DEVELOPED AND RECORDED ON VIDEOTAPE. EACH OF THE FIVE PROGRAMS HAD SEQUENCES PRECEDING IT WHICH WERE DESIGNED TO MOTIVATE THE STUDENT TO LEARN THE SUBSEQUENT MATERIAL. EACH STUDENT TOOK TWO PROGRAMS--MOTIVATED AND UNMOTIVATED. THE RESULTS SHOWED NO SIGNIFICANT DIFFERENCE IN ACHIEVEMENT BETWEEN MOTIVATED AND UNMOTIVATED PROGRAMS. IT WAS RECOMMENDED THAT FURTHER STUDIES BE CARRIED OUT USING MOTIVATING MATERIALS OVER EXTENDED PERIODS OF TIME IN CONVENTIONAL INSTRUCTIONAL PROGRAMS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010421</dc:identifier>
<dc:title>MOTIVATION AND LEARNING--A COMPARATIVE STUDY OF PROGRAMS PRESENTED BY VIDEO TAPE WITH AND WITHOUT MOTIVATING MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Land Use</dc:subject>
<dc:subject>Public Policy</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Funds</dc:subject>
<dc:creator scheme='personal author'>COLE, STANLEY M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE ON THE QUESTION OF SELLING OR RETAINING, UNDER LEASE, PUBLIC SCHOOL LANDS TO DERIVE THE MAXIMUM, LONG-TERM REVENUE YIELD TO THE COLORADO PUBLIC SCHOOL FUND. FINDINGS SUPPORTED THOSE OF THE 1960 STATE LEGISLATIVE COUNCIL WHICH CONCLUDED THAT RETENTION OF PUBLIC SCHOOL LANDS WAS WISER THAN SALE OF THE LANDS. IN ADDITION, FINDINGS SHOWED THAT WIDE-SCALE CONDEMNATIONS OF PUBLIC SCHOOL LANDS BY GOVERNMENTAL AGENCIES, OTHER THAN EDUCATIONAL DEPARTMENTS, SHOULD BE DISCOURAGED. THE IMPLICATION WAS THAT FURTHER STUDY MUST BE MADE INTO THE AREAS SURROUNDING LAND MANAGEMENT WITH REFERENCE TO THE RETENTION OF PUBLIC SCHOOL LANDS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010422</dc:identifier>
<dc:title>RELATIVE MERITS OF THE SALE OR RETENTION UNDER LEASE OF PUBLIC SCHOOL LANDS IN COLORADO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>264</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Medical Students</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Specialization</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, DAVID P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Strong Vocational Interest Blank</eric:keywords>
<eric:keywords>Medical Specialist Preference Blank</eric:keywords>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:keywords_test>Strong Vocational Interest Blank</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RETESTING WAS MADE OF THE RELATIONSHIP BETWEEN MEASURED INTERESTS AND THE SELECTION OF A MEDICAL SPECIALTY. SPECIFICALLY, THE RESEARCH REPORTED HERE ATTEMPTED TO DETERMINE WHY THE STRONG VOCATIONAL INTEREST BLANK (SVIB) AND THE MEDICAL SPECIALIST PREFERENCE BLANK (MSPB) SCALES FAIL TO PREDICT EVENTUAL MEDICAL SPECIALTY. ALL OF THE ANALYSES OF AN EARLIER STUDY (STRONG AND TUCKER, 1952) WERE REDONE. ONE CONCLUSION WAS FOUND TO BE IDENTICAL TO AN ORIGINAL STRONG-TUCKER FINDING, NAMELY, THAT THE SCALES COULD NOT BE USED TO PREDICT EVENTUAL MEDICAL SPECIALTY. WHILE THE MEDICAL SPECIALIST SCALE WAS FOUND TO BE VALID AMONG SPECIALISTS WHO HAD ALREADY CHOSEN A CAREER, IT WAS SUGGESTED THAT THE SCALE NOT BE USED FOR COUNSELING. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010423</dc:identifier>
<dc:title>RE-ANALYSIS OF STRONG&apos;S INTEREST DATA FROM MEDICAL SPECIALISTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>FADER, DANIEL N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM DESIGNED TO BETTER MOTIVATE AVERAGE STUDENTS IN READING AND WRITING WAS ADDED TO THE CURRICULUM OF A JUNIOR HIGH SCHOOL. BASED ON SATURATION AND DIFFUSION OF MATERIALS, THE PROGRAM UTILIZED SUCH MATERIALS AS JOURNALS, NEWSPAPERS, MAGAZINES, AND THEME WRITING IN ACADEMIC CLASSROOMS OTHER THAN ENGLISH. THE OUTCOME WAS GREATER MOTIVATION ON THE PART OF THE STUDENT PARTICIPANTS, AND SEVERAL IMPLICATIONS WERE APPARENT. CONCLUSIONS WERE THAT THE APPROACH TO LITERATURE BE SOCIAL RATHER THAN LITERARY, THAT ENGLISH TEACHERS HAVE WIDER LATITUDE IN THE SELECTION AND CREATION OF MATERIALS, AND THAT LANGUAGE SKILLS BE TAUGHT THROUGH ORGANIC RATHER THAN MECHANICAL MEANS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010424</dc:identifier>
<dc:title>ENGLISH FOR RELUCTANT LEARNERS, GRADES 7-9, ENGLISH IN EVERY CLASSROOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Citizen Participation</dc:subject>
<dc:subject>Citizen Role</dc:subject>
<dc:subject>Citizenship</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>TUMIN, MELVIN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Princeton Univ., NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIABLES THAT MEDIATE THE INFLUENCES OF EDUCATION UPON A RANGE OF SOCIAL BEHAVIOR OF CITIZENS WERE IDENTIFIED. ORIENTATIONS TOWARD TIME, SELF, AND SOCIETY PROVIDED INITIAL FOCAL POINTS FOR THE DEVELOPMENT OF A MODEL FOR THE ANALYSIS OF THE RELATIONSHIP BETWEEN CITIZENSHIP AND EDUCATION. FOUR MAJOR CONSIDERATIONS REGARDING THE MODEL WERE FORMULATED--(1) &amp;quot;DIVERSITY OF GOALS,&amp;quot; (2) &amp;quot;IDEAL VERSUS ACTUAL GOALS,&amp;quot; (3) &amp;quot;PROBLEMS OF CROSS-CULTURAL COMPARABILITY,&amp;quot; AND (4) &amp;quot;VARIATIONS IN GOAL CHOICE AMONG NATIONS.&amp;quot; (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010425</dc:identifier>
<dc:title>AN INVENTORY OF RESEARCH AND THEORY REGARDING THE RELATIONSHIP BETWEEN EDUCATION AND CITIZENSHIP.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Appreciation</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>College Curriculum</dc:subject>
<dc:subject>Graphic Arts</dc:subject>
<dc:subject>Liberal Arts</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>GRIMES, JAMES W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>Ohio (Granville)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Denison Univ., Granville, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VISUAL ARTS DEPARTMENTS OF 53 SMALL, MIDWESTERN LIBERAL ARTS COLLEGES WERE SURVEYED TO DETERMINE BASIC RESEARCH NEEDS FOR BETTER DEFINING THE DEVELOPMENTAL ROLE OF THE VISUAL ARTS IN THE SMALL COLLEGE CURRICULUM. OF THE TOTAL SAMPLE OF COLLEGES, 47 HAD 2 TO 4 FACULTY MEMBERS IN THE VISUAL ARTS, AND THE REMAINING 6 AVERAGED OVER 5 STAFF MEMBERS. NO VISUAL ARTS MAJORS WERE OFFERED IN 15 PERCENT OF THESE COLLEGES. THE ART MAJORS (INCLUDING CERAMICS, DESIGN, PAINTING, PRINTMAKING, AND SCULPTURE) WERE OFFERED IN 75 PERCENT OF THE SAMPLE COLLEGES, SOMETIMES ALONE BUT MORE FREQUENTLY WITH ART EDUCATION OR ART HISTORY. MAJORS OFFERED IN ART APPRECIATION OR MUSEUM EXHIBITING WERE FEW. THE CONFLICT BETWEEN THE ACADEMIC AND THE CREATIVE EDUCATIONAL POINTS OF VIEW AND THE CONFLICT  BETWEEN THE NEED FOR ART APPRECIATION EDUCATION AND THE DESIRE TO TRAIN PROFESSIONAL ARTISTS WERE THE TWO MOST BASIC CONFLICTS FOUND AS A RESULT OF THE STUDY. THE RECOMMENDATION WAS MADE THAT A &amp;quot;NATIONAL LIBERAL ARTS COLLEGE ASSOCIATION IN THE VISUAL ARTS&amp;quot; BE ESTABLISED TO (1) DEVELOP EDUCATIONAL STANDARDS AND OBJECTIVES, (2) COORDINATE RESEARCH IN THE DIVISIONAL PROBLEMS OF THE VISUAL ARTS, (3) EXPLORE EXPERIMENTAL MODELS FOR VISUAL ARTS DEPARTMENTS, (4) ASSIST IN THE DEVELOPMENT OF CONSORTIA, AND (5) PARTICIPATE IN A NATIONAL STUDY OF THE NEEDS FOR VISUAL ARTS EDUCATION. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010426</dc:identifier>
<dc:title>A SURVEY OF RESEARCH NEEDS OF THE VISUAL ARTS DEPARTMENTS OF SMALL LIBERAL ARTS COLLEGES IN OHIO AND THE MIDWEST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Cultural Context</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>School Culture</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>HAMATY, GEORGE G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INFLUENCE OF SCHOOL CULTURES (CONVENTIONAL, WORK, AND IMPULSE EXPRESSION) ON SELECTED PUPIL AND TEACHER BEHAVIOR VARIABLES WAS STUDIED. THE VARIABLES INCLUDED PUPIL ACHIEVEMENT, TEACHER AND PUPIL ABSENTEEISM, AND TEACHER TURNOVER. ALSO STUDIED WAS THE SOCIOECONOMIC LEVEL OF SCHOOL NEIGHBORHOODS AS RELATED TO SCHOOL CULTURE. TEACHERS AND PUPILS OF 40 SCHOOLS IN A LARGE URBAN SCHOOL SYSTEM SERVED AS THE SAMPLE. THE INSTRUMENTS EMPLOYED IN THE STUDY INCLUDED (1) THE ACTIVITIES INDEX AND THE ORGANIZATIONAL CLIMATE INDEX FOR TEACHER RESPONSE, (2) THE IOWA TESTS OF BASIC SKILLS AND OF EDUCATIONAL DEVELOPMENT FOR PUPIL RESPONSE, AND (3) A SOCIOECONOMIC AREAS INDEX. THE CONCLUSIONS WERE THAT (1) THE SOCIOECONOMIC LEVEL OF THE SCHOOL NEIGHBORHOOD DOES NOT AFFECT THE CULTURE OF THE  SCHOOL, AND (2) RELATIONSHIPS BETWEEN PUPIL-TEACHER BEHAVIORS AND SCHOOL CULTURE WERE NEGLIGIBLE IN ALL CASES EXCEPT FOR PUPIL ABSENTEEISM. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010427</dc:identifier>
<dc:title>SOME BEHAVIORAL CORRELATES OF ORGANIZATIONAL CLIMATES AND CULTURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>210</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bus Transportation</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Programing Problems</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:creator scheme='personal author'>ISAACS, ALAN S.</dc:creator>
<dc:creator scheme='personal author'>SIMON, MURRAY</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rockland Community Coll., Suffern, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INVESTIGATION AND RESEARCH FOR AN AUTOMATED, BUS UTILIZATION AND SCHEDULING SYSTEM WAS REPORTED. THE DEVELOPMENT OF THIS SYSTEM WOULD INVOLVE (1) PROGRAM DESIGN AND COMPUTER SELECTION, (2) CODING OF THE SUPERVISOR PROGRAM AND RELATED PROGRAMS, (3) PROGRAM CHECKOUT, (4) DATA CONVERSION, (5) SYSTEM VERIFICATION, AND (6) FINAL DOCUMENTATION, INCLUDING DETAILED PROGRAM DOCUMENTS AND THE USER&apos;S MANUAL PRESENTING SYSTEM CONCEPTS, MACHINE SPECIFICATIONS, AND OPERATIONAL PROCEDURES. A SYSTEM DESIGN AND OPERATIONAL PROGRAM FLOW WAS INCORPORATED IN THE REPORT. THE PROJECT WAS NOT COMPLETED BECAUSE OF INSUFFICIENT TIME. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010428</dc:identifier>
<dc:title>THE ANALYSIS AND DEVELOPMENT OF A SEMI-AUTOMATED BUS UTILIZATION SCHEDULING SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>163</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>JULSON, EARL E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A WORKSHOP FOR SUPERVISING-TEACHERS WAS ORGANIZED TO PLAN, EXPLORE, AND INNOVATE A MORE COMPLETE PROGRAM IN AGRICULTURAL EDUCATION. THE WORKSHOP ALSO INCLUDED DISCUSSION OF ESSENTIAL PHASES OF THE OFF-FARM AGRICULTURAL OCCUPATIONS AS THEY APPLY TO THE PREPARATION OF STUDENT TEACHERS. THIS REPORT INCLUDED (1) A LIST OF PARTICIPANTS FROM 11 WESTERN STATES, (2) THE WORKSHOP PROGRAM, (3) THE KEYNOTE ADDRESS, (4) A SUMMARY OF GENERAL PROGRAM ASPECTS, (5) RESULTS OF THE &amp;quot;BRAINSTORMING&amp;quot; SESSION ON EFFECTIVE WAYS AND MEANS OF SOLVING PROBLEMS, (6) COMMITTEE REPORTS AND SUPPLEMENTS, AND (7) WORKSHOP EVALUATIONS AND RECOMMENDATIONS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010429</dc:identifier>
<dc:title>WORKSHOP FOR SUPERVISING TEACHERS IN AGRICULTURAL OCCUPATIONS FROM ELEVEN WESTERN STATES HELD AT COLORADO STATE UNIVERSITY AUGUST 1-5, 1966, SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Electromechanical Aids</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Union Members</dc:subject>
<dc:creator scheme='personal author'>KOPAS, JOSEPH S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>Ohio (Cleveland)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Negro American Labor Council, Cleveland, OH. Region 4.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SECTION OF A JOB TRAINING PROGRAM CONSISTING OF THIRTY 10-HOUR JOB INSTRUCTION CURRICULUM MODULES WAS DEVELOPED FOR UPDATING AND UPGRADING THE TECHNICAL SKILLS OF ELECTRICAL MAINTENANCE EMPLOYEES. THIS JOB TRAINING PROGRAM WAS TRIED OUT IN CLASSES CONSISTING OF MAINTENANCE EMPLOYEES OF THE ELECTRICAL DEPARTMENTS IN A STEEL COMPANY. MEMBERS OF THE CLASSES WERE DIVIDED INTO 2 GROUPS OF 20 EACH. HALF OF THE TRAINEES IN EACH GROUP WAS LOANED AN ELECTRONIC TUTOR TO USE AT HOME. THE OTHER HALF STUDIED TEXT MATERIAL IN A NORMAL WAY WITHOUT ELECTRONIC TUTORS. A TEST WAS PREPARED AND USED AS PRETEST AND POST-TEST TO MEASURE THE MASTERY OF THE SUBJECT MATTER COVERED IN THE 30 CURRICULUM UNITS. THE CONCLUSIONS INDICATED THAT TRAINEES WHO HAD ELECTRONIC TUTORS ACHIEVED HIGHER ON ALL  MEASURES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010430</dc:identifier>
<dc:title>A CURRICULUM DEVELOPMENT STUDY OF THE EFFECTIVENESS OF UPGRADING THE TECHNICAL SKILLS OF EDUCATIONALLY DISADVANTAGED UNION MEMBERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Role</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquency Causes</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Family Role</dc:subject>
<dc:subject>Family Status</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>School Involvement</dc:subject>
<dc:subject>School Responsibility</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Youth Problems</dc:subject>
<dc:creator scheme='personal author'>DAILEY, JOHN T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF VARIOUS ANTIDELINQUENCY SCHOOL PROGRAMS WAS STUDIED USING A SAMPLE OF 1,634 YOUTHS, 17 YEARS OF AGE. EIGHTY PERCENT OF THE SAMPLE WERE YOUTHS REFERRED TO JUVENILE COURT IN 1964-65, AND 20 PERCENT WERE WITHOUT COURT RECORDS. DATA ABOUT THESE YOUTHS WERE OBTAINED FROM SCHOOL RECORDS. INFORMATION FROM THE 1960 CENSUS ABOUT NEIGHBORHOOD FACTORS WAS ADDED. THE SCHOOL AND COMMUNITY FACTORS MOST PREDICTIVE OF DELINQUENCY RATE WERE (1) SCHOOL READING LEVEL, (2) YEARS OF EDUCATION OF ADULT POPULATION, AND (3) PROPORTION OF ADULT POPULATION WITH INCOME ABOVE $2,000. FINDINGS SHOWED THAT SUCCESS OF A SCHOOL WAS PROPORTIONAL TO THE TYPES OF FAMILIES IT SERVED, ALMOST REGARDLESS OF SUCH FACTORS AS SCHOOL SIZE, AGE OF BUILDING, PER PUPIL EXPENDITURE, OVERCROWDING, OR CLASS SIZE.  IN THOSE AREAS WHERE FAMILIES WERE ASSIMILATING THEIR CHILDREN INTO MODERN ORGANIZED SOCIETY, INCLUDING SOME PREDOMINANTLY NEGRO NEIGHBORHOODS, PERFORMANCE IN SCHOOL WAS GOOD AND JUVENILE CRIME WAS MINIMAL. SCHOOLS PLAYED THEIR MOST IMPORTANT PART IN DELINQUENCY PREVENTION WITH THEIR REGULAR ACADEMIC PROGRAMS, AS THE BEST WAY TO REDUCE DELINQUENCY WAS TO REDUCE THE NUMBER OF STUDENTS WHO FAILED TO READ ADEQUATELY IN ELEMENTARY SCHOOL. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010431</dc:identifier>
<dc:title>EVALUATION OF THE CONTRIBUTION OF SPECIAL PROGRAMS IN THE WASHINGTON, D.C., SCHOOLS TO THE PREDICTION AND PREVENTION OF DELINQUENCY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Systems Concepts</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>ELLIS, ALLAN B.</dc:creator>
<dc:creator scheme='personal author'>WETHERELL, CHARLES B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR STUDENT ACCESS TO A COMPUTER FACILITY, THE REASONING BEHIND THIS NEED, AND A GENERAL DESCRIPTION OF THE EQUIPMENT REQUIRED WAS REPORTED IN THIS TECHNICAL MEMORANDUM. THE NEED FOR THE DEVELOPMENT OF AN INFORMATION SYSTEM FOR CAREER CHOICE WAS PRESENTED. DISCUSSIONS OF RESEARCH INTENTIONS INCLUDED (1) A MODEL OF DECISION-MAKING, (2) THE BASIC COMPONENTS OF SYSTEM DEVELOPMENT, (3) RELEVANT COMPUTER PROGRAMS, (4) COMPUTER HARDWARE CONFIGURATIONS, AND (5) THE STAGES OF DEVELOPMENT ACTIVITY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010432</dc:identifier>
<dc:title>THE COMPUTER AND CAREER DECISIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Science Programs</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ZIOL, FRANK J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Pasadena)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Pasadena)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pasadena City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTITUTE WAS CONDUCTED TO ASSIST IN THE DEVELOPMENT OF KNOWLEDGES AND SKILLS ESSENTIAL FOR TEACHING SPECIALIZED TECHNICAL COURSES. THE PARTICIPANTS WERE 16 TEACHERS IN THE TECHNICAL-VOCATIONAL AREA OF INSTRUMENTATION. THE ACTIVITY INCLUDED LECTURE AND DISCUSSION, DEMONSTRATION, LABORATORY WORK, AND FIELD TRIPS. THE SCOPE OF THE PROGRAM INCLUDED MATHEMATICS, PHYSICS, ELECTRONICS, MECHANICAL MEASURING PRINCIPLES, AND INSTRUMENT SHOP PRACTICES. THE INVESTIGATOR CONCLUDED THAT THE PROGRAM ADEQUATELY MET THE NEEDS OF THE PARTICIPANTS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010433</dc:identifier>
<dc:title>AN EIGHT WEEK SUMMER INSTITUTE TRAINING PROGRAM TO TRAIN INSTRUCTORS OF INSTRUMENTATION TECHNOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>WEINSTEIN, PAUL A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRESS WAS REPORTED ON AN ANALYTICAL SURVEY EFFORT OF THE HISTORICAL IMPLICATIONS OF OCCUPATIONAL CROSSOVER AND MOBILITY BETWEEN MILITARY AND CIVILIAN LIFE. TENTATIVE CONCLUSIONS WERE DRAWN ON THE RESPONSIBILITY OF THE U.S. MILITARY SERVICE PROGRAM FOR (1) OFFERING TRAINING IN INTERESTING AND TRANSFERABLE JOB SKILLS AND (2) PROVIDING GOVERNMENT-FINANCED PUBLIC EDUCATION PROGRAMS FOR QUALIFIED PERSONNEL. LAW ENFORCEMENT AND HEALTH SERVICE OCCUPATIONS WERE DESCRIBED AS TWO OF THE MANY POTENTIAL AREAS WHERE OCCUPATIONAL CROSSOVER COULD BE EFFECTED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010434</dc:identifier>
<dc:title>MILITARY TRAINING TRANSFERABILITY STUDY, DECEMBER 15, 1966. QUARTERLY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Media Specialists</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>PAYNE, W. VINCENT</dc:creator>
<dc:creator scheme='personal author'>SHERARD, AUSTELL O.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tuskegee Inst., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-WEEK CONFERENCE WAS HELD TO STIMULATE INTEREST IN AND PROMOTE THE UTILIZATION OF NEW MEDIA THROUGH A SERIES OF ADDRESSES, DEMONSTRATIONS, DISCUSSIONS, AND SMALL-GROUP WORK SESSIONS. THESE ACTIVITIES WERE CARRIED OUT UNDER THE LEADERSHIP OF AUTHORITIES IN THE FIELDS OF AUDIOVISUAL EDUCATION AND COMMUNICATION THEORY. THE CONFERENCE PROGRAM WAS CONCERNED WITH EDUCATIONAL TELEVISION, PROGRAMED INSTRUCTION, 8 MM SINGLE-CONCEPT FILMS, FILMSTRIPS, TAPE RECORDINGS, SLIDES, OPAQUE PROJECTIONS, AND OVERHEAD TRANSPARENCIES. THE PARTICIPANTS WERE 47 REPRESENTATIVES OF STATE BOARDS, TEACHER EDUCATION PROGRAMS, AND RELATED AREAS. THE RESULTS INDICATED THAT (1) INTEREST IN THE FIELD HAD BEEN STIMULATED AND (2) AN AWARENESS OF NEW MEDIA AVAILABILITY AND VALUE HAD BEEN DEVELOPED.  (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010435</dc:identifier>
<dc:title>CONFERENCE FOR VOCATIONAL TEACHER EDUCATORS ON NEW MEDIA OF INSTRUCTION. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Department Heads</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>HOVENIER, PETER J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF FEEDBACK OF ACTUAL AND IDEAL BEHAVIOR RATINGS BY HIGH SCHOOL TEACHERS ON THEIR DEPARTMENT CHAIRMEN WAS STUDIED. IT WAS HYPOTHESIZED THAT SUCH INFORMATION WOULD INFLUENCE THE BEHAVIOR OF DEPARTMENT CHAIRMEN IN WHAT THEIR TEACHERS DESCRIBED AS A DESIRABLE DIRECTION. THE VARIOUS REQUIREMENTS OF THE EXPERIMENT WERE COMPLETED BY 208 SOCIAL STUDIES DEPARTMENT CHAIRMEN AND APPROXIMATELY 2,300 SOCIAL STUDIES TEACHERS. THE TEACHERS RATED THEIR CHAIRMEN ON 10 ITEMS OF BEHAVIOR. A BOOKLET PROVIDED THE FEEDBACK TO THE CHAIRMEN OF THE ACTUAL AND IDEAL RATINGS. THE CHAIRMEN WERE RANDOMLY ASSIGNED TO THREE GROUPS--(1) A PRETEST, IMMEDIATE FEEDBACK, AND POST-TEST EXPERIMENTAL GROUP, (2) A PRE- AND POST-TEST CONTROL GROUP, AND (3) A POST-TEST ONLY CONTROL GROUP. THE DATA SUGGESTED  THAT THE ROLE OF CHAIRMEN WAS ILL-DEFINED AND THAT THE CHAIRMEN DESIRED TO BE MORE PROFESSIONALLY INVOLVED THAN CONDITIONS ALLOWED. RESULTS SHOWED THAT THE TOTAL EFFECT OF FEEDBACK ON SOCIAL STUDIES CHAIRMEN WAS LESS SIGNIFICANT THAN EXPECTED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010436</dc:identifier>
<dc:title>CHANGING THE BEHAVIOR OF SOCIAL STUDIES DEPARTMENT HEADS THROUGH THE USE OF FEEDBACK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>240</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Individual Counseling</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:creator scheme='personal author'>SNELLGROVE, CHARLES E., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SIMULATION OF A DESIRABLE COUNSELING PROCESS WITH EMPHASIS ON SYSTEMATIC COUNSELOR REINFORCEMENT OF NEGATIVE SELF-REFERENCE STATEMENTS BY STUDENTS WAS REPORTED. THE OBJECTIVE WAS TO DEMONSTRATE THAT DEFINITE MEASURABLE COUNSELING PROCEDURES COULD BE EXPERIMENTALLY TESTED AND HAVE PRACTICAL CONSEQUENCES. THE VERBAL OPERANT CONDITIONING PARADIGM WAS EMPLOYED IN AN ATTEMPT TO ANSWER SEVERAL QUESTIONS--(1) CAN THE FREQUENCY OF NEGATIVE SELF-REFERENCE STATEMENTS BE MODIFIED BY VERBAL REINFORCEMENT IN A QUASI-COUNSELING SITUATION, (2) WILL SCHEDULES OF REINFORCEMENT PRODUCE DIFFERENT EFFECTS, AND (3) WOULD SUBJECTS RESPOND DIFFERENTLY TO THE SAME SCHEDULE OF REINFORCEMENT. A FUNCTIONAL RESEARCH DESIGN PERMITTED A FOCUS ON INDIVIDUAL BEHAVIOR OF SUBJECTS. RESULTS AFTER 3 MONTHS  INDICATED THAT REFLECTION (PARAPHRASING) WAS NOT A REINFORCING STIMULUS WHEN MADE CONTINGENT UPON A NEGATIVE SELF-REFERENCE. IT WAS SHOWN THAT COUNSELOR REFLECTION OF NEGATIVE STATEMENTS HAD NO UNDESIRABLE EFFECT AND SEEMED TO CONTRIBUTE TO A DECLINE OF SUCH STATEMENTS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010437</dc:identifier>
<dc:title>THE EFFECTS OF COUNSELOR REINFORCEMENT ON A STUDENT&apos;S NEGATIVE RESPONSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Employment Services</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Persistence</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>FUCHEL, JUDITH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FOUR-PART LONGITUDINAL INVESTIGATION WAS REPORTED OF TEACHING PERSISTENCE OF CERTAIN COLLEGE GRADUATES BASED ON FOUR FOLLOWUP QUESTIONNAIRES. THE SPECIFIC OBJECTIVES OF THIS STUDY WERE TO CONTINUE THE SEARCH FOR (1) REASONS WHY TEACHERS LEAVE CLASSROOM SERVICE AND (2) SUGGESTIONS THAT MIGHT BRING PREMATURELY RETIRED TEACHERS BACK TO TEACHING. SUBJECTS WERE ASKED TO GIVE REASONS FOR PERSISTENCE IN TEACHING, AND FINDINGS SHOWED THAT (1) FINANCIAL STATUS WAS RELATED TO PERSISTENCE, (2) THE HUSBAND&apos;S ATTITUDE WAS NOT DECISIVE IN DETERMINING IF HIS WIFE CONTINUED TO TEACH, (3) THE PERSON&apos;S EXTENT OF INVOLVEMENT WITH HOME OR COMMUNITY WORK WAS RELATED TO NONPERSISTENCE, AND (4) MOST WOMEN ENTERED THE TEACHING PROFESSION BY DEFAULT. VARIOUS IMPLICATIONS ARISING FROM THE STUDY AND  POSSIBLE SOLUTIONS TO THE PROBLEM OF NONPERSISTENCE OF CLASSROOM TEACHERS WERE OFFERED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010438</dc:identifier>
<dc:title>MOTIVATIONAL FACTORS INFLUENCING PERSISTENCE IN TEACHING AS REVEALED BY INTERVIEWS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>162</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aggression</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Stimuli</dc:subject>
<dc:creator scheme='personal author'>ELLIS, DESMOND P.</dc:creator>
<dc:creator scheme='personal author'>HAMBLIN, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Social Science Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SYSTEMS OF EXCHANGE - USING THE EXTINCTION, DISTRACTION, AND SUBSTITUTION EFFECTS SYSTEMS - WERE IMPLEMENTED TO DECREASE AGGRESSION AND PROMOTE COOPERATION AND SCHOLARLY BEHAVIOR, THREE SYSTEMS WERE TESTED USING EXCHANGE THEORY AS A GUIDE. THE SUBJECTS WERE FIVE 4- AND 5-YEAR-OLD BOYS DIAGNOSED AS HYPERAGGRESSIVE. EXPERIMENTAL CONDITIONS INCLUDED (1) THREATS AND PUNISHMENT BY THE TEACHER TO LOWER THE RATE OF AGGRESSION, (2) IGNORING ACTS OF PROVOCATION AND NOT RECIPROCATING WITH ATTENTION, AND (3) RECIPROCATING WITH ATTENTION, APPROVAL, AND TOKENS. THE MEASUREMENT APPARATUS CONSISTED OF TWO UNITS--(1) AN ESTERLINE ANGUS EVENT RECORDER AND (2) AN OPERATING PANEL WITH 20 BUTTONS. DIRECT OBSERVATIONS WERE ALSO EMPLOYED. GENERALLY, THE RESULTS SUGGESTED THAT THE RATE OF AGGRESSION  WAS PROPORTIONAL TO THE REINFORCING VALUE OF THE TEACHER&apos;S RECIPROCATION IN THE EXCHANGES SHE ESTABLISHED IN THE CLASSROOM. CONCLUSIONS WERE THAT THE TEACHER&apos;S AUTHORITY IN THE CLASSROOM DEPENDED ENTIRELY ON WHAT SHE EXCHANGES AND HOW SHE LEARNS TO PROGRAM THOSE EXCHANGES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010439</dc:identifier>
<dc:title>PROGRAMED EXCHANGES AND THE CONTROL OF AGGRESSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Clothing Instruction</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:creator scheme='personal author'>HORN, FERN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN APPRAISAL WAS MADE OF THE CLOTHING INSTRUCTION AND CHILD DEVELOPMENT CURRICULUM RESOURCE MATERIALS DEVELOPED FOR USE BY SECONDARY HOME ECONOMICS TEACHERS. PROCEDURES INCLUDED (1) A TEACHER SURVEY OF THE USES MADE OF RESOURCES AND (2) A PUPIL SURVEY WITH SPECIALLY PREPARED TEST INSTRUMENTS TO DETERMINE IF THE OBJECTIVES OF THE CLASSROOMS, GRADES 7-12, WHERE THE RESOURCE MATERIALS WERE USED WERE BEING FULFILLED. APPROXIMATELY 600 TEACHERS AND 6,000 STUDENTS FROM A VARIETY OF COMMUNITIES IN MINNESOTA PARTICIPATED. FROM AN ANALYSIS OF THE RESULTING DATA, IT WAS APPARENT THAT STUDENT ACHIEVEMENT AND INTELLECT WERE HIGHLY CORRELATED WITH THE FUNCTIONAL USAGE OF RESOURCE MATERIALS, AS THE USE MADE WAS A SIGNIFICANT POSITIVE FACTOR IN MEAN TEST SCORES OBTAINED. IT WAS NOTED, HOWEVER  THAT MANY TEACHERS NEED HELP IN ORGANIZING THEIR CLASSROOMS TO ACCOMMODATE NEW INSTRUCTIONAL MATERIALS FOR CLOTHING AND CHILD DEVELOPMENT PROGRAMS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010440</dc:identifier>
<dc:title>APPRAISAL OF CURRICULUM MATERIALS DEVELOPED FOR USE BY SECONDARY HOME ECONOMICS TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>158</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Listening</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:creator scheme='personal author'>LOVITT, THOMAS C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>KANSAS</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas Univ., Lawrence. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH CONTAINED IN THIS REPORT INCLUDED TWO STUDIES--(1) OPERANT PREFERENCE FOR RATE OF NARRATION AND (2) ORAL READING, SILENT READING, AND SPEAKING RATES. THE FIRST STUDY WAS BASED ON A DOCTORAL DISSERTATION FOR WHICH OPERANT-CONDITIONING TECHNIQUES AND CONJUGATE REINFORCEMENT WERE APPLIED IN RECORDING PREFERENCES FOR NARRATIVE RATE. THE SAMPLE CONSISTED OF 10 NORMAL AND 10 RETARDED MALE SUBJECTS, RANGING IN AGE FROM 10 TO 14 YEARS. THE FINDINGS INDICATED THAT (1) FOR THE CONTINUOUS PRESENTATION OF STIMULI, SPECIFIC PREFERENCES PREVAILED FOR NARRATION AT A CERTAIN RATE AND (2) A DISCREPANCY MAY EXIST BETWEEN OPERANT AND VERBAL PREFERENCES. THE SECOND STUDY ASSESSED THE THREE ADDITIONAL COMMUNICATIVE ELEMENTS. THE SUBJECTS WERE 10 NORMAL AND 9 RETARDED MALES BETWEEN THE  AGES OF 10 AND 14 YEARS. THE FINDINGS INDICATED A LACK OF CONSISTENT PERFORMANCE BETWEEN AND AMONG GROUPS. IN ADDITION, EACH COMMUNICATIVE PARAMETER (READING, SPEAKING, AND LISTENING) WAS FOUND TO BE UNDER DIFFERENT STIMULUS CONTROL. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010441</dc:identifier>
<dc:title>STUDIES OF THE COMMUNICATION PROCESSES OF RETARDED AND NORMAL MALES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Discrimination</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Phonetic Analysis</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>LANE, HARLAN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FOUR STUDIES INCORPORATED IN THIS PROGRESS REPORT ATTEMPTED TO ANALYZE STABILIZED LANGUAGE PROCESSES AND TO EXAMINE THE COMPONENTS OF LANGUAGE PERFORMANCE, RANGING FROM SYSTEMATIC PHONETICS TO LOGICAL DISCOURSE. THE FIRST STUDY REPORTED WORK ON HUMAN AUDITORY SENSITIVITY AS A FUNCTION OF FREQUENCY AND INTENSITY. THE NEXT TWO STUDIES WERE ADDRESSED TO THE ANALYSIS OF LANGUAGE PROSODY, IN ONE CASE, NATIVE LANGUAGE, AND IN ANOTHER, PROSODY AS A SECOND LANGUAGE. THE LAST STUDY DEALT WITH A REFORMULATION OF THE AREA OF ATTITUDE CHANGE AND SELF-PERCEPTION. OTHER RESEARCH PROJECTS IN PROGRESS ARE DESCRIBED AT THE END OF THE REPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010442</dc:identifier>
<dc:title>STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR. PROGRESS REPORT NO. 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>450</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Museums</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Teacher Guidance</dc:subject>
<dc:creator scheme='personal author'>HAUSMAN, JEROME J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COOPERATIVE, 6-WEEK SUMMER INSTITUTE WAS CONDUCTED AT THE NATIONAL GALLERY OF ART TO DEMONSTRATE SOME OF THE SPECIFIC WAYS THAT MUSEUM RESOURCES COULD BE USED TO IMPROVE THE TEACHING OF ART IN SECONDARY SCHOOLS. THE PROGRAM CONSISTED OF A COURSE IN THE HISTORY OF ART AND WORKSHOPS IN (1) MATERIALS AND TECHNIQUES OF PAINTING, (2) TECHNIQUES IN DEVELOPING AUDIOVISUAL INSTRUCTIONAL AIDS, AND (3) METHODS OF CONDUCTING GALLERY TOURS. THIRTY-NINE PARTICIPATING ART TEACHERS DEVELOPED TEACHING PLANS AND MATERIALS THAT WERE THEN UTILIZED IN THEIR RESPECTIVE SCHOOL SYSTEMS. THESE PLANS CONSTITUTED MODELS OF HOW A PARTICULAR GROUP OF TEACHERS WERE ABLE TO EXPAND THE CONTENT OF THEIR TEACHING. THE EVALUATION OF THE PROGRAM HAD IMPLICATIONS FOR FUTURE EFFORTS INVOLVING MUSEUM AND ART  EDUCATION PERSONNEL. THE REPORT CALLED ATTENTION TO SUCH FACTORS AS THE SELECTION AND ORIENTATION OF PARTICIPANTS, THE IDENTIFICATION AND ORGANIZATION OF PROGRAM CONTENT, AND THE NEED FOR CONTINUED INVOLVEMENT OF MUSEUMS IN EDUCATIONAL PROBLEMS OF ART INSTRUCTION. RECOMMENDATIONS DEALT WITH THE NEED TO ESTABLISH COGNITIVE LEARNING PROCESSES THAT WILL ENHANCE CAPACITIES TO UNDERSTAND AND APPRECIATE WORKS OF ART. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010443</dc:identifier>
<dc:title>THE MUSEUM AND THE ART TEACHER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:creator scheme='personal author'>BAHL, KALI C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONSTITUENT STRUCTURE OF HINDI WAS FORMULATED TO ACCOUNT FOR THE PHENOMENA OF COMPOUND AND CONJUNCT VERBS IN THE LANGUAGE. THE TRADITIONAL CLASS OF CONJUNCT VERBS OR THE COMPOUND VERBS, CONSISTING OF NOUN OR ADJECTIVE PLUS VERB, WAS REINTERPRETED IN THIS ANALYSIS. THE FOUR SECTIONS OF THE TEXT DEALT WITH (1) THE SUBJECT-PREDICATE KERNEL SENTENCE, INCLUDING THE NECESSARY EXPANSIONS AS WELL AS TRANSFORMATIONS OF ITS CONSTITUENTS, (2) SUBJECT AND OBJECT CONSTITUENTS AND THE RULES OF CONCORD BETWEEN THEM AND THE VERB, (3) VERB SEQUENCES OF VARIOUS SORTS, AND (4) VERBAL ENDINGS AND THEIR TRANSFORMATIONS. THE APPENDIXES INCLUDED GLOSSES IN ENGLISH, A STUDY IN THE ANALYSIS OF THE HINDI VERB, AND THE GRAMMATICAL CATEGORIES OF THE HINDI VERB. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010444</dc:identifier>
<dc:title>A STUDY IN THE ANALYSIS OF THE HINDI VERB.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Books</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:creator scheme='personal author'>MCCORMACK, W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MATERIALS IN THIS REPORT WERE COMPILED FOR USE AS INSTRUCTIONAL AIDS IN A TWO-SEMESTER COURSE IN ELEMENTARY HINDI, THE PRIMARY LANGUAGE OF INDIA. THE COMPILATION IS PRESENTED IN PRELIMINARY FORM AS ITS PRACTICAL USEFULNESS IN A CLASSROOM SITUATION WAS UNKNOWN AT THE TIME OF REPORTING. MATERIALS INCLUDE (1) CONVERSATIONAL UNITS ADAPTED FROM HENRY HOENIGSWALD&apos;S &amp;quot;SPOKEN HINDUSTANI,&amp;quot; (2) 11 CONVERSATIONS BASED ON INDIAN CULTURAL SITUATIONS, AND (3) GLOSSARIES TO 10 SELECTED READINGS IN HINDI SCHOOLBOOKS, AVAILABLE IN THE MEMORIAL LIBRARY OF THE UNIVERSITY OF WISCONSIN. (SEE ALSO ED 010 445.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010446</dc:identifier>
<dc:title>COURSE MATERIALS FOR ELEMENTARY INTENSIVE HINDI. VOLUME II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>412</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Urdu</dc:subject>
<dc:creator scheme='personal author'>GUMPERZ, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Monterey Park)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Inst. of International Studies.</dc:creator>
<dc:creator scheme='institution'>International Communications Foundation, Monterey Park, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS VOLUME 1, PART 1 OF A TWO-VOLUME TEXT IN BASIC CONVERSATIONAL HINDI-URDU. TWO UNITS OF STUDY, EACH SUBDIVIDED INTO THREE CONVERSATIONS WITH ATTENDANT PRONUNCIATION AND GRAMMAR DRILLS ARE PROVIDED. CONVERSATION AND DRILL TECHNIQUES ARE COMBINED WITH COLOR SLIDE SEQUENCES PHOTOGRAPHED IN APPROPRIATE NATIVE LOCALES. THE ATTEMPT HERE IS TO ENHANCE THE LANGUAGE-LEARNING OF THE STUDENT BY REFERENCING SOCIAL, SITUATIONAL, AND LOCATIONAL CONTEXTS IN WHICH THE LANGUAGE IS ACTUALLY USED. (REFER TO ED 010 448 AND ED 010 449 FOR ADDITIONAL INFORMATION.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010447</dc:identifier>
<dc:title>CONVERSATIONAL HINDI-URDU, VOLUME 1, PART 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>220</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Urdu</dc:subject>
<dc:creator scheme='personal author'>GUMPERZ, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>California (Monterey Park)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Inst. of International Studies.</dc:creator>
<dc:creator scheme='institution'>International Communications Foundation, Monterey Park, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VOLUME 1, PART 2 OF A TWO-VOLUME TEXT IN BASIC CONVERSATIONAL HINDI-URDU CONSISTS OF TWO UNITS OF STUDY, EACH SUBDIVIDED INTO THREE CONVERSATIONS WITH ATTENDANT PRONUNCIATION AND GRAMMAR DRILLS. TWO PRECEDING UNITS OF STUDY WERE COVERED IN VOLUME 1, PART 1 (ED 010 447). A VOCABULARY GLOSSARY OF ALL FOUR UNITS OF VOLUME 1 APPEARS AT THE END OF THIS DOCUMENT. (REFER TO ED 010 449 FOR ADDITIONAL INFORMATION.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010448</dc:identifier>
<dc:title>CONVERSATIONAL HINDI-URDU, VOLUME 1, PART 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>195</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Hindi</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Urdu</dc:subject>
<dc:creator scheme='personal author'>GUMPERZ, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>California (Monterey Park)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Inst. of International Studies.</dc:creator>
<dc:creator scheme='institution'>International Communications Foundation, Monterey Park, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION CONTAINS SIX UNITS OF BASIC HINDI-URDU STUDY, EACH UNIT CONSISTING OF TWO CONVERSATIONS. THE CONVERSATIONS REPRESENT TYPES OF CASUAL ENCOUNTERS IN WHICH THE PARTICIPANTS ARE SOCIAL EQUALS, RANGING FROM CASUAL MEETINGS DURING TRAVEL AND TELEPHONE CONVERSATIONS TO INFORMAL &amp;quot;GET-TOGETHERS&amp;quot; AND SITUATIONS INVOLVING DISCUSSIONS OF MODERN POLITICAL AND SOCIAL LIFE OF LOCALES NATIVE TO THE LANGUAGE. A COMPLETE GLOSSARY OF VOCABULARY IS INCLUDED. (REFER TO ED 010 447 AND ED 010 448 FOR ADDITIONAL INFORMATION.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010449</dc:identifier>
<dc:title>CONVERSATIONAL HINDI-URDU, VOLUME 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>258</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiotape Recordings</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Hungarian</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>KOSKI, AUGUSTUS A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION COMPRISES VOLUME 1 OF A TWO-VOLUME INTRODUCTORY COURSE IN THE HUNGARIAN LANGUAGE. THE COURSE IS DESIGNED TO BE USED WITH TAPE RECORDINGS. THOUGH EMPHASIS IS PLACED ON GIVING THE STUDENT SPOKEN COMMAND OF THE LANGUAGE, BOTH THE VOCABULARY AND THE STRUCTURE NECESSARY FOR IMMEDIATE USE OF WRITTEN MATERIALS ARE INCLUDED. EACH LESSON UNIT INCLUDES (1) BASIC SENTENCES, (2) NOTES ON PRONUNCIATION AND GRAMMAR, AND (3) DRILLS. (FOR VOLUME 2 SEE ED 010 451.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010450</dc:identifier>
<dc:title>HUNGARIAN, BASIC COURSE. UNITS 1-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>281</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Intercultural Programs</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>International Education</dc:subject>
<dc:subject>International Relations</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, GEORGE E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords>CHINA</eric:keywords>
<eric:keywords>TAIWAN</eric:keywords>
<eric:keywords_geo>China</eric:keywords_geo>
<eric:keywords_geo>Taiwan</eric:keywords_geo>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., Seattle.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCHOLARS FROM THE UNITED STATES AND THE REPUBLIC OF CHINA MET TO DISCUSS INTELLECTUAL COOPERATION AND COMMUNICATION BETWEEN THE TWO COUNTRIES. CONFERENCE PARTICIPANTS (N 76) PLACED EMPHASIS ON THE UNITY OF KNOWLEDGE AND THE UNIVERSALIZATION OF DISCIPLINES. MAJOR RECOMMENDATIONS WERE--(1) MUTUAL AGREEMENT ON OBJECTIVES, ON THE APPROACH, AND ON THE CONCEPTS TO BE USED IN ALL INTELLECTUAL ENTERPRISES, (2) ACTIVE COOPERATION BETWEEN SCHOLARS OF DIFFERENT COUNTRIES IN JOINT RESEARCH ENTERPRISES ON A DISCIPLINARY AS WELL AS A MULTIDISCIPLINARY BASIS, (3) ACCEPTANCE BY THE UNIVERSITY COMMUNITY OF A FULL SHARE IN THE RESPONSIBILITY FOR INTERNATIONAL INTELLECTUAL COOPERATION, AND (4) ESTABLISHMENT OF SOME SORT OF ORGANIZATION IN EACH COUNTRY WHICH WILL REPRESENT AND BE RESPONSIBLE TO  ACADEMIC INSTITUTIONS IN ORDER TO CARRY OUT THE RESPONSIBILITY. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010453</dc:identifier>
<dc:title>SINO-AMERICAN CONFERENCE ON INTELLECTUAL COOPERATION, REPORT AND PROCEEDINGS, HELD AT THE UNIVERSITY OF WASHINGTON, JULY 10-15, 1960.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>332</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TEACHER&apos;S HANDBOOK IS FOR LANGUAGE LABORATORY INSTRUCTION IN MANDARIN CHINESE IN SECONDARY SCHOOLS. THE MATERIALS ARE PLANNED ACCORDING TO THE CHINESE CURRICULUM ADOPTED BY THE ADVISORY COMMITTEE ON CHINESE LANGUAGE INSTRUCTION IN CALIFORNIA PUBLIC SCHOOLS, AND CONSTITUTE THE FIRST LEVEL OF A 4-YEAR SEQUENCE TO BE USED BY NINTH-GRADE STUDENTS. FIFTEEN UNITS ARE PLANNED FOR TWO SEMESTERS&apos; INSTRUCTION. EACH UNIT CONSISTS OF (1) A BRIEF ENGLISH EXPLANATION OF THE SITUATION, (2) A CUE SHEET, (3) A DIALOG, (4) A SUMMARY OF THE CONTENTS OF THE UNIT, (5) THE SOUNDS, (6) VOCABULARY, (7) STRUCTURAL PATTERNS, (8) NOTES, (9) DRILLS OF FLUENCY, REPETITION, SUBSTITUTION, REPLACEMENT, RESPONSE, AND DIRECTED CONVERSATION, (10) DIALOG EXPANSION, (11) NARRATION, (12) RHYMES, AND (13)  PROGRESS EVALUATION. (FOR THE STUDENT&apos;S HANDBOOK SEE ED 010 455.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010454</dc:identifier>
<dc:title>CHINESE-MANDARIN FOR SECONDARY SCHOOL, PART 1--TEACHER&amp;apos;S HANDBOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>398</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDENT&apos;S HANDBOOK IS FOR LANGUAGE LABORATORY INSTRUCTION IN MANDARIN CHINESE IN SECONDARY SCHOOLS. THE MATERIAL CONSTITUTES THE FIRST LEVEL OF A 4-YEAR SEQUENCE TO BE USED BY NINTH-GRADE STUDENTS. FIFTEEN UNITS ARE PLANNED FOR TWO SEMESTERS&apos; INSTRUCTION. THIS TEXT CONSISTS OF (1) A BRIEF ENGLISH EXPLANATION OF THE SITUATION, (2) A CUE SHEET, (3) DIALOGS, (4) SUMMARY OF THE CONTENTS OF THE UNIT, (5) THE SOUNDS, (6) VOCABULARY, (7) STRUCTURAL PATTERNS, (8) NOTES, (9) DRILLS OF FLUENCY, REPETITION, SUBSTITUTION, REPLACEMENT, RESPONSE, AND DIRECTED CONVERSATION, (10) DIALOG EXPANSION, (11) NARRATION, (12) RHYMES, AND (13) PROGRESS EVALUATION. (FOR THE TEACHER&apos;S HANDBOOK SEE ED 010 454.) (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010455</dc:identifier>
<dc:title>CHINESE-MANDARIN FOR SECONDARY SCHOOL, PART 2--STUDENT&apos;S HANDBOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>153</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Indonesian</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject weight='MAJOR'>Translation</dc:subject>
<dc:creator scheme='personal author'>DYEN, ISIDORE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VOLUME 1 OF A 4-VOLUME WORK ON BEGINNING INDONESIAN CONTAINS THE FIRST 6 LESSONS OF A TOTAL OF 24. THESE SIX LESSONS PROVIDE DRILLS IN BASIC INDONESIAN SENTENCE PATTERNS INVOLVING THE USE OF TERMS OF ADDRESS, POLITE FORMULAS AND RESPONSES, AUXILIARIES, COMMANDS, AND ABSOLUTE EXPRESSIONS. RELATED REPORTS ARE ED 010 456 THROUGH ED 010 459. (GD) /BEGINNING INDONESIAN, VOLUME 1.</dc:description>
<dc:identifier scheme='eric_accno'>ED010456</dc:identifier>
<dc:title>BEGINNING INDONESIAN. VOLUME 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>128</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:08:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEMAY1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Indonesian</dc:subject>
<dc:subject weight='MAJOR'>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject weight='MAJOR'>Translation</dc:subject>
<dc:creator scheme='personal author'>DYEN, ISIDORE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VOLUME 2 OF A 4-VOLUME WORK ON BEGINNING INDONESIAN CONTAINS LESSONS 7-12 OF A TOTAL OF 24. THESE SIX LESSONS PROVIDE DRILLS IN BASIC INDONESIAN SENTENCE PATTERNS INVOLVING THE USE OF DIFFICULT VERBS, THE ACTIVE VOICE, INVERTED NARRATIVE CLAUSES, INTERROGATIVE WORDS, AND COUNTING METHODS. RELATED REPORTS ARE ED 010 456 THROUGH ED 010 459. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010457</dc:identifier>
<dc:title>BEGINNING INDONESIAN. VOLUME 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>159</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:08:14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEMAY1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Glossaries</dc:subject>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Indonesian</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject weight='MAJOR'>Translation</dc:subject>
<dc:creator scheme='personal author'>DYEN, ISIDORE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VOLUME 4 OF A 4-VOLUME WORK ON BEGINNING INDONESIAN CONTAINS LESSONS 19-24 OF A TOTAL OF 24. INCLUDED IN THIS FINAL VOLUME IS A GLOSSARY OF TERMS AND LESSONS WHICH PROVIDE DRILLS IN BASIC INDONESIAN SENTENCE PATTERNS INVOLVING THE USE OF FORMAL AND INFORMAL WORDS, ADJECTIVES, CLOSELY ASSOCIATED SECOND VERBS, COMPARATIVES, PREFIXES, AND SUFFIXES. RELATED REPORTS ARE ED 010 456 THROUGH ED 010 459. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010459</dc:identifier>
<dc:title>BEGINNING INDONESIAN. VOLUME 4 AND GLOSSARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>235</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:08:17</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEMAY1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:subject>Urdu</dc:subject>
<dc:creator scheme='personal author'>AZIM, ABDUL</dc:creator>
<dc:creator scheme='personal author'>KHAN, MASUD H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Inst. of International Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A READER IN MODERN URDU PROSE IS PROVIDED FOR STUDENTS WHO ALREADY HAVE A BASIC COMMAND OF PAKISTANI URDU GRAMMAR, SPEECH, AND ALPHABET. FIVE SHORT STORIES ARE INCLUDED. A BRIEF INTRODUCTION DEALING WITH EACH AUTHOR PRECEDES EACH SHORT STORY. TO FACILITATE TRANSLATION, EACH STORY IS PROVIDED WITH A GLOSSARY AND A SET OF NOTES EXPLAINING DIFFICULT IDIOMATIC CONSTRUCTIONS. DRILLS ARE ADDED TO PROVIDE PRACTICE IN WRITING AND IN CONVERSATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010461</dc:identifier>
<dc:title>A SECOND YEAR URDU READER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>205</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Yoruba</dc:subject>
<dc:creator scheme='personal author'>STEVICK, EARL W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BASIC COURSE IN YORUBA, A LANGUAGE OF WEST AFRICA, IS PROVIDED IN THIS TEXT. THE COURSE IS DESIGNED TO BE USED WITH TAPE RECORDINGS AND IS DIVIDED INTO THREE PARTS--(1) THREE SERIES OF TONE DRILLS WHICH CONCENTRATE ON THE TONE PATTERNS OF SHORT VOWELS IN SHORT UTTERANCES, THE TONE PATTERNS OF LONG OR DOUBLE VOWELS IN SHORT UTTERANCES, AND THE TONE PATTERNS OF LONGER UTTERANCES, (2) FOLLOWING THE TONE DRILLS IS A SERIES OF 49 LESSON UNITS, OF THESE THE FIRST 20 INTRODUCE AND DRILL THOSE ASPECTS OF THE GRAMMAR WHICH INVOLVE CHANGES IN TONE AND VOWEL LENGTH, NOTES AND EXERCISES ACCOMPANY EACH UNIT, AND (3) FOLLOWING THE LESSON UNITS THEMSELVES IS A SERIES OF SENTENCES, IN THE STYLE OF A PHRASE BOOK, FROM WHICH THE STUDENT IS ENCOURAGED TO CHOOSE THOSE THAT SUIT HIS OWN NEEDS. IN  ADDITION TO CHOOSING THE SENTENCES, THE STUDENT HAS THE ADDED RESPONSIBILITY OF CONSTRUCTING HIS OWN EXERCISES BASED ON THEM. THE COURSE AS A WHOLE LEADS THE STUDENT FROM CONTROLLED WORK ON RESTRICTED DRILLS TO EXERCISES WHICH REQUIRE INITIATIVE AND RESPONSIBILITY. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010462</dc:identifier>
<dc:title>YORUBA, BASIC COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>384</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Programs</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>BEATTIE, ARTHUR H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Arizona (Tucson)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Arizona (Tucson)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona Univ., Tucson.</dc:creator>
<dc:creator scheme='institution'>Middlebury Coll., VT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BACKGROUND, ESTABLISHMENT PROCEDURES, AND WORKING ACTIVITIES OF THE FOREIGN LANGUAGE INSTITUTE PROGRAM WERE PRESENTED AS WELL AS AN ANALYSIS AND EVALUATION OF THE OVERALL SUCCESS OF THE PROGRAM. COLLEGE LANGUAGE CENTERS WERE SET UP ACROSS THE COUNTRY TO TEACH LANGUAGES DESIGNATED AS IMPORTANT. ALONG WITH THESE CENTERS, THE INSTITUTE PROGRAM WAS ESTABLISHED FOR ADVANCED TRAINING OF ELEMENTARY AND SECONDARY TEACHERS OF MODERN FOREIGN LANGUAGES. DURING THE INSTITUTE PROGRAM&apos;S FIRST 2 YEARS OF OPERATION, 49 SUMMER AND 9 FULL-YEAR INSTITUTES WERE CONDUCTED, TRAINING OVER 3,000 TEACHERS. TRAINING WAS OFFERED IN FRENCH, SPANISH, GERMAN, RUSSIAN, AND ITALIAN. FACTORS LEADING TO THE VARYING DEGREES OF SUCCESS OF THESE INSTITUTES ARE OUTLINED IN THE REPORT. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010463</dc:identifier>
<dc:title>BESTOWING THE GIFT OF TONGUES--A HISTORY OF THE FIRST 2 YEARS OF OPERATION OF THE FOREIGN LANGUAGE INSTITUTE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>131</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comprehension</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Listening</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIVE PREPROGRAMED UNITS OF BASIC INTERMEDIATE FRENCH ARE THE CONTENTS OF THIS TEXT. FRENCH &amp;quot;DIALOGS FOR LISTENING&amp;quot; ARE PRESENTED AT THE BEGINNING OF EACH UNIT WITH A STEP-BY-STEP ORGANIZATION, ALLOWING THE STUDENT TO GRADUALLY WORK UP TO KNOWLEDGE OF MANY SPOKEN VARIETIES OF THE ORIGINAL DIALOG WHICH HE HEARD. PRONUNCIATION REVIEWS ARE PROVIDED ON THE FRENCH &amp;quot;MUTE E.&amp;quot; SELECTIONS ON FRENCH GRAMMAR INCLUDE (1) INFINITIVE PHRASES, (2) DIRECT AND INDIRECT OBJECT PRONOUNS, AND (3) THE FUTURE TENSE OF VERBS. OTHER EXERCISES ARE COMPREHENSION AND READING DRILLS. (REFER TO ED 010 465 AND ED 010 466 FOR DATA ON A BASIC COURSE FOR WHICH THESE EXPERIMENTAL MATERIALS WERE PREPARED.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010464</dc:identifier>
<dc:title>PRE-PROGRAMED BASIC FRENCH COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>292</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Overachievement</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL, COLLEGE-LEVEL, ELEMENTARY FRENCH COURSE WAS ORGANIZED, IMPLEMENTED, AND EVALUATED. THE COURSE WAS APPROXIMATELY EQUIVALENT TO TWO ELEMENTARY AND TWO INTERMEDIATE SEQUENCES IN THE CONVENTIONAL PATTERN, ALLOWING 15 CREDIT HOURS FOR AN AVERAGE WORKING PERIOD OF THREE ACADEMIC SEMESTERS. THE EMPHASIS OF THE COURSE WAS ON INTENSIVE LINGUISTIC EXPOSURE AND SELF-INSTRUCTION. SELF-PACING GAVE THE MORE GIFTED PARTICIPANTS THE OPPORTUNITY TO COMPLETE THE COURSE IN TWO SEMESTERS AND GAVE THE SLOWER STUDENTS FOUR SEMESTERS OR MORE, REDUCING THE PROBABILITY OF THEIR RECEIVING FAILING GRADES. STUDENTS TAKING THE COURSE PARTICIPATED EACH WEEK IN (1) ONE PERIOD OF GRAMMATICAL ANALYSIS IN GROUPS OF UP TO 60 STUDENTS, (2) TWO DISPLAY SESSIONS EMPHASIZING STUDENT-TEACHER AND  STUDENT-STUDENT INTERACTION IN GROUPS OF 2 TO 4 STUDENTS, AND (3) A MINIMUM OF 9 PERIODS OF INDIVIDUAL WORK IN A LANGUAGE LABORATORY ENVIRONMENT. OVER A 3 1/2-YEAR PERIOD, THE RESULTS OF THE EXPERIMENTAL COURSE WERE COMPARED TO THOSE OF CONVENTIONAL INSTRUCTION SESSIONS. OBSERVED DIFFERENCES APPEARED TO BE CAUSED BY DISCREPANCIES IN COURSE CONTENT AND EMPHASIS RATHER THAN COURSE ORGANIZATION. RELATED REPORTS ARE ED 010 464 THROUGH ED 010 466. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010465</dc:identifier>
<dc:title>THE IMPLEMENTATION AND EVALUATION OF A MULTIPLE-CREDIT SELF-INSTRUCTIONAL ELEMENTARY FRENCH COURSE. PRELIMINARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>204</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Overachievement</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL ELEMENTARY FRENCH COURSE WAS ESTABLISHED AT THE UNIVERSITY LEVEL AND EVALUATED ON ITS PEDAGOGICAL EFFICIENCY, ADMINISTRATIVE FEASIBILITY, AND ACHIEVEMENT-MOTIVATIONAL CAPABILITY. THE COURSE FEATURED INTENSIVE CONTACT WITH LINGUISTICS, SELF-INSTRUCTION, AND SELF-PACING. (FOR DETAILS ON THE COURSE ORGANIZATION, SEE ED 010 465, A PRELIMINARY REPORT.) RESULTS OF THE EXPERIMENTAL COURSE WERE COMPARED TO THOSE OF CONVENTIONAL FRENCH SEQUENCES OVER A 3 1/2-YEAR PERIOD. ONE OF THE MORE SUCCESSFUL FEATURES OF THE COURSE WAS ITS FLEXIBLE FRAMEWORK BY WHICH GIFTED OR MOTIVATED STUDENTS COULD PROGRESS MORE RAPIDLY WHILE WEAKER STUDENTS COULD MOVE AT A PACE GEARED TO THEIR ABILITIES WITHOUT BEING PENALIZED. DROPOUT RATES BETWEEN EXPERIMENTAL AND CONTROL (CONVENTIONAL) STUDENTS  WERE INSIGNIFICANT. THE NOVELTY OF THE EXPERIMENTAL COURSE WAS NOT DETRIMENTAL TO STUDENT ACHIEVEMENT. EMPHASIS ON LABORATORY WORK ENHANCED SPEAKING ABILITIES BUT DETRACTED FROM READING AND WRITING SKILLS. THE SKILL OF LISTENING COMPREHENSION WAS NOT AFFECTED. REACTIONS OF INSTRUCTORS AND STUDENTS WHO ACTIVELY PARTICIPATED IN THE EXPERIMENT WERE POSITIVE. THE MAJOR PROBLEM WAS THE FUNDAMENTAL INCOMPATIBILITY BETWEEN THE EXPERIMENT&apos;S EMPHASIS ON AUDIOLINGUAL PROFICIENCY AND THE OBJECTIVE OF READING PROFICIENCY IN CONVENTIONAL FRENCH INSTRUCTION. (SEE ED 010 464 FOR AN INTERMEDIATE PREPROGRAMED TEXT USED IN THE EXPERIMENTAL COURSE.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010466</dc:identifier>
<dc:title>THE IMPLEMENTATION AND EVALUATION OF A MULTIPLE-CREDIT SELF-INSTRUCTIONAL ELEMENTARY FRENCH COURSE. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>298</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Glottochronology</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Malayo Polynesian Languages</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>DYEN, ISIDORE</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>Connecticut (New Haven)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yale Univ., New Haven, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STATISTICAL DATA DEALING WITH BASIC VOCABULARY COMPARISONS AMONG A SIGNIFICANT GROUP OF AUSTRONESIAN LANGUAGES ARE PRESENTED. SOME OF THE LANGUAGES ARE CLASSIFIED INTO SUBGROUPS UNDER GEOGRAPHICAL DIVISIONS, AND OTHERS ARE REGARDED AS SUBGROUPS IN THEMSELVES. THE LANGUAGES COVERED IN THE STUDY STRETCH GEOGRAPHICALLY FROM MADAGASCAR TO EASTER ISLAND AND FROM TAIWAN, SOUTHEAST ASIA, AND HAWAII ON THE NORTH TO INDONESIA, NEW ZEALAND, AND POLYNESIA ON THE SOUTH. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010467</dc:identifier>
<dc:title>THE LEXICOSTATISTICAL CLASSIFICATION OF THE AUSTRONESIAN LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>120</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Education</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Intercultural Programs</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:creator scheme='personal author'>NOSTRAND, HOWARD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., Seattle.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TWO-PART STUDY WAS CONDUCTED TO (1) PRETEST A SURVEY INSTRUMENT DESIGNED TO IDENTIFY THOSE ASPECTS OF A PARTICULAR FOREIGN CULTURE THAT MOST NEED TO BE EXPLAINED TO LEARNERS (FOR EXAMPLE, FOREIGN LANGUAGE LEARNERS), AND (2) UPDATE A PREVIOUSLY PREPARED, ANNOTATED, INTERNATIONAL BIBLIOGRAPHY ON LANGUAGE-TEACHING RESEARCH. A QUESTIONNAIRE WAS ADMINISTERED IN PART 1 TO AMERICANS LIVING IN FRANCE. THE INSTRUMENT ELICITED RESPONSES SHOWING HOW THESE AMERICANS GENERALLY VIEWED THE FRENCH PEOPLE AND SOME OF THE TROUBLESOME ASPECTS OF THEIR CROSS-CULTURAL RELATIONSHIPS. IN ADDITION, MANY RESPONDENTS WERE INTERVIEWED TO OBTAIN ANSWERS ON ITEMS OF DETAIL. GATHERED DATA WERE COLLATED INTO CATEGORIES--(1) THE ELEMENTS OF FRENCH CULTURE WHICH ARE DIFFICULT FOR AMERICANS TO UNDERSTAND, (2)  PERSONAL INCIDENTS THAT APPEARED TO BE CRUCIAL TO ADJUSTMENT TO FRENCH LIFE, AND (3) PERSONAL PERCEPTIONS OF VARIOUS DIFFERENCES BETWEEN FRENCH AND AMERICAN LIFE. DATA WERE ANALYZED, AND FINDINGS INDICATED AREAS OF COMMUNICATION AND CULTURE WHICH CONTRIBUTE TO MISUNDERSTANDING BETWEEN THE TWO WAYS OF LIFE. PART 2 OF THE STUDY BROADENED THE SCOPE OF AN EXISTING LANGUAGE-TEACHING RESEARCH BIBLIOGRAPHY (PREVIOUSLY COVERING THE TIME PERIOD 1945-61) TO INCLUDE RESEARCH ACCOMPLISHED UP TO 1964. THE UPDATED VERSION CONTAINED 891 ENTRIES. (THE BIBLIOGRAPHY, ITSELF, IS NOT INCLUDED AS PART OF THIS REPORT.) (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010468</dc:identifier>
<dc:title>EXPERIMENT IN DETERMINING CULTURAL CONTENT AND SURVEY OF LANGUAGE-TEACHING RESEARCH. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Rate</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Hebrew</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Japanese</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Norwegian</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>TIERNEY, HANNELORE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY OF &amp;quot;NEGLECTED LANGUAGES&amp;quot; IN UNITED STATES COLLEGES AND UNIVERSITIES IN 1963-64 SUPPLEMENTED AN EARLIER STUDY CONDUCTED DURING THE ACADEMIC YEAR 1962-63. THE PRESENT REPORT SHOWED (AS DID THE EARLIER ONE) THAT THE NEGLECT IS DIMINISHING WITH ENROLLMENTS OF ABOUT 21,000 IN FOREIGN LANGUAGE CLASSES, EXCLUDING THE &amp;quot;BIG FIVE&amp;quot; (FRENCH, GERMAN, ITALIAN, RUSSIAN, AND SPANISH), AS COMPARED WITH 17,000 ENROLLMENTS REPORTED IN THE EARLIER STUDY. IN 207 COLLEGES AND UNIVERSITIES IN THE UNITED STATES, 70 &amp;quot;NEGLECTED&amp;quot; LANGUAGES WERE BEING TAUGHT. FIVE LANGUAGES HAD ENROLLMENTS OF MORE THAN 1,000 EACH - HEBREW, JAPANESE, CHINESE, PORTUGUESE, AND NORWEGIAN. ARABIC, POLISH, SWEDISH, AND VIETNAMESE HAD ENROLLMENTS OF 500 TO 1,000 STUDENTS. RELATED INFORMATION MAY BE FOUND IN ED 010 470.  (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010469</dc:identifier>
<dc:title>MANPOWER IN THE NEGLECTED LANGUAGES, 1963-64--A REPORT IN FIVE PARTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>297</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Area Studies</dc:subject>
<dc:subject>Courses</dc:subject>
<dc:subject>Geographic Regions</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:creator scheme='personal author'>MOSES, LARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Europe (West)</eric:keywords>
<eric:keywords>ASIA</eric:keywords>
<eric:keywords>NEAR EAST</eric:keywords>
<eric:keywords>AFRICA</eric:keywords>
<eric:keywords>LATIN AMERICA</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>USSR</eric:keywords>
<eric:keywords>Europe (East)</eric:keywords>
<eric:keywords_geo>Africa</eric:keywords_geo>
<eric:keywords_geo>Asia</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Europe</eric:keywords_geo>
<eric:keywords_geo>USSR</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Department of State, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LANGUAGE AND AREA STUDY PROGRAMS OFFERED IN 1964 BY UNITED STATES INSTITUTIONS OF HIGHER EDUCATION ARE LISTED FOR THE AREAS OF (1) AFRICA, (2) ASIA, (3) LATIN AMERICA, (4) NEAR EAST, (5) SOVIET UNION AND EASTERN EUROPE, AND (6) WESTERN EUROPE. INSTITUTIONS OFFERING BOTH GRADUATE AND UNDERGRADUATE PROGRAMS IN LANGUAGE AND AREA STUDIES ARE ALPHABETIZED BY AREA CATEGORY, AND PROGRAM INFORMATION ON EACH INSTITUTION IS PRESENTED, INCLUDING FACULTY, DEGREES OFFERED, REGIONAL FOCUS, LANGUAGE COURSES, AREA COURSES, LIBRARY FACILITIES, AND UNIQUE PROGRAM FEATURES. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010471</dc:identifier>
<dc:title>LANGUAGE AND AREA STUDY PROGRAMS IN AMERICAN UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>177</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:creator scheme='personal author'>MARRON, JAMES M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type>Numerical/Quantitative Data</dc:type>
<dc:type>Reports - Evaluative</dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY. Foreign Language Program Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel>Higher Education</dcterms:educationLevel>
<dcterms:educationLevel>Postsecondary Education</dcterms:educationLevel>
<dc:description>TABLES ARE PRESENTED TO COMPARE MODERN FOREIGN LANGUAGE ENROLLMENTS DURING 1960, 1961, AND 1963. ENROLLMENTS ARE BROKEN DOWN TO UNDERGRADUATES AND GRADUATES, AND RESULTS ARE SUMMARIZED BY STATE. DATA ARE ALSO PRESENTED BY JUNIOR COLLEGES AND 4-YEAR COLLEGES. THE DATA INDICATE THAT A GROWING PROPORTION OF STUDENTS IN THE 1961 AND 1963 SURVEYS WERE TAKING MODERN FOREIGN LANGUAGES. (LP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010472</dc:identifier>
<dc:title>MODERN FOREIGN LANGUAGE ENROLLMENTS IN INSTITUTIONS OF HIGHER EDUCATION, FALL 1963.</dc:title>
<dc:source>Modern Language Association</dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher>Modern Language Association. 26 Broadway 3rd Floor, New York, NY 10004-1789. Tel: 646-576-5040; Fax: 646-458-0030; Web site: http://www.mla.org</dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2022-07-14</eric:dateModified>
<eric:abstractor>ERIC</eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Rate</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>DERSHEM, JAMES F.</dc:creator>
<dc:creator scheme='personal author'>ESHELMAN, JAMES N.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OF FOREIGN LANGUAGE OFFERINGS AND ENROLLMENTS IN THE PUBLIC SECONDARY SCHOOLS OF THE UNITED STATES IS FOR THE ACADEMIC YEAR 1963-64. CHARTS AND TABLES SHOW DETAILED STATE-BY-STATE COMPARISONS BETWEEN THE 1962-63 AND 1963-64 SCHOOL YEARS. COMPARATIVE STATISTICS BACK TO 1958 ARE ALSO SHOWN, BUT NOT BY INDIVIDUAL STATE. GENERAL, EXPLORATORY, AND AFTER-SCHOOL COURSES WERE NOT INCLUDED IN THE TABULATIONS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010473</dc:identifier>
<dc:title>FOREIGN-LANGUAGE OFFERINGS AND ENROLLMENTS IN PUBLIC SECONDARY SCHOOLS, FALL 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Rate</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>ESHELMAN, JAMES N.</dc:creator>
<dc:creator scheme='personal author'>LIAN, NANCY W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONWIDE SURVEY WAS CONDUCTED OF FOREIGN LANGUAGE ENROLLMENTS AND OFFERINGS IN SECONDARY SCHOOLS. DATA WERE GATHERED FROM STATE SUPERVISORS, CONSULTANTS, AND SCHOOL PRINCIPALS VIA QUESTIONNAIRE. THE COVERAGE INCLUDED PUBLIC, NONPUBLIC, AND PAROCHIAL SCHOOLS. DATA WERE TABULATED AND DESCRIBED. THE DESCRIPTIONS INCLUDED FOREIGN LANGUAGE COURSE (1) ENROLLMENTS FROM 1958 THROUGH 1962, (2) COMPARISONS, (3) PERCENTAGES, (4) OFFERINGS, (5) ENROLLMENT CONTINUITY, (6) DATA FROM PUERTO RICO, GUAM, AND THE VIRGIN ISLANDS, AND (7) COLLATED DATA ON THE OVERALL SAMPLE. THE INCREASE IN MODERN FOREIGN LANGUAGE ENROLLMENTS BETWEEN 1958 AND 1962 WAS SHOWN TO EXCEED THE RATE OF INCREASE IN HIGH SCHOOL POPULATION (86.7 PERCENT TO 25.2 PERCENT). OTHER FINDINGS WERE THAT (1) FROM 1961 TO 1962,  ENROLLMENTS INCREASED 21.2 PERCENT IN RUSSIAN, 15.5 PERCENT IN GERMAN, 12.1 PERCENT IN FRENCH, AND 8.3 PERCENT IN SPANISH, AND (2) IN 1962 MOST POPULAR MODERN LANGUAGES WERE (IN ORDER) FRENCH, GERMAN, RUSSIAN, SPANISH, ITALIAN, HEBREW, JAPANESE, POLISH, AND PORTUGUESE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010474</dc:identifier>
<dc:title>FOREIGN-LANGUAGE OFFERINGS AND ENROLLMENTS IN SECONDARY SCHOOLS, PUBLIC SCHOOLS--FALL 1961 AND FALL 1962 AND NONPUBLIC SCHOOLS--FALL 1962.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-01-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>SAWYER, JESSE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AURAL-ORAL METHODS IN THE EARLY STAGES OF LEARNING A SECOND LANGUAGE WERE COMPARED AND CONTRASTED. JAPANESE LANGUAGE LESSONS WERE PRESENTED ENTIRELY BY TAPE, WITHOUT THE CORRECTION OF A MONITOR, TO TWO GROUPS OF COLLEGE STUDENTS. ONE GROUP USED A TEXT OF TRANSLATIONS THE OTHER DID NOT. EACH OF THESE GROUPS WAS FURTHER DIVIDED INTO THREE SECTIONS AND EACH SECTION RECEIVED A DIFFERENTLY ORDERED PRESENTATION OF THE SAME MATERIAL. WHEN THE RESULTS OF THE TWO GROUPS WERE COMPARED, NONE OF THE VARIATIONS APPEARED TO HAVE A DIRECT EFFECT ON LEARNING OR RECALL OF PRONUNCIATION, SYNTAX, OR COMPREHENSION. THE INVESTIGATORS SUGGESTED, HOWEVER, THAT STUDENTS MAY BENEFIT IN PRONUNCIATION, SYNTAX, AND COMPREHENSION FROM TRAINING WITH A TRANSLATION TEXT, ESPECIALLY IF THEY ARE TRAINED IN A  LANGUAGE LABORATORY. THE INVESTIGATORS ALSO INDICATED THAT THE ADVANTAGE DERIVED FROM THE USE OF THE TEXT MIGHT BE LOST IF THE SYSTEM PHONEMIC OF NOTATION IS COMPLEX OR FAILS TO CONSISTENTLY DESIGNATE IMPORTANT ASPECTS OF THE PRONUNCIATION PATTERN. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010475</dc:identifier>
<dc:title>THE UTILITY OF TRANSLATION AND WRITTEN SYMBOLS DURING THE FIRST 30 HOURS OF LANGUAGE STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Graduate Students</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Meetings</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>BOYNTON, DAMON</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PLANNING CONFERENCE WAS HELD TO STUDY THE QUESTION OF EXPERIMENTAL DEVELOPMENT OF STANDARDIZED FOREIGN LANGUAGE READING PROFICIENCY TESTS FOR GRADUATE STUDENTS. THE CONSENSUS OF THE CONFERENCE WAS THAT STANDARDIZED TESTS WERE NEEDED AND THAT THERE BE TWO FOLLOWUP PHASES TO THE PLANNING CONFERENCE. PHASE 1 WOULD CONSIDER THE DEVELOPMENT OF THESE TESTS, AND PHASE 2 WOULD INVOLVE THE EXPERIMENTAL USE AND EVALUATION OF THE TESTS. THE CONFERENCE ALSO AGREED THAT THE TESTS SHOULD BE IN TWO PARTS. PART 1 SHOULD BE CONCERNED WITH BASIC VOCABULARY, SYNTAX, AND STRUCTURE, AND PART 2 SHOULD HAVE FOUR ALTERNATIVE PARTS CONTAINING SEVERAL READING PASSAGES WHICH ARE REPRESENTATIVE OF GRADUATE LEVEL FOREIGN LANGUAGE READING IN PHYSICAL SCIENCE, BIOLOGICAL SCIENCE, SOCIAL SCIENCE, AND THE  HUMANITIES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010476</dc:identifier>
<dc:title>A STUDY-CONFERENCE TO DETERMINE ACCEPTABLE SPECIFICATIONS FOR STANDARDIZED FOREIGN LANGUAGE READING PROFICIENCY TESTS FOR GRADUATE STUDENTS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>BRAULT, GERALD J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>FRENCH CANADIANS</eric:keywords>
<eric:keywords>FRANCO AMERICANS</eric:keywords>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania Univ., Philadelphia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DATA IN THIS REPORT COMPRISE A TEACHING GUIDE FOR USE IN FRENCH LANGUAGE COURSE FOR YOUNG FRANCO-AMERICANS. THE MATERIAL IS ORAL EXERCISES IN FRENCH DEALING WITH VOCABULARY AND GRAMMAR PRESENTED ENTIRELY IN THE FRENCH LANGUAGE. ACCOMPANYING THE MATERIAL IS A MANUAL AND A WORKBOOK FOR AIDING INSTRUCTION. (WN)</dc:description>
<dc:identifier scheme='eric_accno'>ED010477</dc:identifier>
<dc:title>COURS DE LANGUE FRANCAISE DESTINE AUX JEUNES FRANCO-AMERICAINS (&amp;quot;BOWDOIN MATERIALS&amp;quot;).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>360</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Kituba</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>SWIFT, LLOYD B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Congo Basin</eric:keywords>
<eric:keywords>District of Columbia</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TEXT IS PRESENTED FOR KITUBA, A TRADE LANGUAGE SPOKEN ALONG THE LOWER CONGO RIVER AND ITS TRIBUTARIES. THE COURSE CONSISTS OF A PRIMER AND A FIVE SUBJECT-ORIENTED GROUP OF LESSONS. THE PRIMER INTRODUCES MAJOR GRAMMATICAL STRUCTURES, DEVELOPS ADEQUATE PRONUNCIATION, AND PRESENTS USEFUL VOCABULARY FOR A VARIETY OF SITUATIONS. THE LESSON GROUPS PRESUPPOSE THE USE OF BOTH THE VOCABULARY AND GRAMMAR OF THE ENTIRE PRIMER. THIS ARRANGEMENT IS INTENDED TO PROVIDE MAXIMUM FLEXIBILITY. THE COURSE CONTAINS 35 UNITS OF STUDY WITH DIALOG, GRAMMATICAL NOTES, AND DRILLS. ACCOMPANYING TAPE RECORDINGS ARE INCLUDED IN THE COURSE. THE TEXT WAS PREPARED AND CLASS TESTED AS PART OF THE SPECIAL AFRICAN LANGUAGE PROGRAM. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010480</dc:identifier>
<dc:title>KITUBA, BASIC COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>498</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Malagasy</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:creator scheme='personal author'>GARVEY, CATHERINE J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MERINA DIALECT</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LEARNING MATERIALS FOR SPEAKERS OF ENGLISH WHO WISH TO STUDY SPOKEN MALAGASY, THE MERINA DIALECT, ARE PRESENTED. THE WRITING SYSTEM OF THE LESSONS IS BASED ON THE CONVENTIONAL ORTHOGRAPHY, MODIFIED BY MARKINGS FOR STRESS. THE 26-LESSON COURSE IS DIVIDED INTO 4 PARTS--(1) DIALOG OR NARRATIVE, (2) PRONUNCIATION PRACTICES AND WORD STUDY, (3) DRILLS AND GRAMMAR STATEMENTS, AND (4) ADDITIONAL PRACTICE DIALOGS. (AN ACCOMPANYING GRAMMAR SKETCH IS ED 010 483.) (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010482</dc:identifier>
<dc:title>MALAGASY INTRODUCTORY COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>243</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Malagasy</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>GARVEY, CATHERINE J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MERINA DIALECT</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESULTS OF A PROGRAM TO BUILD A MALAGASY GRAMMAR, BASED MAINLY ON THE MERINA DIALECT, ARE PRESENTED. INCLUDED ARE SECTIONS OF PHONOLOGY, MORPHOLOGY, AND SYNTAX. (AN ACCOMPANYING MALAGASY INTRODUCTORY COURSE IS ED 010 482.) (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010483</dc:identifier>
<dc:title>A SKETCH OF MALAGASY GRAMMAR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Panjabi</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>VATUK, VED P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FIRST-LEVEL READER IS PRESENTED, PRIMARILY FOR THOSE STUDENTS WHO HAVE A SPEAKING KNOWLEDGE OF PANJABI AND SOME KNOWLEDGE OF PANJABI GRAMMAR. THIS VOLUME CAN BE USED IN A GENERAL PANJABI LANGUAGE COURSE AS A SUPPLEMENT TO CONVERSATIONAL MATERIALS, OR BY ITSELF IN A COURSE ON THE WRITTEN LANGUAGE. A GLOSSARY AND A BRIEF GRAMMATICAL APPENDIX HAVE BEEN ADDED TO MAKE THE READER SELF-SUFFICIENT. THREE SECTIONS ARE IN THIS VOLUME--THE FIRST SECTION INTRODUCES THE WRITING SYSTEM, THE SECOND SECTION PRESENTS SELECTIONS OF INCREASING DIFFICULTY, WITH VOCABULARY LISTS, EXPLANATIONS OF IDIOMS, AND EXERCISES RELEVANT TO THE MATERIAL READ, THE THIRD SECTION IS MORE ADVANCED AND INCLUDES A ONE-ACT PLAY FOR STUDENTS WISHING SUPPLEMENTARY READING. (SEE ED 010 486 FOR THE SECOND-LEVEL READER.)  (JC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010485</dc:identifier>
<dc:title>PANJABI READER. LEVEL 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>295</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:creator scheme='personal author'>MUELLER, THEODORE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Akron)</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Akron Univ., OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-YEAR PROGRAMED COURSE IN BEGINNING FRENCH TESTED THE FEASIBILITY OF PROGRAMED LEARNING AND ISOLATED THOSE PROBLEMS PECULIAR TO TEACHING ON THE COLLEGE AND ADULT LEVEL. &amp;quot;THE ALLP PROGRAMED BEGINNING FRENCH COURSE,&amp;quot; WHICH SPECIFIED THE ORAL SKILLS ONLY, WAS THE MAIN PEDAGOGICAL DEVICE USED. THE RESULTS OF THE PILOT PROGRAM SUPPORTED THE BELIEF THAT PROGRAMED LEARNING IS FEASIBLE ON THE COLLEGE LEVEL. THE RESULTS OBTAINED, ESPECIALLY IN THE ACQUISITION OF SPEECH HABITS, SUGGEST THAT THE PROGRAM MIGHT BE APPLIED IN HIGH SCHOOL WITH THE SUPERVISION OF A KNOWLEDGEABLE FRENCH TEACHER. YET THE FIRST TRIAL USE POINTED OUT AREAS IN WHICH THE PROGRAM NEEDED IMPROVEMENTS, REVISIONS, AND ADDITIONS. RELATED INFORMATION MAY BE FOUND IN ED 010 488. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010487</dc:identifier>
<dc:title>TRIAL USE OF THE ALLP FRENCH PROGRAM AT THE UNIVERSITY OF AKRON, 1963-64.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>MUELLER, THEODORE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Akron)</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Akron Univ., OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REVISIONS OF &amp;quot;THE ALLP FRENCH PROGRAM&amp;quot; (A 1-YEAR PROGRAMED COURSE FOR THE COLLEGE AND ADULT LEVEL EMPHASIZING ORAL SKILLS) AND THE RESULTS OF A SECOND TRIAL USE OF THE REVISED PROGRAM WERE REPORTED. THE REVISED FRENCH PROGRAM WAS DESIGNED TO OVERCOME THE SHORTCOMINGS OF THE ORIGINAL PROGRAM AND SOUGHT TO BE MORE EFFECTIVE, LESS TIME CONSUMING, AND MORE ACCEPTABLE TO THE STUDENTS. THE QUESTION OF TOTAL SELF-INSTRUCTION VERSUS VARIOUS COMBINATIONS OF CLASS AND LABORATORY SITUATIONS WAS CONSIDERED. SEVERAL POSSIBILITIES OF STAFFING THE CLASS AND LABORATORY WERE CONSIDERED. TRIAL USE OF &amp;quot;THE REVISED ALLP FRENCH PROGRAM&amp;quot; PROVED QUITE SUCCESSFUL ON THE COLLEGE LEVEL, AND THE DROPOUT RATE WAS SIGNIFICANTLY REDUCED. ALTHOUGH RELIANCE ON SELF-INSTRUCTION WAS REDUCED AND A GREATER ROLE  ASSIGNED TO THE INSTRUCTOR, THE PROGRAM PROMISES EVENTUALLY TO ACCOMMODATE LARGE CLASSES AT THE ELEMENTARY LEVEL OF LANGUAGE INSTRUCTION WITHOUT AFFECTING THE EXCELLENCE OF RESULTS. THE PROGRAM ALSO PROMISES THE USE OF STAFF TIME WITH GREATER EFFICIENCY, THUS REDUCING INSTRUCTIONAL COSTS. RELATED INFORMATION MAY BE FOUND IN ED 010 487. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010488</dc:identifier>
<dc:title>REVISIONS OF THE ALLP FRENCH PROGRAM AND SECOND TRIAL USE AT THE UNIVERSITY OF ARKON, 1964-65.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>BODMAN, NICHOLAS C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LESSON MATERIAL OF THIS TEXT COMPRISES THE FIRST UNITS, ABOUT ONE-THIRD, OF A NEW COURSE IN ELEMENTARY CHINESE. THE CHIEF AIM OF THE MATERIAL IS TO PROVIDE DRILLS TO ENABLE A STUDENT TO ACQUIRE AN ACTIVE FACILITY IN SPOKEN CHINESE. EACH LESSON UNIT CONTAINS (1) CONVERSATIONAL PHRASES AND DIALOGS, (2) SUPPLEMENTARY VOCABULARY, AND (3) PRONUNCIATION DRILLS. EMPHASIS IS ON THE LEARNING OF SENTENCE PATTERNS, THAT IS, LEARNING WHAT SUBSTITUTIONS ARE POSSIBLE WITHIN THE FRAMEWORK OF THE LINGUISTIC STRUCTURE WHEREVER CULTURALLY PERMISSIBLE. THE VOCABULARY USED IS SMALL, BUT SPECIALLY CHOSEN FOR ITS HIGH-FREQUENCY USAGE. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010489</dc:identifier>
<dc:title>MANDARIN CHINESE. UNITS 1-6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>160</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>HODGE, CARLETON T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION OF THE LINGUISTIC AND PRACTICAL IMPORTANCE OF HAUSA (A LANGUAGE OF WEST AFRICA) ACCOMPANIES A TEXT WHICH CONSISTS OF BASIC SENTENCES, NOTES, AND GRAMMATICAL DRILLS. THE BASIC SENTENCES ARE DIALOGS TO BE MEMORIZED, AND THEIR ENGLISH RENDERINGS ARE MEANT TO BE SITUATIONAL EQUIVALENTS, NOT LITERAL TRANSLATIONS. THE NOTES EXPLAIN GRAMMATICAL FEATURES WITH OCCASIONAL ALTERNATE FORMS OR CONSTRUCTIONS. THE GRAMMATICAL DRILL SECTIONS PROVIDE EXERCISES TO FURNISH THE STUDENT WITH CONSIDERABLE PRACTICE ON THE MAIN POINTS OF GRAMMAR DISCUSSED IN EACH UNIT. THE TEXT IS TO BE USED WITH TAPE RECORDINGS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010492</dc:identifier>
<dc:title>HAUSA, BASIC COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>422</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Documentation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Storage</dc:subject>
<dc:subject>Lexicography</dc:subject>
<dc:subject>Library Materials</dc:subject>
<dc:subject>Library Science</dc:subject>
<dc:subject>Thesauri</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE &amp;quot;THESAURUS OF ERIC DESCRIPTORS (INTERIM)&amp;quot; SUPERSEDES, AND REPRESENTS A REFINEMENT OF, THE &amp;quot;THESAURUS OF ERIC DESCRIPTORS.&amp;quot; THE INTERIM ISSUE IS A PRELIMINARY ERIC SYSTEM TOOL AND IS NOT TO BE CONSIDERED A COMPLETE REPRESENTATION OF THE FINAL PRODUCT. THIS REFINEMENT IS THE RESULT OF TWO MAJOR PROJECTS--(1) THE INCORPORATION OF SUGGESTIONS RECEIVED FROM A FIELD EVALUATION AND (2) THE ADAPTATION OF THE PANEL ON EDUCATIONAL TERMINOLOGY (PET) &amp;quot;RULES FOR THESAURUS PREPARATION&amp;quot; PUBLISHED IN OCTOBER 1966. APPLICATION OF THE PET RULES REQUIRED A LARGE NUMBER OF CHANGES IN THE THESAURUS, FOR EXAMPLE, THE APPLICATION OF THE SINGULAR-PLURAL NOUN FORM FOR DESCRIPTORS. SAMPLE THESAURUS ENTRIES ARE INCLUDED FOR DESCRIPTORS, SYNONYMS OR NEAR SYNONYMS, PARENTHETICALLY QUALIFIED TERMS,  DESCRIPTORS WITH SCOPE NOTES, AND DESCRIPTOR DISPLAY CROSS-REFERENCES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010494</dc:identifier>
<dc:title>THESAURUS OF ERIC DESCRIPTORS (INTERIM) JANUARY 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>175</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Regional Cooperation</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Youth Programs</dc:subject>
<dc:creator scheme='personal author'>KAUFMAN, JACOB J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COOPERATIVE COMMUNITY ACTION PROGRAM WAS INITIATED AND DEVELOPED IN THE MON-YOUGH REGION OF ALLEGHENY COUNTY, PENNSYLVANIA. TO CORRECT SOCIAL AND ECONOMIC NEEDS THROUGH COMPREHENSIVE ADULT TRAINING, RETRAINING, AND EMPLOYMENT PROJECTS. THE MON-YOUGH COMMUNITY ACTION COMMITTEE WAS FORMED THROUGH THE COOPERATIVE EFFORTS OF THE PENNSYLVANIA STATE UNIVERSITY, THE U.S. OFFICE OF EDUCATION, AND A NUMBER OF REGIONAL ORGANIZATIONS. A SERIES OF SEMINARS WAS CONDUCTED TO DETERMINE HOW THE HUMAN RESOURCES OF THE AREA COULD BE DEVELOPED AND USED EFFECTIVELY. PRODUCTS OF THIS EFFORT WERE SEVERAL NEW COMMUNITY PROJECTS, DEALING WITH SUCH PROBLEMS AS (1) OCCUPATIONAL UTILIZATION OF YOUTH, (2) EDUCATION VERSUS SKILL TRAINING FOR DROPOUTS, (3) ECONOMIC EVALUATION OF VOCATIONAL EDUCATION, (4)  COST-BENEFIT ANALYSIS OF VOCATIONAL EDUCATION, (5) DEVELOPMENT OF LABOR-COMMUNITY SPECIALISTS, (6) USE OF LABOR MARKET INFORMATION BY UNEMPLOYED WORKERS, AND (7) DEMONSTRATION OF OCCUPATIONAL EDUCATION AND TRAINING. IN ADDITION, A RESEARCH GUIDE WAS DEVELOPED TO SYSTEMATICALLY IDENTIFY URGENT PRIORITIES FOR RESEARCH IN OVERALL AREA DEVELOPMENTS IN HUMAN RESOURCES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010495</dc:identifier>
<dc:title>RESEARCH, DEVELOPMENT, AND DEMONSTRATION IN ADULT TRAINING AND RETRAINING. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>256</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Post High School Guidance</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Skilled Workers</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DILLON, ROY D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>KENTUCKY</eric:keywords>
<eric:keywords>APPALACHIA</eric:keywords>
<eric:keywords>Kentucky (Morehead)</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Morehead State Univ., KY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EMPLOYMENT OPPORTUNITIES AND AGRICULTURAL COMPETENCIES NEEDED BY NONFARM WORKERS IN THE APPALACHIA REGIONS OF KENTUCKY AND OHIO WERE IDENTIFIED AND COMPILED. SPECIAL EMPHASIS WAS PLACED ON DETERMING THE POST-HIGH SCHOOL EDUCATIONAL CURRICULUMS NEEDED TO PREPARE WORKERS IN AGRICULTURAL, TECHNICIAN-LEVEL OCCUPATIONS. SOME GENERAL CONCLUSIONS DERIVED FROM THE COLLECTED DATA WERE THAT (1) 40 PERCENT OF ALL WORKERS EMPLOYED IN NONFARM AGRICULTURAL BUSINESSES NEED SOME KNOWLEDGE AND SKILLS IN AGRICULTURE, AND (2) 2 1/2 TIMES MORE AGRICULTURAL VOCATIONAL WORKERS THAN AGRICULTURAL TECHNICIANS WILL BE NEEDED IN THE NEXT 5 YEARS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010496</dc:identifier>
<dc:title>EMPLOYMENT OPPORTUNITIES AND USABLE AGRICULTURAL SKILLS IN NON-FARM AGRICULTURAL OCCUPATIONS IN APPALACHIA. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>187</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Post High School Guidance</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO MORE EFFECTIVELY MEET PREPARATORY TRAINING NEEDS IN NONFARM AGRICULTURAL OCCUPATIONS, THE ADJUSTMENTS AND EXTENSIONS NEEDED IN HIGH SCHOOL AND POST-HIGH SCHOOL CURRICULAR PATTERNS OF AGRICULTURAL VOCATIONAL EDUCATION WERE IDENTIFIED. COMMITTEE MEETINGS, AREA SEMINARS, AND A NATIONAL CONFERENCE WERE CALLED WHICH SUMMARIZED, INTERPRETED, AND SYNTHESIZED VARIED PROGRAMS FOR AGRICULTURAL OCCUPATIONS. RESULTING CURRICULAR AND ADMINISTRATIVE RECOMMENDATIONS WERE PRESENTED IN A SERIES OF SPECIAL PUBLICATIONS (LISTED IN THE REPORT). IN ADDITION, CURRICULAR MATERIALS WERE DEVELOPED FOR COURSES IN FOUR SUBJECT AREAS--AGRICULTURAL MACHINERY (SERVICE OCCUPATIONS), AGRICULTURAL SUPPLY (SALES AND SERVICE OCCUPATIONS), HORTICULTURE (SERVICE OCCUPATIONS), AND AGRICULTURAL CHEMICALS  TECHNOLOGY. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010497</dc:identifier>
<dc:title>A DETERMINATION OF NEEDED ADJUSTMENTS AND EXTENSIONS IN THE CURRICULAR PATTERNS OF VOCATIONAL EDUCATION IN AGRICULTURE. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BRANDON, GEORGE L.</dc:creator>
<dc:creator scheme='personal author'>MITZEL, HAROLD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE THIRD 6-MONTH PERIOD OF OPERATION OF A COMPUTER-ASSISTED INSTRUCTION (CAI) EFFORT IN TECHNICAL EDUCATION WAS COVERED IN THIS REPORT. THE OBJECTIVES OF THE TOTAL PROGRAM (A 4-YEAR EFFORT) WERE (1) TO COMPARE CAI WITH OTHER EDUCATIONAL STRATEGIES, (2) TO PREPARE INSTRUCTIONAL MATERIALS, (3) TO TRAIN PERSONNEL, AND (4) TO DISSEMINATE RESULTS OF RESEARCH. FIVE BARRIERS TO THE DEVELOPMENT OF CAI WERE DISCUSSED--(1) DELAY OF PROGRAM DEVELOPMENT WAITING FOR IMPROVED HARDWARE AND VICE VERSA, (2) LACK OF EXPERIENCE AND METHODOLOGY FOR CONSTRUCTION OF ACHIEVEMENT MEASURES, (3) EXCESSIVE TIME REQUIRED TO WRITE A CAI PROGRAM, (4) LACK OF KNOWLEDGE OF THE APPROPRIATE BALANCE BETWEEN CAI AND TEACHER INSTRUCTION, AND (5) RESTRICTION OF EXCHANGE OF CAI PROGRAMS DUE TO LACK OF COMPATIBILITY  OF COMPUTERS. IT WAS CONCLUDED THAT IT WAS INAPPROPRIATE AT THE TIME OF REPORTING TO MAINTAIN THAT CAI DOES OR DOES NOT PROVIDE MORE EFFICIENT METHODS OF TEACHING. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010498</dc:identifier>
<dc:title>EXPERIMENTATION WITH COMPUTER-ASSISTED INSTRUCTION IN TECHNICAL EDUCATION. SEMI-ANNUAL PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Education</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>BREESE, WILLIAM E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Milwaukee Inst. of Tech., WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 16-WEEK TWO-SUMMER INSTITUTE WAS HELD TO ASSIST IN DEVELOPING THE KNOWLEDGE AND SKILL ESSENTIAL FOR TEACHING SPECIALIZED COURSES IN A 2-YEAR CURRICULUM IN BUSINESS ELECTRONIC DATA PROCESSING. THE REPORT DESCRIBES THE INSTITUTE&apos;S ENROLLMENT, ENVIRONMENT (AREA AND SCHOOL), TEACHING STAFF, TEXT MATERIAL, AND COURSE OUTLINES. EVALUATIONS BY BOTH THE INSTRUCTORS AND THE PARTICIPANTS INDICATED A CONFIDENCE IN HAVING GAINED THE NECESSARY KNOWLEDGE AND SKILL TO MEET THE REQUIREMENTS OF THEIR DATA PROCESSING TEACHING ASSIGNMENTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010499</dc:identifier>
<dc:title>AN EIGHT WEEK SUMMER INSTITUTE TRAINING PROGRAM TO RETRAIN OFFICE EDUCATION TEACHERS FOR TEACHING BUSINESS ELECTRONIC DATA PROCESSING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>SAMSON, HARLAND E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN 8-WEEK INSTITUTE WAS HELD TO PREPARE SELECTED HIGH SCHOOL TEACHERS TO INITIATE AND DEVELOP VOCATIONAL PROGRAMS. THE PROJECT INCLUDED FOLLOWUP ACTIVITY FOR 1 YEAR TO IDENTIFY THE APPLICATION OF LEARNINGS ACQUIRED IN THE SUMMER INSTITUTE. THE INSTITUTE PROGRAM WAS WELL RECEIVED, AND ITS GENERAL EVALUATION WAS HIGHLY FAVORABLE. IT WAS RECOMMENDED, HOWEVER, THAT SUCH FUTURE TRAINING INSTITUTES BE NO LESS THAN 9 WEEKS IN LENGTH AND INCLUDE AT LEAST 3 WEEKS FOR FIELD STUDY. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010500</dc:identifier>
<dc:title>AN EXPERIMENTAL VOCATIONAL EDUCATION INSTITUTE FOR THE PREPARATION OF TEACHER COORDINATORS OF NEWLY EMERGING HIGH SCHOOL VOCATIONAL PROGRAMS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TURNER, CHARLES J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Central Florida Community Coll., Ocala.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TECHNICAL AND NONTECHNICAL CURRICULUMS OF A SINGLE JUNIOR COLLEGE WERE EXAMINED TO BETTER HELP STUDENTS AND COUNSELORS TOWARD MORE REALISTIC DECISIONS IN CAREER CHOICE. THE PROJECT WAS SUCCESSFUL IN (1) DIFFERENTIATING STUDENTS IN VARIOUS CURRICULUMS WITHIN THE COLLEGE, (2) DIFFERENTIATING CHARACTERISTICS OF GRADUATES FROM THOSE OF UNDERGRADUATES, AND (3) MAXIMIZING THE PREDICTION OF GRADE POINT AVERAGE. RESULTS INDICATED THAT NEW PREDICTABILITY DATA OBTAINED FROM THIS DIFFERENTIAL STUDY COULD BE USED TO EFFECTIVELY COUNSEL CERTAIN STUDENTS ABOUT THEIR CHOICE OF PROGRAM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010501</dc:identifier>
<dc:title>DIFFERENTIAL IDENTIFICATION OF SUCCESSFUL TECHNICAL STUDENTS IN JUNIOR COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>Agricultural Laborers</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>SAHL, ROBERT</dc:creator>
<dc:creator scheme='personal author'>SJOGREN, DOUGLAS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEBRASKA</eric:keywords>
<eric:keywords_geo>Nebraska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH WAS DONE ON CURRICULUM DEVELOPMENT IN VOCATIONAL EDUCATION, STUDYING AN APPROACH WHICH STRESSES TEACHING GENERAL SKILLS, KNOWLEDGES, AND UNDERSTANDINGS BEFORE VOCATIONAL TRAINING FOR A SPECIFIC JOB IS PURSUED. TWO INDUSTRIAL CLASSIFICATIONS WERE DEFINED FOR STUDY--(1) AGRICULTURE RELATED AND (2) NONAGRICULTURE RELATED, INCLUDING THE METAL INDUSTRIES. USING THESE CLASSIFICATIONS, THE CURRICULUM RESEARCH OF THIS PROJECT CENTERED ON PROBLEMS OF JOB CLUSTERING AND ON THE IDENTIFICATION OF SKILLS AND ABILITIES COMMON TO A NUMBER OF JOBS. THIS RESEARCH WAS DISCUSSED UNDER THE THREE HEADINGS OF (1) JOB ANALYSIS STUDIES, (2) STUDIES OF PSYCHOMOTOR FACTORS, AND (3) STUDIES OF COGNITIVE FACTORS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010502</dc:identifier>
<dc:title>REVIEW OF RESEARCH ON COMMON JOB BEHAVIORS. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Design</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Mobility</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HILL, CHARLES W.</dc:creator>
<dc:creator scheme='personal author'>TOWNE, DOUGLAS C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIX 1-WEEK SEMINARS WERE HELD TO DEVELOP INCREASED RESEARCH KNOWLEDGES, COMPETENCIES, AND INTERESTS OF INDIVIDUALS INVOLVED IN RESEARCH IN VOCATIONAL EDUCATION. THE SEMINARS DEALT WITH THE PROBLEM AREAS OF (1) DEVELOPMENT AND COORDINATION OF RESEARCH BY STATE RESEARCH COORDINATING UNITS, (2) CURRICULUM DEVELOPMENT, (3) TESTS AND MEASUREMENT, (4) OCCUPATIONAL MOBILITY AND MIGRATION, (5) RESEARCH DESIGN, AND (6) CURRICULUM EVALUATION. FINDINGS IN THE EVALUATION OF THE SEMINARS STRONGLY SUPPORTED THE CONTINUATION OF RESEARCH SEMINAR PROGRAMS FOR VOCATIONAL EDUCATORS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010503</dc:identifier>
<dc:title>THE FURTHER DEVELOPMENT OF RESEARCH COMPETENCIES OF PERSONNEL IN VOCATIONAL EDUCATION RESEARCH AND DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>105</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>Music Theory</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>HARGISS, GENEVIEVE</dc:creator>
<dc:type></dc:type>
<eric:keywords>KANSAS</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas Univ., Lawrence.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED TEXTBOOK IN MUSIC THEORY WAS DEVELOPED FOR A MUSIC COURSE REQUIRED OF STUDENTS PREPARING TO BE ELEMENTARY TEACHERS. FIVE DIFFERENT GROUPS OF STUDENTS, OVER A PERIOD OF FIVE SEMESTERS, WERE GIVEN VARYING KINDS OF INSTRUCTION TO EVALUATE MATERIALS FOR THE TEXTBOOKS. GROUP 1 RECEIVED FACE-TO-FACE INSTRUCTION IN MUSIC THEORY BUT NO PROGRAMED INSTRUCTION. GROUP 2 USED A TENTATIVE PROGRAM AND PARTICIPATED IN REVISING AND REARRANGING IT. GROUP 3 USED THE PROGRAM AND RECEIVED NO FACE-TO-FACE INSTRUCTION. GROUP 4 PARTICIPATED IN FURTHER REVISION OF THE MATERIAL. GROUP 5 USED THE FINAL VERSION OF THE PROGRAM AND RECEIVED NO FACE-TO-FACE INSTRUCTION. ANALYSIS INDICATED THAT GROUP 2 ACHIEVED MORE THAN ANY OF THE OTHER GROUPS. CONTINUAL OBSERVING, REVISING, AND TESTING APPEARED TO  RESULT IN EFFICIENCY AND ENJOYMENT FOR THE TEACHER TRAINEES. GROUP 5 LEARNED AS MUCH MUSIC THEORY AS GROUP 1 AND ACCOMPLISHED THEIR LEARNING IN LESS TIME. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010504</dc:identifier>
<dc:title>SELF-INSTRUCTIONAL MATERIAL IN BASIC MUSIC THEORY FOR ELEMENTARY TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>COOK, DORIS M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GUIDELINES FOR INITIATING A RESEARCH AND INSTRUCTION UNIT WITHIN A SCHOOL WERE PRESENTED. THE PROGRAM FOR ESTABLISHING THE UNITS WAS DEVELOPED TO (1) SECURE MORE EFFICIENT LEARNING BY STUDENTS (2) ENCOURAGE PERSONALITY DEVELOPMENT, AND (3) PROVIDE OPPORTUNITIES FOR RESEARCH, CONTROLLED EXPERIMENTATION, AND DEVELOPMENT OF INSTRUCTIONAL PROGRAMS. A UNIT WOULD BE COMPOSED OF A LEARNING SPECIALIST TO LEAD THE UNIT, ONE OR MORE ADDITIONAL CERTIFIED TEACHERS, AND ONE OR MORE PARAPROFESSIONAL PERSONNEL DEPENDING ON THE NUMBER OF STUDENTS. THE OPERATION OF THE UNIT IS PLANNED TO USE THE BEST ELEMENTS OF TEAM TEACHING, COOPERATIVE PLANNING OF THE INSTRUCTIONAL PROGRAM, FLEXIBLE SCHEDULING, EFFICIENT USE OF MATERIALS, AND INDIVIDUAL STRENGTHS OF THE STAFF MEMBERS TO DEVELOP AND EXECUTE  EXEMPLARY INSTRUCTIONAL PROGRAMS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010505</dc:identifier>
<dc:title>GUIDELINES FOR INITIATING AN R AND I UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Covert Response</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Overt Response</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:creator scheme='personal author'>DAVIS, GARY A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROBLEM-SOLVING THEORIES IN THREE AREAS - TRADITIONAL (STIMULUS-RESPONSE) LEARNING, COGNITIVE-GESTALT APPROACHES, AND COMPUTER AND MATHEMATICAL MODELS - WERE SUMMARIZED. RECENT EMPIRICAL STUDIES (1960-65) ON PROBLEM SOLVING WERE CATEGORIZED ACCORDING TO TYPE OF BEHAVIOR ELICITED BY PARTICULAR PROBLEM-SOLVING TASKS. ANAGRAM, &amp;quot;INSIGHT,&amp;quot;&amp;quot;WATER-JAR,&amp;quot; AND ARITHMETIC PROBLEMS WERE CONSIDERED SOLVABLE BY COVERT TRIAL-AND-ERROR BEHAVIOR. IT WAS SUGGESTED THAT &amp;quot;SWITCH-LIGHT,&amp;quot; CLASSIFICATION, PROBABILITY-LEARNING, AND NUMEROUS &amp;quot;MISCELLANEOUS&amp;quot; TASKS SHOULD BE APPROACHED BY OVERT TRIAL-AND-ERROR METHODS. BY DISCUSSING PROBLEM SOLVING IN TERMS OF OVERT VERSUS COVERT TRIAL-AND-ERROR BEHAVIOR, THE REPORT PRESENTED A NEW APPROACH TO THE STUDY OF HUMAN PROBLEM SOLVING THROUGH THE USE OF  CATEGORICAL IDENTIFICATION OF PROBLEM-SOLVING TASKS. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010506</dc:identifier>
<dc:title>THE CURRENT STATUS OF RESEARCH AND THEORY IN HUMAN PROBLEM SOLVING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Personality Problems</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF REACTIVE INHIBITION TO TEST PERFORMANCE AND TO ACHIEVEMENT IN READING, SPELLING, AND HANDWRITING WAS STUDIED. IN THIS STUDY, AS IN PREVIOUS WORK DONE BY HALL (1943), REACTIVE INHIBITION IS DEFINED AS THE ACCUMULATION OF A GRADUAL DECREASE IN THE LEVEL OF PERFORMANCE THAT RESULTS FROM THE PERFORMANCE ITSELF. WHEN GIVEN A LOW LEVEL OF MOTIVATION, POOR ACHIEVERS APPEARED TO ACCUMULATE REACTIVE INHIBITION MORE RAPIDLY THAN GOOD ACHIEVERS. BOTH THE PERFORMANCE AND THE REACTIVE INHIBITION OF GOOD ACHIEVERS APPEAR TO INCREASE WHEN MOTIVATION IS INCREASED, BUT NO SUCH EFFECT WAS DEMONSTRATED WITH POOR ACHIEVERS. FURTHER STUDY IS SUGGESTED ON THE PRODUCTION OF REACTIVE INHIBITION CAUSED BY (1) SIMPLE AND COMPLEX TASKS AND (2) THE INTERACTION OF ANXIETY AND MOTIVATIONAL  LEVELS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010507</dc:identifier>
<dc:title>THE RELATIONSHIP OF REACTIVE INHIBITION AND SCHOOL ACHIEVEMENT--THEORY, RESEARCH, AND IMPLICATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Number Concepts</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Whole Numbers</dc:subject>
<dc:creator scheme='personal author'>STEFFE, LESLIE</dc:creator>
<dc:creator scheme='personal author'>VAN ENGEN, HENRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MIDDLE-CLASS, FIRST-GRADE STUDENTS (100) WERE TESTED INDIVIDUALLY ON 4 ITEMS OF CONCEPT OF ADDITION AND CONSERVATION OF NUMBER. THE TEST ITEMS WERE IDENTICAL EXCEPT FOR THE NUMBER OF OBJECTS INVOLVED. FOR EACH ITEM, TWO PILES OF CANDY WERE PLACED BEFORE EACH CHILD AND THEN MOVED TOGETHER. THE STUDY SHOWED NO MAJOR DIFFERENCE IN THE MEAN PERFORMANCES OF THE CHILDREN AMONG SCHOOLS, SEXES, AND ITEMS. THESE FINDINGS WERE COMPARED TO THE SUBJECTS&apos; SCORES ON A CONVENTIONAL PAPER-AND-PENCIL ADDITION TEST. IT WAS CONCLUDED THAT THE SUBJECTS HAD NOT ABSTRACTED THE CONCEPT OF THE SUM OF TWO WHOLE NUMBERS FROM PHYSICAL SITUATIONS, BUT HAD SIMPLY MEMORIZED THE ADDITION COMBINATIONS (FACTS). FURTHER STUDIES WERE SUGGESTED TO DETERMINE IF THESE CONCLUSIONS WOULD BE OPERATIVE ACROSS THE  CONTINUUM OF CULTURAL LEVELS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010508</dc:identifier>
<dc:title>FIRST GRADE CHILDREN&apos;S CONCEPT OF ADDITION OF NATURAL NUMBERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Black Achievement</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>BIAGGIO, ANGELA M.B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Scholastic Aptitude Test</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON WAS MADE OF THE RELATIVE ACCURACY OF PREDICTION OF COLLEGE FRESHMAN GRADE POINT AVERAGES FROM SCHOLASTIC APTITUDE TEST (SAT) SCORES IN PREDOMINANTLY NEGRO AND PREDOMINANTLY WHITE SOUTHERN COLLEGES. DATA PUBLISHED BY A SOUTHERN STATE UNIVERSITY SYSTEM ON TESTS USED IN DETERMINING ELIGIBILITY FOR COLLEGE ADMISSION WERE ANALYZED AND EVALUATED. THE DATA ANALYZED SHOWED THAT TEST SCORES OF THE NEGRO STUDENTS WERE CLOSELY GROUPED AT THE LOW END OF THE SCALE. CORRELATION OF SCORES AND GRADES SHOWED MARKED INCONSISTENCIES WHICH SEEMED INEXPLICABLE. THE CONCLUSION OF THIS STUDY WAS THAT THERE IS A SIMILARITY OF PREDICTION OF ACADEMIC PERFORMANCE IN BOTH TYPES OF SCHOOLS. AN IMPLICATION WAS THAT VALIDATION OF THE PREDICTABILITY TESTS POINT OUT THE INADEQUACIES OF EDUCATIONAL  FACILITIES IN NEGRO COLLEGES. THE SOLUTION PROPOSED INVOLVED REDUCING OR ELIMINATING DEFICITS IN EDUCATIONAL OPPORTUNITIES RATHER THAN DISCARDING THE TESTS AS NOT BEING VALID. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010509</dc:identifier>
<dc:title>RELATIVE PREDICTABILITY OF FRESHMAN GRADE-POINT AVERAGES FROM SAT SCORES IN NEGRO AND WHITE SOUTHERN COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:creator scheme='personal author'>KALISH, PATRICIA W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAIN PURPOSE OF THIS STUDY WAS TO COMPARE THE CONCEPT ATTAINMENT BEHAVIOR EFFECTS OF (1) OPTIMAL AND MINIMAL INSTRUCTION, (2) TWO LEVELS OF MONETARY INCENTIVE, AND (3) HIGH AND LOW COMPETITION. EIGHTY COLLEGE STUDENTS WERE GIVEN TWO CONCEPT ATTAINMENT TASKS. ANALYSIS OF VARIANCE WAS USED TO TEST THE EFFECTS OF INSTRUCTIONS, MONETARY INCENTIVES, COMPETITION, SEQUENCE OF CONCEPTS, TYPE OF CONCEPT, ORDER OF CONCEPTS, AND TYPE OF ERROR. IT WAS CONCLUDED THAT THE EFFECT OF INSTRUCTIONS ON CONCEPT ATTAINMENT IS A FUNCTION OF THE TYPE OF INFORMATION PRESENTED. CONCEPT ATTAINMENT WAS DEFINITELY FACILITATED WHEN INFORMATION ABOUT THE NATURE OF CONCEPTS TO BE ATTAINED WAS PROVIDED STUDENTS BEFOREHAND. THE EFFECTS OF THE TWO LEVELS OF MONETARY INCENTIVE AND THE TWO LEVELS OF COMPETITION  WERE NOT SIGNIFICANTLY DIFFERENT. IN ADDITION, NEITHER THE CONCEPT TYPE USED IN THESE EXPERIMENTS NOR THE SEQUENCE OF THESE CONCEPTS HAD SIGNIFICANT EFFECTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010510</dc:identifier>
<dc:title>CONCEPT ATTAINMENT AS A FUNCTION OF MONETARY INCENTIVES, COMPETITION, AND INSTRUCTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Positive Reinforcement</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Rewards</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BALDWIN, THELMA L.</dc:creator>
<dc:creator scheme='personal author'>JOHNSON, THOMAS J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIATIONS IN THE PROPERTIES OF INSTRUCTIONAL REINFORCEMENT WERE STUDIED UNDER TWO ASPECTS OF TEACHER BEHAVIOR, PUNITIVENESS AND EXPERTISE, TO IDENTIFY TECHNIQUES FOR AFFECTING OPERANT RESPONSE RATE IN A VERBAL CONDITIONING SITUATION. PUNITIVENESS AND EXPERTISE WERE MANIPULATED BY USING PREARRANGED TAPE RECORDINGS OF A SIMULATED SOCIAL STUDIES CLASS. THESE RECORDINGS WERE PRESENTED TO 160 HIGH SCHOOL STUDENTS IN GROUPS OF FIVE. TWO STUDENTS FROM EACH GROUP (MALE) THEN PARTICIPATED IN INDIVIDUAL INTERVIEWS WITH THE TEACHER WHOSE CLASS THEY HAD HEARD. SOCIAL REINFORCEMENT WAS VARIED DURING THE INTERVIEWS. POSITIVE REINFORCEMENT WAS USED IN 75 PERCENT OF THE INTERVIEWS WHERE THE TEACHER SMILED AND NODDED HIS HEAD WHEN STUDENTS MADE CERTAIN RESPONSES. IN THE REMAINING INTERVIEWS, THE  TEACHER REMAINED NEUTRAL TO ALL STUDENT RESPONSES. QUESTIONNAIRES WERE ADMINISTERED AFTER BOTH THE SIMULATED CLASSROOM SESSIONS AND INTERVIEWS TO ELICIT SPECIFIED STUDENT REACTIONS. THE MAJOR FINDINGS INDICATED THAT NONPUNITIVE TEACHERS ELICITED A HIGHER OPERANT RATE UNDER THE REINFORCEMENT CONDITION AND THAT PUNITIVE TEACHERS ELICITED A HIGHER OPERANT RATE UNDER THE NEUTRAL CONDITION. EXPERTISE PRODUCED NO SIGNIFICANT EFFECTS ON THE OPERANT RATE. THE OPERANT RESPONSE RATE WAS SIMPLY THE NUMBER OF FIRST PERSON PRONOUNS EMITTED BY THE INDIVIDUAL STUDENTS DURING THEIR INTERVIEWS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010511</dc:identifier>
<dc:title>TEACHER BEHAVIORS AND EFFECTIVENESS OF REINFORCEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Rewards</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>FANG, MARCUS C.S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF INCENTIVE, SOCIAL CLASS, AND TASK COMPLEXITY ON PERFORMANCE IN A CONCEPT IDENTIFICATION TASK WERE INVESTIGATED. CONCEPT IDENTIFICATION PROBLEMS AT THREE LEVELS OF COMPLEXITY (ONE, TWO, OR THREE BITS OF RELEVANT INFORMATION) UNDER THREE INCENTIVE CONDITIONS (MONETARY INCENTIVE, SYMBOLIC INCENTIVE, OR NO-INCENTIVE CONTROL) WERE PRESENTED TO 180 JUNIOR HIGH SCHOOL STUDENTS FROM BOTH HIGH AND LOW SOCIOECONOMIC STATUS (SES) LEVELS. IT WAS FOUND THAT (1) THE HIGH SES SUBJECTS PERFORMED SIGNIFICANTLY BETTER THAN THE LOW SES SUBJECTS, (2) PERFORMANCE DECREASED AS TASK COMPLEXITY INCREASED FROM ONE TO TWO BITS OF RELEVANT INFORMATION, BUT NO FURTHER PERFORMANCE DECREASE WAS OBSERVED WHEN COMPLEXITY WAS INCREASED FROM TWO TO THREE BITS OF RELEVANT INFORMATION, AND (3) THERE  WAS NO DIFFERENCE IN THE NUMBER OF CORRECT RESPONSES AMONG THE THREE INCENTIVE GROUPS. IN ADDITION, NO RELATIONSHIP WAS FOUND BETWEEN SES AND THE NATURE OF THE INCENTIVE USED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010512</dc:identifier>
<dc:title>EFFECT OF INCENTIVE AND COMPLEXITY ON PERFORMANCE OF STUDENTS FROM TWO SOCIAL CLASS BACKGROUNDS ON A CONCEPT IDENTIFICATION TASK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Productive Thinking</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>LEMKE, ELMER A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTOR ANALYSIS WAS CONDUCTED ON SEVERAL COGNITIVE ABILITIES IN AN EFFORT TO RELATE THESE ABILITIES TO TASKS OF CONCEPT ATTAINMENT AND INFORMATION PROCESSING. THE ABILITIES UNDER CONSIDERATION WERE DESCRIBED AS GENERAL REASONING, VERBAL COMPREHENSION, INDUCTION, DEDUCTION, SPATIAL SCANNING, PERCEPTUAL SPEED, ROTE MEMORY, AND SPAN MEMORY. ABILITY AND TASK SCORES WERE OBTAINED FROM A SAMPLE OF 94 FEMALE COLLEGE STUDENTS ENROLLED IN EDUCATIONAL PSYCHOLOGY. INTERCORRELATIONS AND FACTOR ANALYSES WERE PERFORMED ON 34 TASK AND ABILITY VARIABLES. THREE ABILITIES (GENERAL REASONING, INDUCTION, AND VERBAL COMPREHENSION) WERE FOUND TO BE HIGHLY RELATED TO CONCEPT ATTAINMENT AND INFORMATION PROCESSING. THE CONCEPT ATTAINMENT AND INFORMATION PROCESSING TASKS WERE OBSERVED TO BE RELATIVELY  DISTINCT, RATHER THAN UNITARY ACTIVITIES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010513</dc:identifier>
<dc:title>THE RELATIONSHIP OF SELECTED COGNITIVE ABILITIES TO CONCEPT ATTAINMENT AND INFORMATION PROCESSING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>BURMEISTER, LOU E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN WORD ANALYSIS. RESULTS INDICATED THAT BOTH EXPERIMENTAL GROUPS, INDUCTIVE AND DEDUCTIVE, DIFFERED ON TOTAL MEAN SCORES FROM A CONTROL GROUP. THE EXPERIMENTAL GROUPS WERE SUPERIOR IN ORAL READING BUT NOT IN SILENT READING. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010514</dc:identifier>
<dc:title>AN EVALUATION OF THE INDUCTIVE AND DEDUCTIVE GROUP APPROACHES TO TEACHING SELECTED WORD ANALYSIS GENERALIZATIONS TO DISABLED READERS IN EIGHTH AND NINTH GRADES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Geometry</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Perception Tests</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>BOE, BARBARA L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO METHODS OF RESPONSE DESCRIBED BY PIAGET AND INHELDER FOR DRAWING APPROPRIATE BOUNDARIES AND SELECTING APPROPRIATE PREDRAWN BOUNDARIES FOR HYPOTHETICALLY CUT, SOLID GEOMETRIC FIGURES WERE INVESTIGATED TO SEE WHETHER SECONDARY SCHOOL STUDENTS COULD RESPOND IN APPROPRIATELY TO THE MATHEMATICAL TASKS. THE RESPONSES OF 8TH-, 10TH-, AND 12TH-GRADE STUDENTS TO 16 SECTIONING TASKS WERE IDENTIFIED AND EVALUATED. NONE OF THE 72 SUBJECTS DEMONSTRATED THE ABILITY TO DRAW AND IDENTIFY GEOMETRIC SECTIONS WITH CONSISTENT ACCURACY. PREDICTED APPROPRIATE RESPONSES DESCRIBED BY PIAGET AND INHELDER WERE NOT VALIDATED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010515</dc:identifier>
<dc:title>SECONDARY SCHOOL PUPILS&apos; PERCEPTION OF THE PLANE SECTIONS OF SELECTED SOLID FIGURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROCESS OF EDUCATIONAL DESIGN, WHICH IS THE APPLICATION OF THE KNOWLEDGE AND METHODOLOGY OF BEHAVIORAL PSYCHOLOGY TO THE DESIGN OF THE TEACHING PROCESS AND EDUCATIONAL ENVIRONMENTS, IS PRESENTED, AND THE PROFESSIONAL SPECIALTY OF THE EDUCATIONAL DESIGNER IS DESCRIBED. THE PRESENTATION OF THE COMPONENTS OF THE EDUCATIONAL DESIGN PROCESS COMPRISE THE MAJOR SECTIONS OF THIS REPORT. THEY WERE (1) ANALYZING THE CHARACTERISTICS OF SUBJECT-MATTER COMPETENCE, (2) DIAGNOSING PREINSTRUCTIONAL BEHAVIOR, (3) CARRYING OUT THE INSTRUCTIONAL PROCESS, AND (4) MEASURING LEARNING OUTCOMES. THIS REPORT WAS PREPARED AS THE FINAL CHAPTER TO A VOLUME DEDICATED TO POINTING OUT SOME OF THE CONSIDERATIONS AND QUESTIONS INVOLVED IN DEVELOPING A BEHAVIORAL SCIENCE BASE FOR THE TEACHING PROCESS.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010516</dc:identifier>
<dc:title>TOWARD A BEHAVIORAL SCIENCE BASE FOR INSTRUCTIONAL DESIGN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Discriminant Analysis</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>COX, RICHARD C.</dc:creator>
<dc:creator scheme='personal author'>VARGAS, JULIE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE TO DETERMINE TO WHAT EXTENT TWO METHODS OF ITEM ANALYSIS - NORM REFERENCED AND CRITERION REFERENCED - YIELD THE SAME RELATIVE EVALUATION OF TEST ITEMS. ITEMS WHICH DISCRIMINATED WELL BETWEEN STUDENTS SCORING HIGH AND LOW ON POST-TESTS WERE STUDIED TO SEE IF THEY ALSO DISCRIMINATED WELL BETWEEN PRETRAINING AND POST-TRAINING GROUPS. TWO SETS OF INDEXES WERE COMPUTED FOR THE ITEMS ON EACH OF TWO ARITHMETIC TESTS (ADDITION AND MULTIPLICATION), WHICH HAD BEEN GIVEN BOTH AS PRETESTS AND POST-TESTS IN AN INDIVIDUAL INSTRUCTION PROGRAM IN A PUBLIC ELEMENTARY SCHOOL. IT WAS FOUND THAT THE METHOD OF ITEM ANALYSIS ATTEMPTED IN THIS STUDY (PRETEST AND POST-TEST METHOD) SEEMS TO PRODUCE RESULTS SUFFICIENTLY DIFFERENT FROM TRADITIONAL METHODS TO WARRANT ITS  CONSIDERATION WHEN CRITERION REFERENCED TESTS ARE DESIRED. TRADITIONAL ITEM ANALYSIS PROCEDURES WERE DEEMED APPROPRIATE IN THE SELECTION OF NORM REFERENCED MEASURES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010517</dc:identifier>
<dc:title>A COMPARISON OF ITEM SELECTION TECHNIQUES FOR NORM-REFERENCED AND CRITERION-REFERENCED TESTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Curiosity</dc:subject>
<dc:subject>Discovery Learning</dc:subject>
<dc:subject>Induction</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PRESENTATION WAS MADE OF THE ANALYSIS OF BEHAVIOR THAT IS REQUIRED AS A FIRST STEP IN THE PROCESS OF DEVELOPING PROCEDURES AND MATERIALS FOR &amp;quot;DISCOVERY LEARNING.&amp;quot; TEACHING BY THE DISCOVERY METHOD IS DESCRIBED AS REQUIRING THAT A MINIMUM OF STRUCTURED INSTRUCTIONAL SEQUENCE BE IMPOSED TO ALLOW THE CHILD TO (1) LEARN BY DISCOVERY AND (2) LEARN TO DISCOVER. THE KINDS OF SEQUENCES THAT COULD BE USED WERE GROUPED AS (1) INDUCTIVE SEQUENCES IN WHICH A RULE WOULD BE PRESENTED BEFORE THE EXAMPLES, AND (2) TRIAL-AND-ERROR LEARNING SEQUENCES WHICH WOULD REQUIRE THAT STUDENTS DISCOVER THINGS FOR THEMSELVES. THE INCOMPATIBILITY BETWEEN THIS SELF-DISCOVERY PROCESS AND ERROR MINIMIZATION WAS ALSO DISCUSSED. CONCLUSIONS WERE (1) &amp;quot;LEARNING-BY-DISCOVERY&amp;quot; APPEARS TO INVOLVE NOT ONLY THE  PROPERTIES OF INDUCTION AND ERRORFUL LEARNING, BUT ALSO INTERACTIVE EFFECTS WITH TASK PROPERTIES, AND (2) INTERESTING LEADS FOR STUDYING &amp;quot;LEARNING-TO-DISCOVER&amp;quot; MAY BE FOUND IN OPERANT ANALYSIS, COGNITIVE SIMULATION, AND STUDIES OF EXPLORATORY DRIVE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010518</dc:identifier>
<dc:title>VARIABLES IN &amp;quot;DISCOVERY LEARNING.&amp;quot;</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>OAKLEAF PROJECT</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRESS DURING THE FIRST YEAR OF THE OAKLEAF PROJECT, AN INDIVIDUALIZED INSTRUCTIONAL PROGRAM FOR ELEMENTARY SCHOOL STUDENTS, WAS SUMMARIZED IN THIS INTERIM REPORT. THE OAKLAND ELEMENTARY SCHOOL IN SUBURBAN PITTSBURGH WAS USED AS THE PROJECT LABORATORY FOR PRODUCING A CURRICULUM IN AN EDUCATIONAL ENVIRONMENT WHICH WOULD BE RESPONSIVE TO INDIVIDUAL DIFFERENCES AMONG CHILDREN. SUBJECT-MATTER LEARNING WAS CONCENTRATED ON MATHEMATICS, READING, AND PRIMARY-GRADE SCIENCE. SELF-STUDY MATERIALS AND DIAGNOSTIC TESTS WERE DEVELOPED AND BUILT INTO THE INDIVIDUALIZED CURRICULUM. TEACHERS WERE RESPONSIBLE FOR WRITING PRESCRIPTIONS OF LEARNING EXPERIENCES REQUIRED FOR FULFILLING EACH STUDENT&apos;S INDIVIDUAL NEEDS. TABLES IN THE CONCLUDING SECTION OF THE REPORT PROVIDE INDIVIDUAL STUDENT PROGRESS  DATA DURING THE PROJECT&apos;S FIRST YEAR. RELATED REPORTS ARE ED 010 205 THROUGH ED 010 211 AND ED 010 519 THROUGH ED 010 523. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010519</dc:identifier>
<dc:title>THE PROGRAM FOR INDIVIDUALLY PRESCRIBED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Time Factors (Learning)</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>LINDVALL, C.M.</dc:creator>
<dc:creator scheme='personal author'>YEAGER, JOHN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>OAKLEAF PROJECT</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE MEASURES OF LEARNING RATE WERE EXPLORED--(1) NUMBER OF UNITS COMPLETED PER YEAR, (2) TIME TO COMPLETE GIVEN UNITS, AND (3) AMOUNT OF CONTENT MASTERED PER DAY. THE SUPPOSITION WAS THAT THESE MEASURES COULD BE USED TO PROVIDE ESTIMATES OF INDIVIDUAL PROGRESS IN THE ELEMENTARY CLASSROOM ENVIRONMENT. ONLY ONE OF THESE MEASURES (AMOUNT OF CONTENT MASTERED PER DAY) SHOWED MINOR DEGREES OF CONSISTENCY OVER DIFFERENT UNITS OF INSTRUCTION, AND FINDINGS OF THE STUDY SUGGESTED THAT LEARNING RATE WAS NOT A GENERAL CHARACTERISTIC OF THE LEARNER. IT WAS TENTATIVELY CONCLUDED THAT RATE OF LEARNING IS SPECIFIC TO THE LEARNING TASK AND IS NOT A GENERAL PARAMETER THAT APPLIES TO ALL LEARNING FACTORS. RELATED REPORTS ARE ED 010 205 THROUGH ED 010 211 AND ED 010 519 THROUGH ED 010 523.  (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010520</dc:identifier>
<dc:title>AN EXPLORATORY INVESTIGATION OF SELECTED MEASURES OF RATE OF LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>LIPSON, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM OF THIS RESEARCH WAS TO STUDY THE EXTENT TO WHICH STUDENTS ARE ABLE TO GENERALIZE WHAT THEY LEARN IN ONE LESSON SO THAT THEY ACTUALLY GAIN COMMAND OF ABILITIES NOT SPECIFICALLY TAUGHT UNTIL SOME LATER LESSON. THE AUTHOR EXAMINED CONDITIONS UNDER WHICH A MASTERY SCORE ON A PRETEST IN ARITHMETIC COULD BE CONSIDERED A TRANSFER INSTANCE. DATA ON TRANSFER INSTANCES WERE COMPILED AND EXAMINED, AND THE USES OF THIS INFORMATION WERE DISCUSSED. IT WAS SUGGESTED THAT SUCH INFORMATION COULD BE USED IN THE FIELD OF INSTRUCTIONAL DESIGN, SPECIFICALLY, IN REVISING TEACHING OBJECTIVES AND MATERIALS TO PROMOTE GENERALIZATION AND TRANSFER ABILITIES. RELATED REPORTS ARE ED 010 205 THROUGH ED 010 211 AND ED 010 519 THROUGH ED 010 523. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010521</dc:identifier>
<dc:title>TRANSFER AND GENERALIZATION IN INDIVIDUALLY PRESCRIBED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:creator scheme='personal author'>BOLVIN, JOHN</dc:creator>
<dc:creator scheme='personal author'>LINDVALL, C.M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>OAKLEAF PROJECT</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OAKLEAF PROJECT WAS A COOPERATIVE STUDY OF THE PROBLEMS INVOLVED IN MAKING PROVISION FOR INDIVIDUAL DIFFERENCES WITHIN THE CONTEXT OF REGULAR SCHOOL OPERATIONS. THE OAKLEAF ELEMENTARY SCHOOL IN SUBURBAN PITTSBURGH WAS USED AS A LABORATORY FOR THE DEVELOPMENT AND TRIAL OF A PROGRAM FOR INDIVIDUALLY PRESCRIBED INSTRUCTION (IPI). THE IPI PROCEDURE CONSISTED OF ANALYSES OF PUPIL PROGRESS AT CERTAIN SEQUENTIAL STEPS IN LEARNING AND THE DEVELOPMENT OF PERSONAL PRESCRIPTIONS TO SPECIFY THE LEARNING EXPERIENCES REQUIRED TO MEET THE INDIVIDUAL NEEDS OF EACH STUDENT. STUDENTS PARTICIPATED IN THE IPI PROGRAM FOR LESS THAN ONE-HALF HOUR EACH SCHOOL DAY. DURING THE REST OF THE DAY, THE STUDENTS ENGAGED IN STUDY IN THE CONVENTIONAL MANNER. THREE BASIC CONTENT AREAS WERE USED WITH THE  PROGRAM--READING, MATHEMATICS, AND SCIENCE. AT THE TIME OF THIS REPORT, THE STUDY EFFORT WAS STILL IN PROGRESS AND NO CONCLUSIONS WERE PRESENTED. POSSIBLE RESEARCH STUDIES TO BE UNDERTAKEN IN THE FUTURE AS PART OF THIS CONTINUING PROJECT WERE OUTLINED. RELATED REPORTS ARE ED 010 205 THROUGH ED 010 211 AND ED 010 519 THROUGH ED 010 523. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010522</dc:identifier>
<dc:title>THE PROJECT FOR INDIVIDUALLY PRESCRIBED INSTRUCTION. THE OAKLEAF PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Integration Studies</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>AURBACH, HERBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>OAKLEAF PROJECT</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY WAS COMPILED AND EDITED FOR USE IN A WORKSHOP ON MEETING SPECIAL EDUCATIONAL NEEDS OF SOCIALLY AND CULTURALLY DISADVANTAGED STUDENTS. SELECTED READINGS FROM THE BIBLIOGRAPHY WERE USED TO ACCOMPANY WORKSHOP ACTIVITIES. BESIDES LISTING SELECTED WORKS ON DISADVANTAGED YOUTH, THE BIBLIOGRAPHY PRESENTED REFERENCES ON SUCH TOPICS AS POVERTY, SCHOOLS, DELINQUENCY, INTEGRATION, SOCIOLOGY, AND PSYCHOLOGY. RELATED REPORTS ARE ED 010 205 THROUGH ED 010 213 AND ED 010 519 THROUGH ED 010 523. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010523</dc:identifier>
<dc:title>A SELECTED BIBLIOGRAPHY ON SOCIO-CULTURALLY DISADVANTAGED CHILDREN AND YOUTH AND RELATED TOPICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Electromechanical Aids</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>BALL, J.R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:creator scheme='institution'>Westinghouse Research Labs., Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE OF SOME ENTIRELY NEW INPUT-OUTPUT DEVICES DESIGNED TO SOLVE SOME FUNCTIONAL AND ECONOMIC PROBLEMS THAT ARE PRESENT IN EXISTING COMPUTER-CONTROLLED INSTRUCTION EQUIPMENT. THREE FORMS OF MANIPULATION PAD WERE STUDIED. INFORMATION ABOUT SPECIALLY PREPARED OBJECTS PLACED ON THE FLAT SURFACE OF THE PAD WAS SUPPLIED TO A COMPUTER PERMITTING THE DETERMINATION OF THE NUMBER, SIZE, SHAPE, AND ORIENTATION OF THE OBJECTS WHICH CAN BE FREELY MANIPULATED BY A STUDENT. THE CONSTRUCTION OF A DEMONSTRATION MODEL OF THE FERROMAGNETIC OBJECT RECOGNITION MATRIX (FORM) MANIPULATION PAD WAS REPORTED IN DETAIL. PRELIMINARY RESULTS INDICATED THAT A SATISFACTORY MANIPULATION PAD FOR PROGRAMED INSTRUCTION HAD BEEN ACHIEVED WITH THE WORKING MODEL OF FORM. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010524</dc:identifier>
<dc:title>MANIPULATION PAD--PRELIMINARY REPORT ON A STUDENT-COMPUTER INTERFACE DEVICE FOR PROGRAMMED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Electromechanical Aids</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Fiction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>KROEBER, KARL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Bronte (Charlotte)</eric:keywords>
<eric:keywords>Eliot (George)</eric:keywords>
<eric:keywords>Bronte (Emily)</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Bronte (Anne)</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FUNDAMENTAL CHARACTERISTICS OF FICTIONAL PROSE STYLE WERE STUDIED THROUGH SYSTEMATIC AND OBJECTIVE ANALYSES OF NOVELISTIC SYNTAX AND VOCABULARY. SAMPLE PASSAGES FROM THE MAJOR NOVELS OF JANE AUSTEN, THE BRONTE SISTERS, AND GEORGE ELIOT AS WELL AS NOVELS BY 13 OTHER AUTHORS WERE ANALYZED. INFORMATION ON PASSAGE SENTENCES, CLAUSES, AND WORDS WAS CODED AND TRANSFERED TO MAGNETIC TAPE. STATISTICAL TESTS WERE RUN ON THE DATA, AND FREQUENCIES OF SYNTACTIC PATTERNS AND VOCABULARY PREFERENCES WERE PRINTED OUT. THE PRIMARY CONCLUSIONS OF THE STUDY WERE--(1) IT IS NOT POSSIBLE TO DEFINE THE STYLE OF ANY NOVELIST THROUGH SIMPLE STATISTICAL ANALYSIS OF HIS GRAMMAR OR HIS WORD CHOICE, (2) NOVELISTIC STYLE CAN BE SATISFACTORILY IDENTIFIED ONLY IN TERMS OF MULTIPLE FACTORS, MANY OF WHICH GO  BEYOND THE LEVEL OF SYNTAX AND VOCABULARY, AND (3) FURTHER SYSTEMATIC STUDY OF FICTIONAL PROSE STYLE SHOULD BE BASED ON AUTOMATED ANALYSIS OF TEXTS, AS THE HUMAN ANALYSIS OF TEXTS REQUIRES AN EXORBITANT AMOUNT OF TIME. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010525</dc:identifier>
<dc:title>A COMPUTER ANALYSIS OF FICTIONAL PROSE STYLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>126</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>STOLUROW, LAWRENCE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA ABOUT TRANSFER OF TRAINING AS BOTH A PSYCHOLOGICAL AND AN EDUCATIONAL PROCESS WERE CONSOLIDATED AND EVALUATED. THIS DOCUMENT (SECTION I OF A FINAL REPORT) PROVIDES A SUMMARY OF APPROXIMATELY 1,700 ARTICLES IN THE LITERATURE UNDER THE AUTHOR&apos;S TAXONOMIC SYSTEM WHICH IS UNDER DEVELOPMENT. THE PURPOSE OF THIS SUMMARY IS TO FACILITATE THE PROCESS OF RELATING LABORATORY RESEARCH ON TRANSFER TO EDUCATIONAL PROBLEMS. ALSO SUMMARIZED WERE OVER 200 PRINCIPLES OF TRANSFER (REFERENCED TO A BIBLIOGRAPHY, ED 010 113), AS WELL AS STUDIES DONE AT THE UNIVERSITY OF ILLINOIS ON PROBLEMS OF TRANSFER OF TRAINING. THE BIBLIOGRAPHY REPRESENTED SECTION 2 OF THE REPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010526</dc:identifier>
<dc:title>PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING. SECTION I, FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>317</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Singing</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>GOULD, A. OREN</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Macomb)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western Illinois Univ., Macomb.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEVELOPMENT OF CLASSROOM TECHNIQUES AND MATERIALS TO HELP CHILDREN FIND AND LEARN TO USE THEIR SINGING VOICES WAS REPORTED. THE PROJECT WAS BASED ON THE BELIEF THAT FINDING AND USING HIS SINGING VOICE IS THE FIRST STEP A CHILD TAKES TOWARD SUCCESSFUL MUSICAL LEARNING IN THE ELEMENTARY SCHOOL. THE STUDY HAD THREE PHASES. PHASE 1 CONSISTED OF AN INTERNATIONAL SURVEY OF CHILDREN&apos;S SINGING PROBLEMS, CONSULTATIONS WITH MUSIC EDUCATORS AND CLASSROOM TEACHERS, AND OBSERVATIONS OF CLASSROOM SINGING ACTIVITIES IN A VARIETY OF ELEMENTARY MUSIC CLASSROOMS. PHASE 2, IN PROGRESS AT THE TIME OF THIS REPORT, WAS DEVOTED TO PILOT STUDIES AND CASE STUDIES IN THE WESTERN ILLINOIS UNIVERSITY CAMPUS SCHOOL AND SEVERAL PUBLIC SCHOOLS. STUDY PROGRESS ON THE FOLLOWING TOPICS WAS REPORTED--(1) THE  RELATIONSHIP OF CONTROL OF THE SPEAKING VOICE TO CONTROL OF THE SINGING VOICE, (2) THE IMPORTANCE OF PITCH ACUITY AND TONAL MEMORY IN LEARNING TO SING, AND (3) THE EFFECTIVENESS OF REMEDIAL TECHNIQUES AND MATERIALS IN HELPING CHILDREN PARTICIPATE SUCCESSFULLY IN SINGING ACTIVITIES. PLANS FOR A PHASE 3 EFFORT WERE DESCRIBED, CONSISTING OF CLASSROOM EXPERIMENTS IN PUBLIC SCHOOLS AND THE DEVELOPMENT OF A TEACHER&apos;S HANDBOOK FOR ADAPTING THE FINDINGS OF THE STUDY TO CLASSROOM MUSIC ACTIVITIES. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010527</dc:identifier>
<dc:title>DEVELOPING SPECIALIZED PROGRAMS FOR SINGING IN THE ELEMENTARY SCHOOL. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Catalogs</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Film Production</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>WAGNER, ROBERT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SERIES OF 40 FILMS WAS DEVELOPED FOR COLLEGE-LEVEL INSTRUCTION IN FOUR ASPECTS OF COMMUNICATION THEORY AND THE EDUCATIONAL MEDIA. THE TOPICS COVERED ARE--(1) THE INFORMATION EXPLOSION, (2) PROCESS OF COMMUNICATION, (3) PERCEPTION AND COMMUNICATION, AND (4) THE TEACHER AND TECHNOLOGY. THIS REPORT DESCRIBED THE CONCEPTS USED IN THE PRODUCTION OF THE FILM SERIES, SUGGESTED PATTERNS FOR USE OF THE SERIES, AND PROVIDED A BACKGROUND MONOGRAPH ON COMMUNICATION THEORY. THE REPORT WAS A FILM-USE MANUAL, INTENDED TO STIMULATE THINKING ABOUT HOW TO TEACH WITH MOTION PICTURES AS WELL AS HOW TO USE THE SPECIFIC FILMS IN THE IMMEDIATE SERIES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010528</dc:identifier>
<dc:title>A SERIES OF MOTION PICTURE DOCUMENTS ON COMMUNICATION THEORY AND THE NEW EDUCATIONAL MEDIA. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Preschool Curriculum</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Preschool Learning</dc:subject>
<dc:subject>Television Curriculum</dc:subject>
<dc:subject>Television Research</dc:subject>
<dc:subject>Television Teachers</dc:subject>
<dc:subject>Television Viewing</dc:subject>
<dc:creator scheme='personal author'>MUKERJI, ROSE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Greater Washington Educational Telecommunications Association, Inc., Arlington, VA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEVELOPMENT AND DEMONSTRATION OF TELEVISED EDUCATIONAL PROGRAMS FOR DISADVANTAGED PRESCHOOL CHILDREN AND THEIR TEACHERS WAS ACCOMPLISHED. A SERIES OF 56 CHILDREN&apos;S PROGRAMS AND A SERIES OF 24 PROGRAMS FOR INSERVICE TEACHERS WERE DEVELOPED AND EVALUATED. THE PROGRAMS FOR CHILDREN, CALLED &amp;quot;ROUNDABOUT,&amp;quot; PROVIDED EXPERIENCES AND GUIDED ACTIVITIES IN CREATIVE ARTS, SCIENCE, MATHEMATICS, SOCIAL STUDIES, AND SOCIAL RELATIONS. &amp;quot;TEACHER&apos;S ROUNDABOUT,&amp;quot; THE PROGRAMS FOR TEACHERS, INCLUDED PREVIEWS OF CHILDREN&apos;S PROGRAMS, SUGGESTIONS FOR USING THE CHILDREN&apos;S PROGRAMS, AND GENERAL INSERVICE TRAINING. THE FORM OF GATHERING EVALUATIVE DATA RELIED, PRIMARILY, ON AN EXTENSIVE MONITORING SYSTEM IN CLASSROOMS BEFORE, DURING, AND AFTER RECEPTION OF THE CHILDREN&apos;S PROGRAMS. FEEDBACK PROVED EXTREMELY  USEFUL IN IDENTIFYING VARIOUS STRENGTHS AND WEAKNESSES OF PILOT PROGRAMS AND IN PROVIDING GUIDANCE FOR FUTURE PROGRAMING. ONE PROMISING RESULT OF THE PROJECT WAS THE EXTENT TO WHICH THE TELEVISED PROGRAMS ELICITED INTERACTION AND CREATIVE RESPONSES FROM THE VIEWING CHILDREN, INCLUDING AESTHETIC, INTELLECTUAL, AND SOCIAL RESPONSES. IN ADDITION, THE USE OF CLOSEUPS AND MOVEMENT, WHETHER OF ANIMALS, PEOPLE, OR OBJECTS, SEEMED TO ELICIT INTENSIFIED INTEREST AND INVOLVEMENT ON THE PART OF THE VIEWERS. A TEACHER&apos;S GUIDE WAS INCLUDED IN THE REPORT, CONSISTING OF (1) DESCRIPTIONS OF THE PROGRAMS AND (2) SUGGESTIONS FOR PRESCHOOL ACTIVITIES AFTER THE PROGRAMS ARE PRESENTED. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010529</dc:identifier>
<dc:title>A NATIONAL DEMONSTRATION PROJECT UTILIZING TELEVISED MATERIALS FOR THE FORMAL EDUCATION OF CULTURALLY DISADVANTAGED PRESCHOOL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>126</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arousal Patterns</dc:subject>
<dc:subject>Attention Control</dc:subject>
<dc:subject>Discriminant Analysis</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:creator scheme='personal author'>WITRYOL, SAM L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (Storrs)</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut Univ., Storrs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXPERIMENTAL DESIGN OF THIS PROJECT WAS DEVELOPED TO TEST THE INFLUENCE OF INCENTIVE VALUES IN TWO-CHOICE, SIMULTANEOUS DISCRIMINATION LEARNING WITHIN THE FRAMEWORK OF AN ATTENTION THEORY (ZEAMAN AND HOUSE, 1963). FOLLOWING A 40-TRIAL TRAINING PROCEDURE IN WHICH HIGH AND LOW INCENTIVE VALUES WERE USED TO INFLUENCE STIMULUS DIMENSION PREFERENCES, 276 CHILDREN IN GRADES 2, 4, 5, AND 6 WERE TESTED ON AN 80-TRIAL, TWO-CHOICE DISCRIMINATION LEARNING TEST. THE ZEAMAN-HOUSE ATTENTION THEORY MODEL WAS USED WITH APPROPRIATE CONDITIONS FOR TESTING TO CONFIRM THE HYPOTHESIS THAT THE PROBABILITY OF OBSERVING A RELEVANT DIMENSION IN DISCRIMINATION LEARNING IS INCREASED MORE BY A HIGH INCENTIVE THAN BY A LOW INCENTIVE. THE HYPOTHESIS WAS CONFIRMED FOR MALES IN THE SECOND GRADE. EQUIVOCAL  SUPPORT WAS FOUND FOR GIRLS AND FOR OLDER CHILDREN UNDER VARYING EXPERIMENTAL CONDITIONS. RESULTS SUGGESTED THAT DIFFERENTIAL INCENTIVE VALUES INFUENCE HOW QUICKLY LEARNING STARTS, RATHER THAN THE RATE OF LEARNING. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010530</dc:identifier>
<dc:title>INCENTIVE EFFECTS UPON ATTENTION IN CHILDREN&apos;S DISCRIMINATION LEARNING. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>TEMPLIN, MILDRED C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis. Inst. of Child Development .</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARATIVE, LONGITUDINAL STUDY WAS CONDUCTED TO EXAMINE SPECIFIC PERFORMANCE CHARACTERISTICS OF DEAF AND NORMAL CHILDREN ON SELECTED COGNITIVE TASKS. THE SAMPLE, DISTRIBUTED INTO 3 AGE CATEGORIES, CONSISTED OF 72 NORMAL AND 60 DEAF CHILDREN. MEASURES WERE SELECTED TO ASSESS THE PERFORMANCE OF SUBJECTS (1) IN DIFFERENT AREAS OF COGNITION, (2) BY LANGUAGE AND NONLANGUAGE TECHNIQUES, (3) ON INFORMATION ACQUIRED INCIDENTALLY OR PROVIDED IN A TESTING SITUATION, AND (4) WITH MEASURES THAT WERE SUITABLE FOR ADMINISTRATION TO BOTH LEARNING AND DEAF SUBJECTS. CONSERVATION TASKS (PIAGET) WERE ADMINISTERED. SEVERAL VOCABULARY MEASURES FOR ASSESSING COMMON WORD USAGE AND UNDERSTANDING WERE ALSO ADMINISTERED. ALL TESTS WERE ADMINISTERED TO EACH AGE GROUP OF NORMAL CHILDREN. WHEN REQUIRED,  TESTS OF NONLANGUAGE RESPONSES WERE ADMINISTERED TO THE DEAF SUBJECTS. SYSTEMATIC ANALYSES WERE EMPLOYED TO COMPARE LONGITUDINAL CHANGES, CROSS-SECTIONAL AGE DIFFERENCES, SEX DIFFERENCES, AND RESIDENT VERSUS DAY SCHOOL DIFFERENCES (APPLICABLE ONLY TO THE DEAF CHILDREN). FINDINGS OF THESE ANALYSES SUGGESTED THAT (1) DEAF SUBJECTS TEND TO SHOW LESS INCREMENTAL LEARNING THAN NORMAL SUBJECTS, (2) DEAF SUBJECTS TEND TO VARY MORE THAN NORMAL SUBJECTS ON THE LEVEL OF THEIR PERFORMANCES AMONG DIFFERENT TESTS, AND (3) THE PERFORMANCES OF DEAF SUBJECTS, AS THEIR AGES INCREASE, TEND MORE TO MATCH AND SOMETIMES SURPASS THE PERFORMANCES OF NORMAL SUBJECTS. FURTHER RESEARCH WAS RECOMMENDED TO STUDY THE ENVIRONMENTAL FACTORS WHICH RELATE TO COGNITIVE PERFORMANCES OF THE DEAF. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010531</dc:identifier>
<dc:title>A STUDY OF COGNITIVE DEVELOPMENT AND PERFORMANCE IN CHILDREN WITH NORMAL AND DEFECTIVE HEARING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>306</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Bilingual Schools</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>School Community Programs</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Speech Improvement</dc:subject>
<dc:creator scheme='personal author'>AMSDEN, CONSTANCE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PRELIMINARY DEVELOPMENTAL PROGRAM IN BEGINNING READING WAS ESTABLISHED FOR MEXICAN-AMERICAN CHILDREN IN AN EAST LOS ANGELES SCHOOL. THE PROGRAM WAS DESIGNED TO DEVELOP ORAL LANGUAGE SKILLS AND TO REINFORCE TRADITIONAL CULTURAL VALUES IN THE MEXICAN-AMERICAN COMMUNITY. BASELINE DATA WERE OBTAINED ON BOTH READING ACHIEVEMENT AND ORAL LANGUAGE DEVELOPMENT. IN ADDITION, INDEPENDENT STUDIES WERE UNDERTAKEN OF (1) THE SPANISH LANGUAGE PROFICIENCY OF THE CHILDREN AND (2) SPANISH INFLUENCE ON THE CHILDREN&apos;S ORAL ENGLISH. A CONTINUING EMPHASIS ON PARENT PARTICIPATION, INDIVIDUALIZED INSTRUCTION, SELF-INSTRUCTION, AND CULTURAL AWARENESS WAS RECOMMENDED TO ASSURE THE CHILDREN&apos;S ACADEMIC PROGRESS AND TO DEVELOP THEIR SENSES OF IDENTITY AND SELF-ESTEEM. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010532</dc:identifier>
<dc:title>A READING PROGRAM FOR MEXICAN-AMERICAN CHILDREN. FIRST INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>157</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Area Studies</dc:subject>
<dc:subject>Communism</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Induction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Brazil</eric:keywords_geo>
<eric:keywords_geo>China</eric:keywords_geo>
<eric:keywords_geo>India</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:keywords_geo>South Africa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carnegie Inst. of Tech., Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INSTRUCTIONAL MATERIALS WERE PROVIDED FOR A ONE-SEMESTER GRADE 10 COURSE IN NONWESTERN SOCIAL STUDIES. THE READING MATERIALS FOR STUDENTS AND THE TEACHER&apos;S MANUAL WERE DEVELOPED AS PART OF AN INTEGRATED AND SEQUENTIAL 4-YEAR CURRICULUM FOR ABLE HIGH SCHOOL STUDENTS, AND WERE FIELD TESTED TWICE AND COMPLETLY REWRITTEN BEFORE BEING PUBLISHED. THE UNITS OF STUDY COVERED BY THE MATERIALS WERE (1) &amp;quot;APARTHEID IN THE REPUBLIC OF SOUTH AFRICA,&amp;quot; (2) &amp;quot;ECONOMIC GROWTH IN INDIA,&amp;quot; (3) &amp;quot;RACE RELATIONS IN BRAZIL,&amp;quot; AND (4) &amp;quot;TOTALITARIANISM IN CHINA.&amp;quot; THESE UNITS AND THEIR ACCOMPANYING TEACHING STRATEGIES WERE PREPARED FOR INDUCTIVE-TYPE INSTRUCTION. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010533</dc:identifier>
<dc:title>AREA STUDIES IN THE NON-WESTERN WORLD. STUDENT READINGS AND TEACHER&amp;apos;S MANUAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>325</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Educational Principles</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Graphs</dc:subject>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Set Theory</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>MACCIA, ELIZABETH S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONCERN OF THIS STUDY WAS TO SET FORTH HYPOTHESES ABOUT HUMAN BEHAVIOR, HUMAN KNOWLEDGE, AND MATERIAL CHARACTERISTICS, AS FACTORS INVOLVED IN EDUCATION, AND THEN TO ESTABLISH WAYS FOR RELATING THE HYPOTHESES TO EMPIRICAL DATA. THE APPROACH TAKEN WAS TO INTERRELATE SET THEORY, INFORMATION THEORY, AND GRAPH THEORY WITH GENERAL SYSTEMS THEORY. USING THIS INTERRELATING PROCEDURE, THE INVESTIGATORS DEVELOPED A SYSTEM (THEORY MODEL) FOR RETRODUCING SCIENTIFIC EDUCATIONAL THEORY. (THEORY RETRODUCTION IS THE PROCESS OF ADDING CONTENT TO AN EXISTING THEORY MODEL TO FORM NEW THEORY.) THE NEWLY FORMED THEORY MODEL WAS THUS USED TO (1) DEFINE THE TERM, &amp;quot;SCHOOL,&amp;quot; IN THE LANGUAGE OF A SYSTEM, (2) USE THE DEFINED SYSTEM TO GIVE MEANING TO THEORETICAL &amp;quot;SCHOOL PROPERTIES,&amp;quot; AND (3) RELATE  THESE &amp;quot;PROPERTIES&amp;quot; (FORM HYPOTHESES ABOUT &amp;quot;SCHOOL&amp;quot;) TO CONSTITUTE EDUCATIONAL THEORY. PROCEDURES FOR RELATING THE THEORY TO DATA WERE OUTLINED, AND A PROJECTION WAS MADE ON HOW THE THEORY COULD BE EMPIRICALLY EVALUATED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010534</dc:identifier>
<dc:title>DEVELOPMENT OF EDUCATIONAL THEORY DERIVED FROM THREE EDUCATIONAL THEORY MODELS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>246</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Remedial Mathematics</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>SMALL, DWAIN E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FACTORS RELATED TO UNDERACHIEVEMENT AND LOW ACHIEVEMENT IN MATHEMATICS LEARNING WERE STUDIED. USING AN INDIVIDUAL CLINICAL APPROACH, THE STUDY WAS CONDUCTED WITH TWO SAMPLE GROUPS, 12 UNDERACHIEVERS AND 11 LOW ACHIEVERS, IN GRADES 4-6. SCORES WERE OBTAINED ON CONCRETE, SEMICONCRETE, AND ABSTRACT REASONING LEVELS FOR THE MATHEMATICS EDUCATION AREAS OF LINEAR MEASUREMENT AND PLACE VALUE. ADDITIONAL EVALUATIVE DATA, BOTH OBJECTIVE AND SUBJECTIVE, WERE COLLECTED THROUGH INTENSIVE CASE STUDIES ON EACH STUDENT. NO CONSISTENT PATTERN WAS FOUND FOR EITHER GROUP IN ABILITIES TO FUNCTION ON THE THREE DIFFERENT LEVELS OF REASONING. SEVERAL DIFFERENCES, HOWEVER, WERE FOUND BETWEEN THE TWO GROUPS WHEN EVALUATIVE DATA ON THEIR HOME ENVIRONMENTS AND SOCIAL ADJUSTMENTS WERE COMPARED. PROJECT  RECOMMENDATIONS WERE BASED ON THOSE DIFFERENCES--(1) LOW ACHIEVERS NEED TO BE EXPOSED TO COMPREHENSIVE COUNSELING AND REMEDIAL PROGRAMS BASED ON THEIR INDIVIDUAL LEVELS OF ABSTRACTIVE ABILITY, AND (2) UNDERACHIEVERS SHOULD PARTICIPATE IN SPECIAL PROGRAMS DESIGNED TO REDUCE ANXIETY TOWARD MATHEMATICS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010535</dc:identifier>
<dc:title>THE PROBLEMS OF UNDER ACHIEVEMENT AND LOW ACHIEVEMENT IN MATHEMATICS EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Media Specialists</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BECK, LESTER F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Monmouth)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PHILOSOPHY AND CONTENT OF EIGHT EDUCATIONAL TV SERIES FOR PRESCHOOL CHILDREN WERE DESCRIBED BY THE PEOPLE WHO CREATED THEM. PHOTOGRAPHS ARE INCLUDED TO ILLUSTRATE THE USE OF EDUCATIONAL MEDIA - STILL PICTURES, FILMS, GRAPHIC AIDS, MODELS, PUPPETS, AND PICTURE BOOKS - IN ASSOCIATION WITH TELEVISION. THE PAPERS THAT MADE UP THIS REPORT INCLUDED SOME INDICATIONS OF THE DIRECTION THAT PRESCHOOL ETV MAY MOVE IN THE FUTURE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010536</dc:identifier>
<dc:title>EDUCATIONAL MEDIA (TV) FOR THE PRESCHOOL CHILD. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>149</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Black Institutions</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>GURIN, PATRICIA</dc:creator>
<dc:creator scheme='personal author'>KATZ, DANIEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Survey Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FACTORS WHICH INFLUENCE CAREER CHOICES AND ASPIRATIONS OF STUDENTS ATTENDING SELECTED NEGRO COLLEGES IN THE SOUTH WERE STUDIED. OF MAJOR CONCERN WERE THE WAYS WHICH THE STUDENTS&apos; SOCIAL AND FAMILY BACKGROUNDS, MOTIVATIONAL CHARACTERISTICS, INVOLVEMENTS IN CIVIL RIGHTS, AND EDUCATIONAL EXPERIENCES ENCOURAGE OR CONSTRAIN ALTERNATIVES IN MAKING CHOICES ABOUT THEIR FUTURES. THE INSTITUTIONS WERE SELECTED FOR PROVIDING WIDE DIVERSITIES IN PUBLIC-PRIVATE SPONSORSHIP, ACADEMIC STATUS, AND AMOUNT OF CONSTRAINT ON CIVIL RIGHTS ACTIVITIES. QUESTIONNAIRES WERE ADMINISTERED TO 4,000 STUDENTS AT 10 INSTITUTIONS. IN ADDITION, INTERVIEWS WERE CONDUCTED WITH 600 STUDENTS TO OBTAIN MORE INTENSIVE INFORMATION. DATA COLLECTED WERE ON SPECIFIC MEASURES OF OCCUPATIONAL ASPIRATION, CLASS  BACKGROUND, FAMILY INFLUENCE, MOTIVATION, AND INSTITUTIONAL CHARACTERISTICS. THE RESULTS INDICATED THAT (1) ELEMENTARY AND SECONDARY TEACHING CAREERS WERE THE PREDOMINANT PROFESSIONAL CHOICE, (2) HIGH ACHIEVEMENT ORIENTATION AND SENSE OF PERSONAL CONTROL WERE POSITIVELY RELATED TO ASPIRATIONS FOR JOBS OF PRESTIGE, (3) REALISTIC ASPIRANTS (ABILITY MATCHED EQUALLY WITH LEVEL OF PERFORMANCE) WERE MORE LIKELY THAN UNDER- OR OVER-ASPIRANTS TO ATTRIBUTE THE FAILURE OF OTHER NEGROES TO PROBLEMS OF RACIAL DISCRIMINATION, AND (4) OVERALL DIFFERENCES EXISTED AMONG THE 10 SCHOOLS IN DEGREES OF STUDENT ASPIRATION. IMPLICATIONS WERE PRESENTED FOR EDUCATION, MOTIVATIONAL DYNAMICS (THE ROLE OF EXPECTANCIES AND VALUE-MOTIVE FACTORS), PERSONAL CONTROL DEVELOPMENT, EDUCATIONAL PROGRAMS, SUCCESS FEEDBACK,  PROGRAMED MATERIALS, GRADES AND HONORS DISTRIBUTION, AND SCHOOL, TEACHER, AND STUDENT ROLES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010537</dc:identifier>
<dc:title>MOTIVATION AND ASPIRATION IN THE NEGRO COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>364</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>MCINTYRE, CHARLES J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO TECHNIQUES FOR REVISION OF INSTRUCTIONAL MATERIALS WERE STUDIED AND COMPARED--(1) THE USE OF SYSTEMATIC PROGRAMING PRINCIPLES AND (2) THE USE OF TRADITIONAL, MORE INTUITIVE, JUDGMENT PRINCIPLES. THESE TECHNIQUES WERE USED SEPARATELY TO REVISE A VIDEOTAPED COLLEGE LECTURE ON ECONOMICS. STUDENT SAMPLES WERE THEN USED TO EVALUATE THE TWO REVISIONS. PROGRAMED INSTRUCTION RESULTED IN BETTER STUDENT PERFORMANCE AND MORE FAVORABLE STUDENT ATTITUDES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010538</dc:identifier>
<dc:title>AN APPLICATION OF THE PRINCIPLES OF PROGRAMED INSTRUCTION TO A TELEVISED COURSE IN COLLEGE ECONOMICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Television Viewing</dc:subject>
<dc:creator scheme='personal author'>JENKINS, ESTHER C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Hawaii</eric:keywords_geo>
<eric:keywords_geo>Hawaii (Honolulu)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hawaii Univ., Honolulu.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT PROJECT FOR TEACHING OBSERVATIONAL SKILLS WAS CONDUCTED, USING FOUR PLANS OF OBSERVATION--DIRECT CLASSROOM OBSERVATION (&amp;quot;DO&amp;quot;) ONLY, VIDEOTAPE TELEVIEWING (&amp;quot;TV&amp;quot;) ONLY, &amp;quot;DO&amp;quot; FOLLOWED BY &amp;quot;TV,&amp;quot; AND &amp;quot;TV&amp;quot; FOLLOWED BY &amp;quot;DO.&amp;quot; COLLEGE STUDENTS ENROLLED IN A TEACHER EDUCATION COURSE WERE RANDOMLY ASSIGNED TO COMPARISON GROUPS, USING THE DIFFERENT OBSERVATIONAL METHODS, ALL STUDENTS WERE PRETESTED ON VARIOUS MEASURES. POST-TESTS WERE ADMINISTERED ON COMPLETION OF OBSERVATIONS. OF THE COMPARATIVE MEASURES USED, THE ONLY ONE WHICH IDENTIFIED ANY SIGNIFICANT GROUP DIFFERENCES WAS THE COMPARISON OF STUDENT OBSERVER REACTIONS WITH CHILDREN&apos;S RESPONSES TO SOCIOGRAMS. THIS COMPARISON SHOWED THAT THE SEQUENCE OF &amp;quot;DO&amp;quot; FOLLOWED BY &amp;quot;TV&amp;quot; PRODUCED MORE AGREEMENT BETWEEN THE STUDENT OBSERVERS AND  THE OBSERVED CHILDREN THAN DID &amp;quot;TV&amp;quot; FOLLOWED BY &amp;quot;DO.&amp;quot; STUDENT EVALUATIONS INDICATED THAT MOST STUDENTS PREFERRED THAT TYPE OF OBSERVATION AND OBSERVATIONAL SEQUENCE WHICH THEY INDIVIDUALLY EXPERIENCED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010539</dc:identifier>
<dc:title>THE EFFICACY OF VIDEOTAPES AND DIRECT OBSERVATION FOR TEACHING OBSERVATIONAL SKILLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>140</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Nonverbal Learning</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>BOLYARD, A. JOYCE</dc:creator>
<dc:creator scheme='personal author'>SMITH, M. DANIEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>RICHMOND</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Earlham Coll., Richmond, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SEQUENCE OF LEARNING TASKS WHICH USED NONVERBAL STIMULI TO INTRODUCE CONCEPTS OF VECTOR SPACES WAS CONSTRUCTED. THE SAMPLE WAS 20 CHILDREN FROM GRADES 5 AND 6 WHO WERE MATCHED ON THE BASES OF INTELLIGENCE, READING, AND ARITHMETIC ACHIEVEMENT. EACH STAGE OF THE PROGRAMED SEQUENCE WAS PRESENTED TO EACH SUBJECT AS A CONCEPT-FORMATION PROBLEM. FOLLOWING EACH LEARNING TASK, THE SUBJECT DREW HIS ANSWER IN A SIMILAR FRAME. THE FIVE SEQUENCES AVERAGED 11 STAGES EACH. THE TOPICS TREATED WERE VECTORS AS OPERATORS, VECTOR ADDITION, SCALAR MULTIPLES, COMMUTATIVITY, AND ASSOCIATIVELY OF VECTORS. DATA RECORDED FOR EACH STAGE WERE--(1) NUMBER OF EXEMPLARS TO CRITERION (TWO CORRECT RESPONSES), (2) MEAN TIME PER RESPONSE, AND (3) MEAN ACCURACY OF RESPONSE. CONCLUSIONS WERE THAT (1) COMPARATIVE  PENETRATIONS (TRIALS TO CRITERION) ON THE FIRST 3 STAGES SHOWED VERBAL TASKS WERE LOWER, (2) NONVERBAL TASKS REQUIRED FEWER TRIALS TO CRITERION, AND (3) VERBAL STIMULI WERE REGARDED AS HIGHLY REDUNDANT IN RELEVANT DIMENSIONS FROM CONTROLLING RESPONSES. FURTHER INDICATIONS WERE THAT NONVERBAL SEQUENCES COULD BE EMPLOYED IN TEACHING CERTAIN CONCEPTS. EVALUATION OF THE RESULTS BY THE CRITERIA OF TRIALS-TO-TIME, TIME, AND ACCURACY FAVORED USE OF THE NONVERBAL SEQUENCES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010540</dc:identifier>
<dc:title>THE INTERACTION OF WORDS AND GRAPHIC SYMBOLS, INVESTIGATED VIA A PROGRAMED SEQUENCE OF CONCEPT FORMATION EXPERIENCES RELATED TO VECTOR SPACES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Liberal Arts</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>DEHAAN, ROBERT F.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Great Lakes Colleges Association, Ann Arbor, MI.</dc:creator>
<dc:creator scheme='institution'>Hope Coll., Holland, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEVELOPMENT AND EVALUATION OF PROGRAMED INSTRUCTIONAL MATERIALS FOR USE IN PRIVATE LIBERAL ARTS COLLEGES WERE REPORTED. MEMBER COLLEGES OF THE GREAT LAKES COLLEGES ASSOCIATION (GLCA) PARTICIPATED IN THE (1) IDENTIFICATION OF AREAS WHERE PROGRAMED INSTRUCTION MIGHT BE APPLIED, (2) REVIEW OF EXISTING COMMERCIAL PROGRAMS, (3) DEVELOPMENT OF NEW MATERIALS, (4) PROMOTION OF BASIC RESEARCH IN INSTRUCTIONAL PROGRAMING, AND (5) EVALUATION AND COMPARISON OF THE NEW MATERIALS AND METHODS OF DEVELOPMENT. THE RESULTS INDICATED THAT THE PROJECT DEMONSTRATED THE VALUE OF HAVING AN ASSOCIATION OF COLLEGES PREPARE AND EVALUATE JOINT PROGRAMS. IN ITS 3 YEARS OF OPERATION, THIS PROJECT DEVELOPED 36 PROGRAMS. FROM THESE, FIVE PROGRAMS WERE SELECTED AND SUBJECTED TO INTENSIVE EVALUATION UNDER A  VARIETY OF TEACHING CONDITIONS. SUBJECT AREAS OF THE PROGRAMS EVALUATED WERE POETRY, LOGIC, BIOCHEMISTRY, RELIGION, AND POLITICAL SCIENCE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010541</dc:identifier>
<dc:title>THE USE AND DEVELOPMENT OF PROGRAMED MATERIALS AND MEDIA IN PRIVATE LIBERAL ARTS COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>372</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:creator scheme='personal author'>EVANS, RICHARD I.</dc:creator>
<dc:creator scheme='personal author'>LEPPMANN, PETER K.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Texas (Houston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Houston Research Inst., Inc., TX.</dc:creator>
<dc:creator scheme='institution'>Houston Univ., TX.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS ASSOCIATED WITH INNOVATIONS IN HIGHER EDUCATION WERE PRESENTED. A CASE STUDY WAS CONDUCTED AT AN ACADEMIC COMMUNITY TO DETERMINE FACULTY RESPONSE TO INSTRUCTIONAL TELEVISION (ITV). AN ASSESSMENT WAS MADE OF (1) THE DEGREE OF SYMPATHY AND ANTIPATHY EXPRESSED TOWARD THE INNOVATION, (2) THE &amp;quot;GENERAL BELIEF SYSTEM&amp;quot; AND &amp;quot;PERSONALITY ORGANIZATION&amp;quot; OF FACULTY MEMBERS, AND (3) ATTITUDES TOWARDS CHANGE. PRELIMINARY DATA WERE ALSO OBTAINED FROM NINE OTHER UNIVERSITIES ON OTHER INNOVATIONS TO DETERMINE THE DEGREE TO WHICH THE RESULTS OBTAINED FROM THE CASE STUDY COULD BE GENERALIZED. TOPICS DISCUSSED IN THE REPORT INCLUDED (1) REVIEW OF INNOVATION THEORIES, (2) THE RESEARCH CASE HISTORY, (3) GENERAL ATTITUDES OF THE FACULTY, (4) SPECIFIC ATTITUDES TOWARD ITV, (5) THE PRO-  AND ANTI-ITV PROFESSOR, (6) STUDY OF ATTITUDE CHANGE, AND (7) GENERALIZABILITY OF RESULTS. INDICATIONS WERE MADE OF THE ROLE OF THE STUDY IN STIMULATING FURTHER RESEARCH INTO THE NATURE OF CHANGE PROCESSES IN THE ACADEMIC COMMUNITY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010542</dc:identifier>
<dc:title>THE UNIVERSITY FACULTY AND INNOVATION--THEORY, A RESEARCH CASE HISTORY (TELEVISION), IMPLICATIONS. A SOCIAL PSYCHOLOGICAL ANALYSIS IN DEPTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>372</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communications</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Electronic Equipment</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Interschool Communication</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>WITHERSPOON, JOHN P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Association of Educational Broadcasters, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MULTIPURPOSE COMMUNICATIONS SYSTEM MODELS WERE DEVELOPED FOR APPLICATION TO HIGHER EDUCATION. THREE MODEL SYSTEMS - INTRASTATE, INTERSTATE, AND EDUCATIONAL RESOURCES - WERE DESIGNED. THESE SYSTEM DESIGNS WERE ESTABLISHED FOR EASY EVALUATION AND MAXIMUM FLEXIBILITY, WITH A MINIMUM OF PRESET AUTOMATIC EQUIPMENT. TWO ALTERNATIVE TRANSMISSION SYSTEMS WERE PRESENTED--(1) ONE BASED ON THE TELPAK TARIFF OF TELEPHONE COMPANIES, PROVIDING A NARROW-BAND SERVICE, AND (2) ONE BASED ON MULTIPURPOSE BROADBAND MICROWAVE TRANSMISSION. PLANS FOR EXPERIMENTAL OPERATION AND EVALUATION OF THE THREE MODELS IN A FOLLOWUP PHASE WERE INDICATED. RELATED INFORMATION MAY BE FOUND IN ED 003 165. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010543</dc:identifier>
<dc:title>EDUCATIONAL COMMUNICATIONS SYSTEM--PHASE III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>305</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Information Storage</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>GERARD, R.W.</dc:creator>
<dc:creator scheme='personal author'>MILLER, JAMES G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Irvine)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Irvine)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Irvine.</dc:creator>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Mental Health Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COMPLETE TRANSCRIPTION OF A 5-DAY WORKSHOP CONFERENCE ON COMPUTERS AND UNIVERSITIES WAS PRESENTED. THE PARTICIPANTS CONSISTED OF 54 REPRESENTATIVES FROM UNIVERSITIES AND COMPUTER-ASSOCIATED AGENCIES AND CORPORATIONS. TOPICS LISTED ON THE CONFERENCE AGENDA WERE (1) &amp;quot;COMPUTER-ASSISTED INSTRUCTION, LEARNING ASPECTS,&amp;quot; (2) &amp;quot;COMPUTER-ASSISTED INSTRUCTION, TECHNICAL ASPECTS,&amp;quot; (3) &amp;quot;LIBRARY HANDLING BOOKS AND THEIR CONTENTS,&amp;quot; (4) &amp;quot;COMPUTER-ASSISTED INSTRUCTION, LIBRARY, STORED INFORMATION,&amp;quot; (5) &amp;quot;ADMINISTRATION, INTEGRATED RECORDS AND PROCEDURES,&amp;quot; (6) &amp;quot;ADMINISTRATION, TOP LEVEL INFORMATION FLOW,&amp;quot; AND (7) &amp;quot;REGIONAL AND NATIONAL NETWORKS.&amp;quot; (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010544</dc:identifier>
<dc:title>COMPUTERS AND UNIVERSITIES. (A WORKSHOP CONFERENCE PRESENTED BY THE UNIVERSITY OF CALIFORNIA, IRVINE, WITH THE COOPERATION OF THE UNIVERSITY OF MICHIGAN, NEWPORT BEACH, NOVEMBER 8-12, 1965.)</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>504</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Urban Culture</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:subject>Urban Environment</dc:subject>
<dc:creator scheme='personal author'>MILLER, HARRY L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONAL SURVEY WITH A CASE STUDY APPROACH WAS UNDERTAKEN TO DETERMINE THE EDUCATIONAL OUTCOMES OF BROADCASTING A PUBLIC AFFAIRS, EDUCATIONAL TELEVISION (ETV) PROGRAM. THIS ETV PROGRAM, A SERIES OF FILMS AND SUPPLEMENTARY MATERIALS ON THE PROBLEMS, DILEMMAS, AND PROMISE OF MODERN URBAN LIFE, WAS DESIGNED AND TELEVISED IN AN EFFORT TO IMPROVE UNDERSTANDING OF URBAN PROBLEMS AMONG EDUCATORS AND TO STIMULATE THE DEVELOPMENT OF INNOVATIVE URBAN EDUCATION PROJECTS FOR ADULTS. THROUGH STANDARD SURVEY TECHNIQUES (CORRESPONDENCE, INTERVIEWS, AND ON-SITE CASE STUDIES IN OVER 80 CITIES), IT WAS FOUND THAT THE ETV PROGRAM STIMULATED WIDE-SCALE EDUCATIONAL PROGRAMING. THE PROGRAM&apos;S REAL POTENTIAL WAS REALIZED IN 46 CITIES WHERE ATTEMPTS WERE MADE TO ESTABLISH COMMUNITY DEVELOPMENT AND  PLANNING PROJECTS BASED ON THE ETV PROGRAM. AMONG THE 10 LARGEST CITIES IN THE UNITED STATES, ONLY NEW YORK AND LOS ANGELES WERE INCLUDED IN THIS GROUP. A SIGNIFICANT AND UNUSUAL FINDING OF THE SURVEY WAS THAT THE ETV PROGRAM MADE ITS GREATEST EDUCATIONAL APPEAL TO SMALL OR MEDIUM-SIZED CITIES, THOUGH THE CONCENTRATION OF THE PROGRAM WAS ON BIG-CITY ISSUES AND IMAGES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010545</dc:identifier>
<dc:title>PATTERNS OF EDUCATIONAL USE OF A TELEVISED PUBLIC AFFAIRS PROGRAM. A STUDY OF METROPOLIS--CREATOR OR DESTROYER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>198</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>African Languages</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>PIKE, KENNETH L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE APPLICATION OF TAGMEMIC AND MATRIX TECHNIQUES TO SOME PROBLEMS IN AFRICAN DESCRIPTIVE LINGUISTICS, AND THE ILLUSTRATION OF THIS APPLICATION WITH DATA SOURCES (RESTATED IN TAGMEMIC TERMS) WERE PRESENTED. (TAGMEMIC AND MATRIX TECHNIQUES REFER, RESPECTIVELY, TO THE STUDY OF (1) ONE-WORD OR MULTIWORD GRAMMAR UNITS AND THE FUNCTIONS OF THESE UNITS WITHIN SENTENCE CONSTRUCTION AND (2) LANGUAGE ELEMENTS WITHIN SENTENCE STRUCTURES BY USING TABULAR RELATIONSHIPS.) PROJECT STUDIES CENTERED ON 18 NIGER-CONGO WEST AFRICAN LANGUAGES, COVERING THE SUBJECTS OF CLAUSES, CLAUSE CLUSTERS IN SENTENCES, SENTENCE CLUSTERS IN PARAGRAPHS (NARRATIVE AND DISCOURSE), NOUNS AND NOUN PHRASES, VERBS, PHONOLOGY, AND PEDAGOGICAL PLANNING. PAPERS WERE INCLUDED IN THE REPORT ON THE MBEMBE CLAUSE SYSTEM,  SERIAL CONSTRUCTIONS IN KASEM, INDEPENDENT CLAUSES OF DEGEMA, GRAMMATICAL PROSODIES, NOMINAL AND VERBAL GROUP MATRICES FOR KASEM, NOUNS OF ETUNG, VERB STRUCTURES IN ETUNG, PARALINGUISTICS IN MBEMBE, AND PHONOLOGICAL DATA OF AGBO. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010547</dc:identifier>
<dc:title>TAGMEMIC AND MATRIX LINGUISTICS APPLIED TO SELECTED AFRICAN LANGUAGES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>297</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Incidental Learning</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Peer Relationship</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>ROSS, DOROTHEA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Medicine.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEPENDENCY LEARNING, THE ACQUISITION AND DEVELOPMENT OF PERSONAL INTERRELATIONSHIP VALUES, WAS STUDIED AS A TECHNIQUE FOR FOSTERING AUDIOVISUAL ACADEMIC LEARNING AMONG 54 YOUNG, EDUCABLE MENTAL RETARDATES. SOME OF THESE SUBJECTS WERE TAUGHT TO VALUE SIMULATED DEPENDENCY MODELS. THESE MODELS WERE CONSISTENTLY PAIRED WITH SUCH REWARDING STIMULI AS GAMES, TOYS, AND EDIBLES. AFTER SEVERAL WEEKS OF ACQUIRING DEPENDENCY WITH THE MODELS, THESE CHILDREN AND OTHER SUBJECTS, HAVING NO EXPOSURE TO THE MODELS, WERE SHOWN A SERIES OF AUDIOVISUAL PRESENTATIONS IN WHICH A MODEL FIGURE PERFORMED NOVEL RESPONSES. MEASURES OF THE EXTENT TO WHICH THE SUBJECTS LEARNED THESE RESPONSES WERE MADE IMMEDIATELY FOLLOWING THE AUDIOVISIUAL PRESENTATIONS, AND 1 WEEK LATER. STATISTICAL COMPARISONS WERE MADE  OF THE LEARNING AND RETENTION SCORES WHEN TASKS WERE PRESENTED (1) BY A VALUED MODEL VERSUS AN UNFAMILIAR MODEL, (2) IN INDIVIDUAL VERSUS GROUP SETTINGS, (3) UNDER INTENTIONAL VERSUS INCIDENTAL LEARNING CONDITIONS, AND (4) BY A TEACHER VERSUS A VALUED MODEL. RESULTS INDICATED THAT SUBJECTS WHO VALUED THE FILM MODEL PERFORMED BETTER THAN SUBJECTS WHO WERE EXPOSED TO AN UNFAMILIAR FILM MODEL. ALL SUBJECTS, HOWEVER, WERE ABLE TO LEARN FROM THE AUDIOVISUAL PRESENTATIONS. GROUP VERSUS INDIVIDUAL VIEWING CONDITIONS AND INTENTIONAL VERSUS INCIDENTAL LEARNING CONDITIONS, WHEN COMPARED, APPEARED TO HAVE LITTLE AFFECT ON THE CHILDREN&apos;S OVERALL PERFORMANCE. ALL SUBJECTS OBTAINED HIGHER SCORES UNDER THE TEACHER PRESENTATION AS COMPARED TO THE AUDIOVISUAL PRESENTATIONS USED IN THIS STUDY.  (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010548</dc:identifier>
<dc:title>USE OF NEW AUDIO-VISUAL TECHNIQUES TO TEACH MENTALLY-RETARDED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:creator scheme='personal author'>IANO, RICHARD P.</dc:creator>
<dc:creator scheme='personal author'>JOHNSON, G. ORVILLE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY. Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ATTITUDES OF PARENTS OF EDUCABLE MENTALLY RETARDED (EMR) CHILDREN WERE STUDIED IN AN ATTEMPT TO DETERMINE IF A RELATIONSHIP EXISTED BETWEEN PARENT ATTITUDE AND SOCIAL CLASS STATUS. THE SAMPLE CONSISTED OF 212 PARENTS OF 106 EMR CHILDREN, 9-14 YEARS OF AGE. FAMILIES WERE RANKED FROM HIGH TO LOW ON A FIVE-POSITION SOCIAL CLASS SCALE. INTERVIEWS WERE CONDUCTED IN THE PARENTS&apos; HOMES USING INSTRUMENTS DESIGNED TO ELICIT (1) ATTITUDES, REACTIONS, AND FEELINGS OF PARENTS TOWARD THEIR RETARDED CHILD, AND (2) PARENT ESTIMATES OF THEIR RETARDED CHILD&apos;S ABILITIES. RESULTS OBTAINED FROM ANALYZING THE INTERVIEW DATA WERE--(1) PARENTS IN LOWER SOCIAL CLASSES EXPRESSED POSITIVE ATTITUDES AND HIGH ESTIMATES ABOUT THEIR CHILD MORE OFTEN THAN DID PARENTS IN HIGHER SOCIAL CLASSES, (2) PARENTS  EXPRESSED HIGHER ESTIMATES ABOUT THEIR CHILD&apos;S SOCIAL AND INDEPENDENCE ABILITIES THAN THEY DID ABOUT THEIR CHILD&apos;S INTELLECTUAL ABILITIES, AND (3) THE PARENTS IN THIS STUDY SAMPLE DID NOT SEEM TO BE AS NEGATIVE IN THEIR ATTITUDES TOWARD THEIR RETARDED CHILDREN AS PARENTS WERE REPORTED TO BE IN AVAILABLE LITERATURE. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010549</dc:identifier>
<dc:title>ATTITUDES OF PARENTS OF HIGH AND LOW SOCIAL CLASS LEVELS TOWARD THEIR EDUCABLE, MENTALLY HANDICAPPED CHILDREN. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>258</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attention Control</dc:subject>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Hyperactivity</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Operant Conditioning</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:creator scheme='personal author'>NIXON, STEWART B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF SPECIFIC OPERANT AND MODELING PRINCIPLES ON INCREASING ATTENTIVE (TASK-ORIENTED) CLASSROOM BEHAVIOR OF HYPERACTIVE CHILDREN WERE STUDIED. THE METHODS OF BEHAVIORAL MODIFICATION USED IN THE STUDY WERE DISCRIMINATION-MODELING AND OPERANT CONDITIONING. SUBJECTS WERE 24 STUDENTS FROM GRADES 1 THROUGH 4 WHO WERE JUDGED HYPERACTIVE BY TEACHERS AND BY OBSERVERS. DISCRIMINATION-MODELING WAS AN OUT-OF-CLASSROOM PROCEDURE IN WHICH SUBJECTS, WHILE VIEWING A MOTION PICTURE, WERE ASKED TO DISCRIMINATE BETWEEN HYPERACTIVE AND TASK-ORIENTED BEHAVIOR. APPROPRIATE IDENTIFICATIONS OF TASK-ORIENTED BEHAVIOR WERE MATERIALLY AND VERBALLY REINFORCED, WHILE IDENTIFICATIONS OF HYPERACTIVE BEHAVIOR WERE MERELY VERBALLY AFFIRMED. OPERANT CONDITIONING WAS REINFORCEMENT IN THE CLASSROOM AFTER  A GIVEN BEHAVIOR HAD OCCURRED. THE SUBJECTS WERE PRETESTED AND RANDOMLY DIVIDED IN FOUR TREATMENT GROUPS--(1) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, (2) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH NONTASK-ORIENTED BEHAVIOR, (3) EXPOSURE ONLY TO OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, AND (4) NO EXPOSURE TO TREATMENT PROCEDURES. AFTER TREATMENTS WERE COMPLETED, ALL SUBJECTS WERE POST-TESTED. THE RESULTS INDICATED THAT NEITHER THE USE OF OPERANT CONDITIONING ALONE NOR ITS USE WITH DISCRIMINATION-MODELING PRODUCED STATISTICALLY SIGNIFICANT CHANGES IN THE DIRECTION OF HIGHER TASK-ORIENTATION. POSSIBLE EXPLANATIONS FOR THIS LACK OF SIGNIFICANCE WERE GIVEN. (JH) SIGNIFICANCE WERE GIVEN.  (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010550</dc:identifier>
<dc:title>WAYS BY WHICH OVERLY-ACTIVE STUDENTS CAN BE TAUGHT TO CONCENTRATE ON STUDY ACTIVITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Catalogs</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Library Instruction</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Library Skills</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>WOELFLIN, LESLIE E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Carbondale)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Carbondale.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAMED INSTRUCTION UNIT WHICH USED PICTORIAL AND SIMULATION TECHNIQUES WAS DEVELOPED TO TEACH STUDENTS HOW TO USE THE CARD CATALOG. ITEMS INVOLVED IN THE UNIT INCLUDED A PROGRAMED TEXTBOOK, A SPECIAL CARD CATALOG, AND A PRACTICE SET OF BOOKS. SUBJECTS WERE STUDENTS FROM GRADES 3, 4, AND 5 WHO WERE DIVIDED INTO AN EXPERIMENTAL AND A CONTROL GROUP. ALL SUBJECTS WERE PRETESTED ON SUCH ITEMS AS (1) LOCATION OF THE AUTHOR&apos;S NAME, (2) USE OF THE CALL NUMBER, (3) SHELVING OF BOOKS, (4) FILING OF ABBREVIATED TITLES, AND (5) PREPARING A SIMULATED CARD. UPON COMPLETION OF THE ACTIVITIES, ALL SUBJECTS WERE PERFORMANCE TESTED AND POST-TESTED WITH A REARRANGED VERSION OF THE PRETEST. PERFORMANCE SCORES WERE NOT AS EXPECTED. NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE GROUPS FOR  PERFORMANCE TIME OR SCORE. THE RESULTS INDICATED SEVERAL NEEDED CHANGES--(1) THE WRITTEN TEST SHOULD BE MADE MORE RELIABLE, (2) ADJUNCT PROGRAMS ON SEARCHING FILE TRAYS AND LIBRARY SHELVES WERE NEEDED, (3) THE PERFORMANCE TEST NEEDS REFINEMENT OF TIMING TO SUIT THE AGE LEVEL OF THE STUDENTS, AND (4) THE LOCATION OF BOOKS IN THE LIBRARY SHOULD BE TAUGHT ALONG WITH THE PROGRAM. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010551</dc:identifier>
<dc:title>TO DETERMINE THE EFFECTIVENESS OF PROGRAMED INSTRUCTION IN TEACHING THIRD, FOURTH, AND FIFTH GRADE CHILDREN HOW TO USE THE CARD CATALOG. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Exchange Programs</dc:subject>
<dc:subject>Foreign Students</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>International Education</dc:subject>
<dc:subject>International Relations</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Student Adjustment</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>DEUTSCH, STEVEN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western Reserve Univ., Cleveland, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE COMMUNITY STUDY WAS CONDUCTED OF THE FOREIGN STUDENTS AND THE INTERNATIONAL ASPECTS OF FIVE COLLEGES AND UNIVERSITIES IN THE CLEVELAND AREA. THE GENERAL RESEARCH DESIGN EMPLOYED THE USE OF SUCH SURVEY METHODS AS HISTORICAL ANALYSIS, INFORMANT TECHNIQUES, PERSONAL INTERVIEWS, AND OBSERVATION. DURING A 2-YEAR PERIOD, QUESTIONNAIRES WERE ADMINISTERED TO SAMPLES OF FOREIGN STUDENTS, HOST FAMILIES, AND AMERICAN STUDENTS AND FACULTIES. RESPONDENTS TOTALED 1,018 (286 FOREIGN STUDENTS, 143 HOST FAMILIES, 376 AMERICAN STUDENTS, AND 213 AMERICAN FACULTY MEMBERS). AT THE SAME TIME, INTERVIEWS WERE CONDUCTED WITH EDUCATIONAL ADMINISTRATORS, LABOR AND BUSINESS LEADERS, STAFF MEMBERS OF THE COUNCIL ON WORLD AFFAIRS, AND OTHERS INVOLVED IN INTERNATIONAL EXCHANGE PROGRAMS. AMONG  THE AREAS COVERED IN THE INTERVIEWS WERE (1) PERCEPTION OF INTERNATIONAL STUDENT PROGRAMS (OBJECTIVES, ROLES TO BE PLAYED BY PARTICIPANTS AND OTHERS), (2) SOCIAL INTERACTION BETWEEN FOREIGN STUDENTS AND AMERICANS (STUDENTS, FACULTY, CITIZENS, AND STAFF PERSONS IN INTERNATIONAL PROGRAMS), AND (3) EVALUATION OF SERVICES AND PROGRAMS (BUSINESS, ACADEMIC, PROFESSIONAL, AND VOLUNTEER) IN THE HOST COMMUNITY. REPORTED WERE (1) THE HISTORICAL BACKGROUND OF EDUCATIONAL EXCHANGE IN VARIOUS AREAS, (2) FINDINGS FROM STUDIES OF THE FOREIGN STUDENTS AND THE COMMUNITY ROLE, (3) PERSPECTIVES OF INSTITUTIONAL INTERACTION WITH FOREIGN STUDENTS AND PROGRAMS, (4) FACULTY ATTITUDES TOWARD FOREIGN STUDENTS AND INTERNATIONAL ACTIVITIES IN HIGHER EDUCATION, AND (5) DECISION-MAKING AND PLANNING BY ADMINISTRATIVE  PERSONNEL FOR FOREIGN STUDENT PROGRAMS AND BROADER INTERNATIONAL PERSPECTIVES. TWO OF THE CONCLUSIONS WERE THAT (1) FOREIGN STUDENTS INTERACT TO A CONSIDERABLE EXTENT WITH AMERICAN FAMILIES, BUT MOST FEEL COMMITTED TO RETURN TO THEIR NATIVE COUNTRIES AND (2) CONSIDERABLE INTEREST IN INTERNATIONAL EDUCATION AND EXCHANGE IS EMERGING IN ALL QUARTERS (STUDENTS, FACULTY, ADMINISTRATION, COMMUNITY PEOPLE, AND FOREIGN STUDENTS). (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010552</dc:identifier>
<dc:title>INTERNATIONAL ASPECTS OF HIGHER EDUCATION AND EXCHANGE--A COMMUNITY STUDY. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>182</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Guidance Centers</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>OETTING, E.R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE SURVEY WAS CONDUCTED OF ALL (1,155) 4-YEAR INSTITUTIONS OF HIGHER LEARNING IN THE UNITED STATES TO IDENTIFY PROBLEMS AND ISSUES OF COUNSELING SERVICES ADMINISTRATION. THE RESULTS OF THIS SURVEY, BASED ON AN OVERALL RESPONSE OF 54 PERCENT, WERE CATEGORIZED BY (1) COUNSELOR-STUDENT RATIO, (2) COMMITMENT OF COUNSELOR DIRECTOR&apos;S TIME, (3) NUMBER OF CLIENT INTERVIEWS PER FULL-TIME COUNSELOR, (4) FUNCTIONS OF COUNSELING, AND (5) SALARIES OF COUNSELING STAFF. MANY OF THE RESPONDING INSTITUTIONS (31 PERCENT) INDICATED THAT THEY HAD NO COUNSELING SERVICE PROGRAM. SCHOOLS WITH SUCH A PROGRAM AND THEIR COUNSELING SERVICE ADMINISTRATORS WERE LISTED IN THE REPORT. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010553</dc:identifier>
<dc:title>PROBLEMS AND ISSUES IN THE ADMINISTRATION OF COLLEGE AND UNIVERSITY COUNSELING SERVICES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Creative Development</dc:subject>
<dc:subject>Cultural Context</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:creator scheme='personal author'>BARCLAY, DORIS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF ART EDUCATION ON IMPROVING THE ATTITUDES AND CULTURAL AWARENESS OF DISADVANTAGED YOUTH WAS STUDIED IN THIS PILOT PROGRAM. THE CALIFORNIA TEST OF PERSONALITY AND THE CHILDREN&apos;S PERSONALITY QUESTIONNAIRE WERE ADMINISTERED BEFORE AND AFTER A SPECIAL, 12-MONTH ART PROGRAM TO 25 CHILDREN (AGES 8-12) FOR DATA ON PERSONAL AND SOCIAL CHARACTERISTICS. AN INTERVIEW GUIDE WAS CONSTRUCTED TO INDICATE AESTHETIC LITERACY (PERFORMANCE) AND WAS USED BEFORE, DURING, AND AFTER EACH SELECTED ART EXPERIENCE. INTERVIEW QUESTIONS WERE DESIGNED AND USED TO EVALUATE GAINS IN PERFORMANCE RESULTING FROM EACH LESSON OR EXPERIENCE. SOME PRELIMINARY CONCLUSIONS WERE (1) AS CHILDREN DEVELOP NONCONFORMING ATTITUDES AS PART OF SKILL ACQUISITION IN THE VISUAL ARTS, CONFLICT CAN BE GENERATED THAT  REPUDIATES ATTITUDES CONDITIONED BY A SUBCULTURAL ENVIRONMENT, (2) ART EDUCATION IS NONESSENTIAL TO THE DEVELOPMENT OF CREATIVE PROBLEM-SOLVING ABILITY, AND (3) ENCOURAGEMENT OF CONFLICTS OR ATTITUDE CHANGES IS A NONESSENTIAL PART OF THE EDUCATION OF ECONOMICALLY AND SOCIALLY DISADVANTAGED CHILDREN. A FOLLOWUP TO THIS PILOT PROJECT WAS SUGGESTED FOR OBTAINING LONGITUDINAL DATA ON THE SAMPLE OF CHILDREN. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010554</dc:identifier>
<dc:title>A PILOT STUDY OF ART EDUCATION FOR THE ECONOMICALLY AND SOCIALLY DEPRIVED CHILD. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>MICHAEL, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>OXFORD</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Miami Univ., Oxford, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPECIFIC CONCEPTS OF PROFESSIONAL ARTISTS WERE SURVEYED FOR APPLICATION TO ART INSTRUCTION IN SECONDARY SCHOOLS. A REVIEW WAS MADE OF WRITINGS BY ARTISTS, CRITICS, AND HISTORIANS IN SEVERAL AREAS OF ART (ENAMELING, JEWELRY, PAINTING, POTTERY, PRINTMAKING, SCULPTURE, AND WEAVING). THE DATA GATHERED FROM THESE SOURCES OF ART EXPERIENCES WERE USED IN DEVELOPING A QUESTIONNAIRE. THIS QUESTIONNAIRE WAS SENT TO 350 ARTISTS, REPRESENTATIVE OF THE ART AREAS STUDIED. COMPLETED RESPONSES WERE RECEIVED FROM 56 PERCENT OF THE ORIGINAL SAMPLE. FOR THE MOST PART, ARTISTS OF ALL AREAS RESPONDED SIMILARLY TO THE ITEMS OF THE QUESTIONNAIRE. ALL ITEMS (50) WHICH RECEIVED A HIGH CONSENSUS (70 PERCENT AND ABOVE) WERE GROUPED TOGETHER TO FORM HYPOTHETICAL CONCEPTS FOR THE ART EDUCATOR. LOW CONSENSUS  CONCEPTS (43 ITEMS) WERE NOTED IN A SECOND GROUPING. THE CONSENSUS REPRESENTED ALL OF THE RESPONDING ARTISTS EXCEPT WHEN SPECIAL AREAS OF ART WERE CONSIDERED. IT WAS RECOMMENDED THAT THE FORMULATED CONCEPTS BE EXPERIMENTALLY TESTED IN THE CLASSROOM. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010555</dc:identifier>
<dc:title>ARTISTS&apos; IDEAS ABOUT ART AND THEIR USE IN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>182</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>ERICKSEN, STANFORD C.</dc:creator>
<dc:creator scheme='personal author'>KOEN, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Center for Research on Learning and Teaching.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BY MEANS OF MAIL QUESTIONNAIRES AND CAMPUS VISITS, DATA WERE OBTAINED FROM 42 COLLEGES AND UNIVERSITIES ON RECRUITMENT PROGRAMS FOR POTENTIAL TEACHERS AND TRAINING PROGRAMS FOR TEACHING ASSISTANTS. ONLY FOUR OF THE INSTITUTIONS SURVEYED REPORTED CONTINUING, SYSTEMATIC RECRUITMENT EFFORTS, THE OTHERS DEPENDING ON INFORMAL TEACHER-STUDENT CONTACTS. DATA ON TRAINING PROGRAMS FOR TEACHING ASSISTANTS SHOWED THAT MOST PROGRAMS WERE DEPARTMENT-BASED AND CONTROLLED BY DEPARTMENT PERSONNEL. THE FOCUS OF THIS TRAINING TENDED TO BE ON PRAGMATIC, IMMEDIATELY RELEVANT CONCERNS WITH LITTLE EMPHASIS ON CONSIDERATIONS ASSOCIATED WITH EDUCATIONAL PHILOSOPHY OR CAREER COMPETENCE IN TEACHING. IN MOST DEPARTMENTS, TEACHING ASSISTANTSHIPS WERE VIEWED PRIMARILY AS A MEANS OF PROVIDING UNDERGRADUATE  INSTRUCTION AND FINANCIAL SUPPORT FOR GRADUATE STUDENTS, RATHER THAN A MEANS FOR TRAINING PPROSPECTIVE COLLEGE TEACHERS. A MODEL TRAINING PROGRAM WAS SUGGESTED, CONSISTING OF FUNCTIONALLY DEFINED STAGES WHICH VARIED IN AMOUNTS OF STRUCTURE, ACTIVE SUPERVISION, AND TEACHING ASSISTANT RESPONSIBILITY. OBJECTIVE PROCEDURES FOR EVALUATING TEACHING ASSISTANT PERFORMANCE AND TRAINING PROGRAM EFFECTIVENESS WERE ALSO SUGGESTED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010556</dc:identifier>
<dc:title>AN ANALYSIS OF THE SPECIFIC FEATURES WHICH CHARACTERIZE THE MORE SUCCESSFUL PROGRAMS FOR THE RECRUITMENT AND TRAINING OF COLLEGE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>College Administration</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Department Heads</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>BACHMAN, JERALD G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Inst. for Social Research.</dc:creator>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Survey Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF ORGANIZATIONAL CHARACTERISTICS OF ACADEMIC DEPARTMENTS ON THE PERFORMANCE AND ATTITUDES OF COLLEGE FACULTY MEMBERS WERE STUDIED. CAUSES FOR FACULTY SATISFACTION WITH THEIR CHAIRMAN, GENERAL JOB SATISFACTION, AND LOYALTY TO THE COLLEGE WERE SOUGHT. QUESTIONNAIRES WERE RECEIVED FROM 444 FACULTY MEMBERS IN 12 LIBERAL ARTS COLLEGES. RELATIONSHIPS WERE PREDICTED ON THE BASIS OF SIMILAR RESEARCH, BUT NO RELATIONSHIPS WERE SUBSTANTIATED WHEN EXPERIMENTAL AND CONTROL DATA WERE CORRELATED. THE STUDY WAS EXTENDED TO THE CLARITY OF ORGANIZATIONAL GOALS IN COLLEGE. CLARITY WAS FOUND RELATED TO LACK OF CONFLICT BETWEEN FACULTY AND OFFICIALS AND TO THE BASES OF POWER ATTRIBUTED TO DEPARTMENTAL DEANS. THREE SEPARATE TOPICS WERE DISCUSSED AND SUMMARIZED IN THE REPORT--(1) ACADEMIC  DEPARTMENTS, (2) ORGANIZATIONAL GOALS AND THEIR CLARITY, AND (3) DETERMINANTS OF CLARITY IN ORGANIZATIONAL GOALS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010557</dc:identifier>
<dc:title>THE WAY IN WHICH THE ORGANIZATION OF COLLEGE DEPARTMENTS AFFECTS THE PERFORMANCE AND ATTITUDES OF COLLEGE FACULTY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>BAUM, C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WORK OF THE RESEARCH AND TECHNOLOGY DIVISION OF SYSTEM DEVELOPMENT CORPORATION DURING 1966 IS REPORTED. THE PROGRESS OF VARIOUS STUDIES AND ACTIVITIES DISCUSSED IN THE REPORT WERE ADVANCED PROGRAMING, INFORMATION PROCESSING RESEARCH, PROGRAMING SYSTEMS, DATA BASE SYSTEMS. LANGUAGE PROCESSING AND RETRIEVAL, BEHAVIORAL GAMING AND SIMULATION RESEARCH EDUCATION AND TRAINING, MATHEMATICS AND OPERATIONS RESEARCH, COMPUTER CENTER DEPARTMENT, AND SPECIAL SERVICE OPERATIONS. IN ADDITION, THE REPORT CONTAINS DESCRIPTIONS OF DIVISION-SPONSORED BOOKS, DEMONSTRATION PROGRAMS, MEETINGS AND COLLOQUIUMS, AND PROFESSIONAL ACTIVITIES OF THE STAFF. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010558</dc:identifier>
<dc:title>RESEARCH AND TECHNOLOGY DIVISION REPORT FOR 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>234</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>School Schedules</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>California (Palo Alto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPUTER PROGRAMED GENERAL SCHOOL SIMULATOR IS DESCRIBED AND RULES ARE GIVEN FOR A COMPUTER TRYOUT OF THE PILOT VERSION. ALTHOUGH THE MODEL WAS DESIGNED AS A GENERAL VEHICLE THAT WOULD PERMIT COMPUTER MODELING OF ANY SCHOOL CONFIGURATION, THE FIRST PILOT VERSION REPRESENTS A HYPOTHETICAL SCHOOL OPERATING UNDER THE &amp;quot;CONTINUOUS PROGRESS PLAN&amp;quot; WHICH PROVIDES FOR STUDENTS TO BE ASSIGNED TO BOTH GROUP AND INDIVIDUALIZED INSTRUCTION. PLANS CALLED FOR THE GENERAL MODEL TO BE DEVELOPED BY MODELING AND MAKING COMPUTER RUNS OF A SERIES OF VERSIONS OF THE SIMULATOR BASED ON SUCH FACTORS AS SCHOOL OPERATIONS AND ORGANIZATIONAL CONFIGURATIONS. A DATA ANALYSIS AND REDUCTION PROGRAM ALSO WILL BE DEVELOPED IN SUCCESSIVE STAGES. FLOW DIAGRAMS OF THE VARIOUS PROCEDURES OF THE SYSTEM WERE  INCLUDED. RELATED REPORTS ARE ED 010 578, ED 010 579, AND ED 010 581. (AL) 23</dc:description>
<dc:identifier scheme='eric_accno'>ED010559</dc:identifier>
<dc:title>CONSTRUCTION OF SCHOOL SIMULATION VEHICLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-08-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GENERAL DESCRIPTION WAS PRESENTED OF THE SCHOOL SIMULATION PROJECT WHICH USED SYSTEMS ANALYSIS AND COMPUTER-SIMULATION TECHNIQUES FOR STUDYING ORGANIZATIONAL CHANGES IN EDUCATION. THE ORGANIZATIONAL MODIFICATIONS STUDIED WERE APPLICABLE TO THE IMPLEMENTATION OF INSTRUCTIONAL INNOVATIONS. FIVE HIGH SCHOOLS. VARYING IN THE EXTENT THEY WERE INNOVATIVE, WERE SELECTED FOR ANALYSIS. A COMPUTER-BASED SIMULATION VEHICLE WAS PLANNED FOR SERVING AS A CONCEPTUAL TOOL IN THE GENERATION OF RESEARCH HYPOTHESES ON WAYS IN WHICH SCHOOL DESIGN AND ORGANIZATION COULD BE IMPROVED. WITHIN THE STRATEGY OF THE PROJECT, SEVEN TENETS WERE LISTED AND DISCUSSED. FLOWCHARTS OF STUDY PROCEDURES AND OF INTERACTION AMONG THESE PROCEDURES WERE INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010560</dc:identifier>
<dc:title>PURPOSE AND STRATEGY OF THE SCHOOL SIMULATION PROJECT. SPECIAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Laboratory Schools</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Problems</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE APPLICATION OF SYSTEM ANALYSIS TO EDUCATIONAL PROBLEMS OF A CONTINUOUS PROGRESS PLAN HIGH SCHOOL WAS DESCRIBED. THIS SCHOOL SCHOOL PLAN INVOLVED A RADICAL DEPARTURE FROM THE TRADITIONAL CURRICULUM AND AN EXTENSIVE USE OF NEW MEDIA. ALTHOUGH NO FULLY IMPLEMENTED CONTINUOUS PROGRESS SCHOOL EXISTED AT THE TIME OF OF THIS REPORT, THE BRIGHAM YOUNG UNIVERSITY LABORATORY SCHOOL HAD USED PARTS OF THE PLAN AT THE ELEMENTARY SCHOOL, JUNIOR HIGH SCHOOL, AND HIGH SCHOOL LEVELS. THE BASIC CONTENT OF THIS REPORT CAME FORM INTERVIEWS WITH DR. EDWIN READ (WHO DEVELOPED THE CONTINUOUS PROGRESS SCHOOL PLAN) AND MEMBERS OF HIS STAFF AT THE BRIGHAM YOUNG UNIVERSITY LABORATORY SCHOOL. FLOW DIAGRAMS THAT WERE DEVELOPED FOLLOWING THE INTERVIEWS WERE ALSO INCLUDED IN THE REPORT. TOPICS COVERED WERE  (1) AN OVERVIEW OF THE CONTINUOUS PROGRESS SCHOOL, (2) STUDENT MOVEMENT THROUGH THE SCHOOL, (3) PREREGISTRATION AND REGISTRATION PROCEDURES, (4) COURSE WORK IN LANGUAGE ARTS AND SPEECH, AND (5) SPECIAL ACADEMIC FUNCTIONS OF TEST SCORING AND INTERPRETATION. RELATED REPORTS ARE ED 010 562 THROUGH ED 010 564. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010561</dc:identifier>
<dc:title>SYSTEM DESIGN FOR A CONTINUOUS PROGRESS SCHOOL--PART I</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-02-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Laboratory Schools</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Problems</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>Utah (Provo)</eric:keywords>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Brigham Young University UT</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DESIGN OF A SURVEILLANCE AND DETECTION SYSTEM WAS PRESENTED FOR APPLICATION TO THE CONTINUOUS PROGRESS SCHOOL, DEVELOPED BY DR. EDWIN READ OF BRIGHAM YOUNG UNIVERSITY. THE PURPOSE OF THIS SYSTEM, PART OF AN INFORMATION PROCESSING CENTER, WAS (1) TO MONITOR AND SURVEY THE STUDY ACTIVITIES OF STUDENTS, (2) TO DETECT THE PRESENCE OF REAL AND IMMINENT PROBLEMS IN STUDENT PERFORMANCES, AND (3) TO ALERT APPROPRIATE PERSONNEL FOR ACTION. THE SYSTEM WOULD FOLLOW UP ON STUDENT PERFORMANCE OF ASSIGNED TASKS, CONDUCT PERIODIC REVIEWS OF STUDENT PERFORMANCE TO COMPARE ACTUAL PERFORMANCE WITH THAT EXPECTED, AND DETERMINE THE PERSON TO BE ALERTED IN THE EVENT OF TROUBLE. FLOW DIAGRAMS OF THE SYSTEM WERE INCLUDED IN THE REPORT. RELATED REPORTS ARE ED 010 561, ED 010 563, AND ED 010 564.  (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010562</dc:identifier>
<dc:title>SYSTEM DESIGN FOR A CONTINUOUS PROGRESS SCHOOL--PART II, SURVEILLANCE AND DETECTION SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-03-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Resources Centers</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Problems</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INSTRUCTIONAL MATERIALS CENTER (IMC) OF THE CONTINUOUS PROGRESS SCHOOL WAS DESCRIBED. THE CONTINUOUS PROGRESS SCHOOL PLAN WAS DEVISED BY DR. EDWIN READ AND WAS BEING DEVELOPED AT THE LABORATORY SCHOOL OF BRIGHAM YOUNG UNIVERSITY. THIS REPORT DESCRIBED HOW AN IMC MIGHT OPERATE RATHER THAN HOW ONE IS OPERATING OR IS PLANNED TO OPERATE. AS CONCEIVED, THE IMC COMBINED THE FUNCTIONS OF THE LIBRARY, THE BOOK STORE, THE AUDIOVISUAL CENTER, AND THE DEVELOPMENT OF MATERIALS. FLOW DIAGRAMS OF THE PLANNED OPERATION WERE INCLUDED. RELATED REPORTS ARE ED 010 561, THROUGH ED 010 564. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010563</dc:identifier>
<dc:title>SYSTEM DESIGN FOR A CONTINUOUS PROGRESS SCHOOL--PART III, THE INSTRUCTIONAL MATERIALS CENTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Laboratory Schools</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>MARSH, DONALD G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Brigham Young University UT</eric:keywords>
<eric:keywords>Utah (Provo)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPUTER SIMULATION OF A CONTINUOUS PROGRESS SCHOOL THAT PERMITS STUDENTS TO SCHEDULE THEMSELVES FOR COURSE WORK ON AN AUTONOMOUS BASIS WAS CONSTRUCTED AND TESTED. THE SYSTEM WAS SET UP TO FREE THE STUDENT FROM THE DISADVANTAGES OF TRADITIONAL PROGRESSION BY ALLOWING HIM TO WORK IN OTHER COURSES WHILE WAITING FOR TEACHING ASSISTANCE IN ANOTHER. PATTERNS OF RESOURCE DEMAND WERE DETERMINED FOR THE ASSIGNMENT OF 100 HIGH SCHOOL STUDENTS TO FIVE COURSES AT ONE TIME. WHENEVER SUCH A STUDENT WOULD REQUIRE HELP, HE COULD FILE A REQUEST FOR HELP AND GO ON TO HIS WORK ON ANOTHER COURSE. THE SYSTEM WAS DEEMED USEFUL FOR EXPANDING SIMULATION CAPABILITY AND FOR EXPLORING ITS USES IN COURSE DESIGHN. IT WAS DEVELOPED IN ASSOCIATION WITH THE CONTINUOUS PROGRESS SCHOOL PLAN OF DR. EDWIN READ  OF THE BRIGHAM YOUNG UNIVERSITY LABORATORY SCHOOL. RELATED REPORTS ARE ED 010 561 THROUGH ED 010 563. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010564</dc:identifier>
<dc:title>SYSTEM DESIGN FOR A CONTINUOUS PROGRESS SCHOOL--COMPUTER SIMULATION OF AUTONOMOUS SCHEDULING PROCEDURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Theodore High School AL</eric:keywords>
<eric:keywords>ALABAMA</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES WERE APPLIED IN A STUDY OF THE ORGANIZATION OF A BIOLOGY COURSE FOR INDIVIDUAL PROGRESS. THEODORE HIGH SCHOOL AT THEODORE, ALABAMA, WAS SELECTED FOR STUDY BECAUSE OF ITS APPROACH TO THE ORGANIZATION OF ITS RESOURCES FOR STUDENTS TO LEARN ON AN INDIVIDUAL BASIS. DESCRIBED IN THIS INTRODUCTORY REPORT WERE (1) SCHOOL ENVIRONMENT, (2) PERSONNEL, (3) OBJECTIVES, SPACE, AND FACILITIES, (4) USE OF INSTRUCTIONAL MEDIA, AND (5) ORGANIZATIONAL FEATURES. THE SPECIFIC PROCEDURES FOLLOWED IN INDIVIDUALIZED INSTRUCTION WERE EXAMINED BY FOCUSING ON THE BIOLOGY COURSE ORGANIZATION. THE COURSE HAD BEEN ORGANIZED FOR INDIVIDUAL PROGRESS AND USED A STUDY GUIDE TO DIRECT THE WORK OF STUDENTS. A DETAILED DESCRIPTIVE ANALYSIS WAS PRESENTED IN THE  SECOND OF A SERIES OF THREE REPORTS REFERENCED ED 010 566. THE RESULTS OBTAINED BY COMPUTER SIMULATION OF EXPERIMENTAL MANIPULATION OF THE ORGANIZATION OF THE COURSE WERE REPORTED IN ED 010 567. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010565</dc:identifier>
<dc:title>THE ORGANIZATION OF A BIOLOGY COURSE FOR INDIVIDUAL PROGRESS AT THEODORE HIGH SCHOOL--AN INTRODUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-07</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>ALABAMA</eric:keywords>
<eric:keywords>Theodore High School AL</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES WERE APPLIED IN DESCRIBING THE BIOLOGY COURSE AT THE THEODORE HIGH SCHOOL, THEODORE, ALABAMA, WHICH WAS SELECTED AS THE UNIT OF STUDY BECAUSE OF ITS ORGANIZATION OF COURSES FOR INDIVIDUAL PROGRESS. A DESCRIPTIVE ANALYSIS OF THE BIOLOGY COURSE WAS PRESENTED IN TERMS OF THE (1) INSTRUCTIONAL MEDIA, (2) PROCEDURES, (3) ROLES OF PERSONNEL INVOLVED IN THE COURSE, AND (4) SPACE USED. A STUDY GUIDE USED TO DIRECT EACH STUDENT THROUGH THE COURSE WAS ANOTHER INNOVATIVE FEATURE OF THE COURSE ORGANIZATION. THE STUDY GUIDE CONSISTED OF A DETAILED PLAN OF THE COURSE AND INSTRUCTIONS FOR STUDENTS. THE COURSE WAS DIVIDED INTO THREE LEVELS OF PERFORMANCE--(1) HIGH APTITUDE, (2) MEDIUM APTITUDE, AND (3) LOW APTITUDE. STUDENT ASSIGNMENT,  PERFORMANCE, AND COURSE CHARACTERISTICS WERE DESCRIBED. RELATED REPORTS ARE ED 010 565 AND ED 010 567. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010566</dc:identifier>
<dc:title>THE ORGANIZATION OF A BIOLOGY COURSE FOR INDIVIDUAL PROGRESS AT THEODORE HIGH SCHOOL--DESCRIPTIVE ANALYSIS</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-09</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Laboratory Schools</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BIOLOGY COURSE OF THEODORE HIGH SCHOOL AT THEODORE, ALABAMA, WAS STUDIED AS A SYSTEM FOR &amp;quot;PROCESSING&amp;quot; STUDENTS AND WAS SIMULATED ON A COMPUTER. AN EXPERIMENTAL VERSION OF THE COURSE WAS SIMULATED AND COMPARED WITH THE ACTUAL COURSE. THE PURPOSES OF THIS STUDY WERE (1) TO EXAMINE THE CONCEPT OF INDIVIDUAL PROGRESS AS IT RELATED TO THE ORGANIZATION OF COURSES IN GENERAL AND THE BIOLOGY COURSE IN PARTICULAR, (2) TO DRAW IMPLICATIONS FROM THE RESULTS AS THEY RELATED TO DEFINING NEW ROLES FOR SCHOOL PERSONNEL, PROVIDING INFORMATION ON THE USE OF MEDIA AS IT AFFECTS INTERACTIONS OF STUDENTS AND OF STUDENTS AND TEACHERS, DESCRIBING NEW APPLICATIONS FOR DATA PROCESSING, PROVIDING INFORMATION ON AMOUNT AND ARRANGEMENT OF SPACE, AND PROVIDING ESTIMATES OF CHARACTERISTICS OF GRADUATING  STUDENTS, AND (3) TO DRAW CONCLUSIONS ABOUT THE USE OF SYSTEMS ANALYSIS AND COMPUTER SIMULATION AS RESEARCH TECHNIQUES. THE USE OF SYSTEMS ANALYSIS AND SIMULATION TO STUDY POSSIBLE BEHAVIORS OF AN EXISTING SCHOOL ORGANIZATION WAS FOUND TO BE FEASIBLE AND VALUABLE. SIMULATION OF THE OPERATION OF A THEORETICAL ORGANIZATION PROVIDED PREDICTIONS OF THE RESULTS TO BE EXPECTED FROM USE OF THE PLANNED ORGANIZATION. DATA GATHERED FROM THIS STUDY COULD BE OF POSSIBLE VALUE TO COURSE DESIGNERS WHO DESIRE A THEORETICAL MODEL TO GUIDE THEIR EFFORTS. RELATED REPORTS ARE ED 010 565 AND ED 010 566. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010567</dc:identifier>
<dc:title>THE ORGANIZATION OF A COURSE FOR INDIVIDUAL PROGRESS AT THEODORE HIGH SCHOOL--SYSTEM ANALYSIS AND SIMULATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>Florida (Fort Lauderdale)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OVERVIEW WAS PRESENTED OF THE ORGANIZATION AND OPERATION OF A NUMBER OF INNOVATIVE ASPECTS OF THE NOVA HIGH SCHOOL IN FORT LAUDERDALE, FLORIDA. NOVA IS PART OF A COMPLEX PLANNED TO INCLUDE GRADES K THROUGH 12. STUDENTS MUST APPLY TO ATTEND NOVA AND ARE SELECTED PRIMARILY ON THE RELATION OF STUDENT PERFORMANCE TO MEASURES OF APTITIDE. VOCATIONAL TRAINING IS NOT PROVIDED IN EITHER TECHNICAL OR BUSINESS SKILLS. THE SCHOOL EXISTS TO PROVIDE ACADEMIC GROUNDING FOR A LIFETIME OF LEARNING. NO EXTRACURRICULAR ACTIVITIES ARE PERMITTED DURING THE SCHOOL HOURS AND THE SCHOOL HAS NO CAFETERIA, AUDITORIUM, FOOTBALL STADIUM, OR BUS SERVICE. FOOD SERVICE IS PROVIDED BY PRIVATELY OPERATED SNACK BARS. FACULTY MEMBERS ARE NOT REQUIRED TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES. ONE OF THE  MORE NOTEWORTHY FEATURES IS THE SUPERIOR ADMINISTRATIVE AND TEACHING STAFF EMPLOYED. THE STAFF HAS BEEN FREED OF MANY CLERICAL TASKS BY THE EMPLOYMENT OF A NUMBER OF AIDES. AN ARTIST HAS ALSO BEEN EMPLOYED TO PREPARE MATERIALS FOR VISUAL PRESENTATIONS. NOVA&apos;S MODERN SCHOOL PLANT PROVIDES CLOSED CIRCUIT TELEVISION, A DIALOG SYSTEM TO 66 STATIONS, AND THREE RESOURCE CENTERS. THE COST PER PUPIL OF OPERATING NOVA IS LESS THAN FOR SOME OF THE OTHER SCHOOLS OF BROWARD COUNTY. A CHART OF THE STAFF ORGANIZATION AND THE PLANS OF THE SCHOOL BUILDING ARE INCLUDED. RELATED REPORTS ARE ED 010 569 AND ED 010 570. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010568</dc:identifier>
<dc:title>NOVA HIGH SCHOOL--INTRODUCTION</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American History</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>Florida (Fort Lauderdale)</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES WERE APPLIED IN A STUDY OF INNOVATION FOR A 10TH-GRADE SOCIAL STUDIES COURSE. THE COURSE CONTENT WAS AMERICAN HISTORY WHICH WAS DIVIDED INTO 10 CONTENT AREAS SUCH AS COLONIAL, REVOLUNTIONARY, AND CONSTITUTIONAL AMERICAN. THE ACTIVITIES OF THE COURSE INCLUDED TEAM TEACHING, LECTURES, MEDIA PRESENTATIONS, GROUP STUDY, UNIT QUIZZES, AND INDIVIDUAL STUDY. DESCRIPTIONS WERE PRESENTED OF (1) SPECIAL STUDY SUBGROUPS AND SEMINAR GROUPS, (2) THE MEDIA USED IN THE GROUPS, (3) INFORMATION AND RECORD PROCESSING PROCEDURES, AND (4) THE USE OF SCHOOL SPACE. RELATED REPORTS ARE ED 010 568 AND ED 010 570. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010569</dc:identifier>
<dc:title>NOVA HIGH SCHOOL--DESCRIPTION OF TENTH-GRADE SOCIAL STUDIES COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American History</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SYSTEMS ANALYSIS WAS MADE OF A 10TH-GRADE SOCIAL STUDIES COURSE IN AMERICAN HISTORY TAUGHT AT THE NOVA HIGH SCHOOL, FORT LAUDERDALE, FLORIDA, TO EVALUATE THE COURSE AS AN INSTRUCTIONAL SYSTEM. THE ANALYSIS WAS CONCERNED WITH SUCH PROBLEM AREAS AS TEACHER ROLES, THE EFFECTS OF MEDIA ON STUDENT-TEACHER RELATIONSHIPS, INFORMATION REQUIREMENTS, THE USE OF SPACE, AND THE EFFECTS OF COURSE PROCEDURES ON STUDENTS. A COMPUTER SIMULATION MODEL OF THE COURSE WAS SET UP AND TESTED. DATA PRODUCED BY THE MODEL WERE COMPARED TO DATA THAT WERE DESCRIPTIVE OF THE COURSE. THERE WAS A HIGH DEGREE OF CORRESPONDENCE BETWEEN THE SIMULATED DATA AND THE DESCRIPTIVE DATA, INDICATING THAT THE SIMULATION PROCEDURES WERE EFFECTIVE IN PRODUCING DATA THAT APPEARED TO BE VALID. RELATED REPORTS ARE ED 010  568 AND ED 010 569. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010570</dc:identifier>
<dc:title>NOVA HIGH SCHOOL--SYSTEM ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>Michigan (Saginaw)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INTRODUCTION WAS PRESENTED IN THE FIRST OF A SERIES OF THREE REPORTS OF THE WORK DONE AT BUENA VISTA HIGH SCHOOL IN SAGINAW, MICHIGAN. THE ORGANIZATIONAL MODIFICATIONS IN EDUCATION THAT SUPPORT THE USE OF INSTRUCTIONAL INNOVATIONS WERE STUDIED USING SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES. THE GENERAL DESCRIPTION OF THE HIGH SCHOOL INCLUDED A COMMUNITY PROFILE, THE SCHOOL DESIGN, AND POPULATION. INCLUDED ALSO WERE DESCRIPTIONS OF THE PERSONNEL AND FACILITIES. A MAJOR INNOVATION WAS THE USE OF CLOSED-CIRCUIT TELEVISION COMBINED WITH TEAM TEACHING. THE PROGRAM INCLUDED A TELELESSON OF APPROXIMATELY 25 MINUTES FOLLOWED BY DISCUSSION FOR THE REMAINDER OF THE HOUR. A DESCRIPTIVE ANALYSIS OF GRADE 11 ENGLISH (ED 010 572) AND A DETAILED ANALYSIS OF THE INSTRUCTIONAL PLAN  IN USE (ED 010 573) WERE THE OTHER REPORTS OF THE SERIES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010571</dc:identifier>
<dc:title>BUENA VISTA HIGH SCHOOL--AN INTRODUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Saginaw)</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DETAILED SYSTEM DESCRIPTION OF THE 11TH-GRADE ENGLISH COURSE WHICH COMBINES TEAM TEACHING WITH CLOSED-CIRCUIT TELEVISION AT THE BUENA VISTA HIGH SCHOOL IN SAGINAW, MICHIGAN, WAS PRESENTED. THE SECOND IN A SERIES OF THREE REPORTS, THIS REPORT PRESENTED AN ANALYSIS OF (1) COURSE OPERATING PROCEDURES, (2) TIME SPENT IN VARIOUS GROUPINGS AND ACTIVITIES, AND (3) ROTATION OF GROUPS, MATERIALS, EQUIPMENT, AND SPACE. FURTHER DESCRIPTIONS WERE GIVEN OF TELEVISION ACTIVITIES, ATTENDANCE CHECKING AND REPORTING, AND PERSONNEL AND JOB DESCRIPTIONS. FLOW CHARTS AND TABLES WERE INCLUDED. RELATED REPORTS ARE ED 010 571 AND ED 010 573. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010572</dc:identifier>
<dc:title>BUENA VISTA HIGH SCHOOL--DESCRIPTIVE ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>EGBERT, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Saginaw)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OPERATION OF BUENA VISTA HIGH SCHOOL IN SAGINAW, MICHIGAN, AND SUGGESTIONS FOR SYSTEM CHANGES WERE DESCRIBED IN THE THIRD OF A SERIES OF THREE REPORTS. OF GENERAL CONCERN WAS THE USE OF CLOSED-CIRCUIT TELEVISION IN GRADE 11 ENGLISH INSTRUCTION. THE STUDY WAS PART OF A GENERAL INVESTIGATION, USING SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES, OF ORGANIZATIONAL MODIFICATIONS IN EDUCATION THAT SUPPORT THE USE OF INSTRUCTIONAL INNOVATIONS. SOME OF THE PROPOSED MODIFICATIONS FOR IMPROVEMENT OF THE SYSTEM WERE (1) ELIMINATION OF HALF GROUPS, (2) SIMPLIFICATION OF ATTENDANCE CHECKING PROCEDURES, (3) PROVISION FOR SMALLER DISCUSSION GROUPS, (4) MODIFICATION OF THE PRESENT SYSTEM TO PERMIT GROUPS TO BE RECONSTITUTED MORE READILY, AND (5) PROVISION FOR STUDENTS TO SPEND MORE  TIME IN DIRECTED STUDY. TWO HYPOTHETICAL PROGRAMS WERE DEVELOPED WHICH REPRESENTED MAJOR CHANGES IN THE CURRENT PROGRAM. SIMULATIONS OF THE OPERATION OF THE PROPOSED PROGRAMS BY THE COMPUTER MODEL PROVIDED A MEANS TO EVALUATE THE POWER OF THE MODEL AND ITS POTENTIAL AS A TOOL. FLOWCHARTS AND TABLES WERE INCLUDED. THE GENERAL DESCRIPTION OF THE HIGH SCHOOL (ED 010 571) AND A DETAILED ANALYSIS OF THE TELEVISION SYSTEM (ED 010 572) WERE THE OTHER REPORTS OF THE SERIES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010573</dc:identifier>
<dc:title>BUENA VISTA HIGH SCHOOL--SYSTEMS ANALYSIS</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Essexville)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF A HIGH SCHOOL THAT HAS ORGANIZED ITS RESOURCES TO MEET THE EDUCATIONAL NEEDS OF ALL OF ITS STUDENTS WAS DESCRIBED IN THE FIRST OF A SERIES OF THREE REPORTS. THE GARBER HIGH SCHOOL AT ESSEXVILLE, MICHIGAN, WAS DESCRIBED AS AN ORGANIZATION WHICH PERMITTED THE INDIVIDUAL LEARNER TO MOVE THROUGH AS MUCH SUBJECT MATTER AS HE CAN MASTER. DISCUSSION WAS PRESENTED ON (1) THE COMMUNITY, (2) THE SCHOOL, ITS ORGANIZATION AND OBJECTIVES, AND (3) THE ORGANIZATIONAL FEATURE STUDIED WHICH WAS THE MATHEMATICS DEPARTMENT. INCLUDED ALSO WERE DISCUSSIONS OF THE SCHOOL&apos;S USE OF MEDIA FOR INDIVIDUALIZATION AND ITS SPACE AND FACILITIES. SOME OF THE INNOVATIVE PROCEDURES ADOPTED BY THE SCHOOL WERE (1) INDIVIDUALIZED INSTRUCTION, (2) MULTIPLE LEVELS OF INSTRUCTION WITHIN COURSES TO  ACCOMMODATE SEVEN LEVELS OF GENERAL ABILITY, (3) NONGRADED PROGRAM, (4) CONTINUOUS PROGRESS OF STUDENTS, (5) FLEXIBLE SCHEDULING, AND (6) MOBILITY OF STUDENTS. FLOWCHARTS, ORGANIZATIONAL STRUCTURE, AND TABLES WERE INCLUDED. RELATED REPORTS ARE ED 010 575 AND ED 010 576. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010574</dc:identifier>
<dc:title>THE ORGANIZATION OF INTERRELATED INDIVIDUAL PROGRESS AND ABILITY LEVEL COURSES IN MATHEMATICS AT GARBER HIGH SCHOOL--AN INTRODUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Essexville)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES, PROCEDURES, AND USE OF RESOURCES THAT CHARACTERIZE THE MATHEMATICS DEPARTMENT AT THE GARBER HIGH SCHOOL AT ESSEXVILLE, MICHIGAN, WERE DESCRIBED IN THE SECOND OF A SERIES OF THREE REPORTS. THE MAJOR OBJECTIVES WERE (1) TO PROVIDE ALTERNATE VERSIONS OF THE FUNDAMENTAL SUBSTANTIVE AREAS TO ACCOMMODATE SEVERAL LEVELS OF STUDENT ABILITY, (2) TO PROVIDE STUDENTS WITH THE MEANS TO PROGRESS THROUGH SUBSTANTIVE MATERIAL AS INDIVIDUALS, INDEPENDENTLY FROM EACH OTHER, AND (3) TO PROVIDE A CURRICULUM FROM MATHEMATICAL CONCEPTS WHOSE RELATIONSHIP WITHIN THE DEPARTMENT AND WITH OTHER DEPARTMENTS IS UNDERSTOOD. THE PROCEDURES EMPLOYED INCLUDED (1) SETTING STUDENT EXPECTANCIES, (2) TEACHING CONCEPT MASTERY, (3) HELPING STUDENTS BY INSTRUCTIONAL ASSISTANCE, (4) USING STUDY GUIDES,  (5) GROUPING STUDENTS, AND (6) SWITCHING BETWEEN COURSES. THE FUNCTIONAL SPACE AREAS INCLUDED (1) CLASSROOMS, (2) DEPARTMENT OFFICE AREA, (3) LEARNING RESOURCES AREA, AND (4) TESTING AREA. MEDIA USED IN THE DEPARTMENT AND PERSONNEL ROLES WERE ALSO DESCRIBED. RELATED REPORTS ARE ED 010 574 AND ED 010 576. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010575</dc:identifier>
<dc:title>THE ORGANIZATION OF INTERRELATED INDIVIDUAL PROGRESS AND ABILITY LEVEL COURSES IN MATHEMATICS AT GARBER HIGH SCHOOL--DESCRIPTIVE ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>BRATTEN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Essexville)</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MODEL OF THE MATHEMATICS DEPARTMENT AT THE GARBER HIGH SCHOOL AS ESSEXVILLE, MICHIGAN, AS A SYSTEM FOR PROCESSING STUDENTS WAS DESCRIBED IN THE LAST OF A SERIES OF THREE REPORTS. THE RESULTS OBTAINED THROUGH SIMULATING THE SYSTEM ON A COMPUTER WERE ALSO REPORTED. A FEATURE OF THE PLAN WAS NOTED TO BE ITS FLEXIBILITY IN PROVIDING A UNIQUE PROGRAM OF COURSES TO MEET THE VARIED ABILITIES AND INTERESTS OF INDIVIDUAL STUDENTS. DESCRIPTIONS WERE GIVEN OF (1) A MODEL OF COURSES IN MATHEMATICS SHOWING THE INTERRELATIONSHIPS AMONG 29 COURSES OFFERED BY THE DEPARTMENT AND THE PATHWAYS BY WHICH THE STUDENTS MAY PROCEED, (2) RESULTS OF A COMPUTER SIMULATION OF STUDENT BEHAVIOR AS THEY ARE PROCESSED AND TO PREDICT THE USE TO BE MADE OF THE VARIOUS COURSES WHEN THE DEPARTMENT BECOMES FULLY  OPERATIONAL, (3) IMPLICATIONS FOR THE OVERALL PROJECT, AND (4) THE VALUE OF SYSTEMS ANALYSIS AND COMPUTER SIMULATION IN THE STUDY. CHARTS AND TABLES WERE INCLUDED. RELATED REPORTS ARE ED 010 574 AND ED 010 575. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010576</dc:identifier>
<dc:title>THE ORGANIZATION OF INTERRELATED INDIVIDUAL PROGRESS AND ABILITY LEVEL COURSES IN MATHEMATICS AT GARBER HIGH SCHOOL--SYSTEM ANALYSIS AND SIMULATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USES OF SYSTEMS ANALYSIS AND COMPUTER SIMULATION OF SCHOOL ORGANIZATION WERE EXPLORED TO FIND NEW WAYS TO IMPLEMENT INSTRUCTIONAL MEDIA. THE USES OF SYSTEMS ANALYSIS RECOMMENDED WERE--(1) TO FACILITATE IMPROVEMENT OF PRESENT INSTRUCTIONAL AND EDUCATIONAL PLANNING SYSTEMS AND (2) TO EXPLORE THE FEASIBILITY OF PROPOSED SCHOOL ORGANIZATIONS. THE RECOMMENDED PROCEDURES FOR USE OF SYSTEMS ANALYSIS WERE--(1) DEFINE THE MAJOR OVERALL PROBLEM TO BE SOLVED, (2) MODEL THE SYSTEM, AND (3) USE THE MODEL TO STUDY THE EFFECTS OF CHANGES OF THE SYSTEM. A TECHNIQUE CALLED &amp;quot;EDSIM&amp;quot; WAS DEVELOPED AS PART OF THE PROJECT TO MODEL A SYSTEM BY MEANS OF A COMPUTER PROGRAM. FOLLOWING 11 ANALYSES OF SCHOOL ORGANIZATIONS, IT WAS CONCLUDED THAT ALTERING SCHOOL ORGANIZATIONS TO ACCOMMODATE INDIVIDUAL  DIFFERENCES OF STUDENTS REQUIRES (1) ADEQUATE SELF-STUDY INSTRUCTIONAL MATERIALS, AND (2) ADEQUATE SYSTEMS TO PROVIDE INFORMATION TO INSTRUCTORS, COUNSELORS, AND ADMINISTRATORS ABOUT THE STATUS OF INDIVIDUAL STUDENTS. TO MEET THESE NEEDS, THE INVESTIGATORS RECOMMENDED (1) CONTINUED DEVELOPMENT OF THE COMPUTER-BASED SYSTEM TO ASSIST STUDENTS AND COUNSELORS IN PLANNING, (2) CONTINUED STUDY OF THE USE OF INFORMATION PROCESSING FOR STUDENT INSTRUCTION, (3) INSERVICE TRAINING OF SELECTED SCHOOL PERSONNEL IN THE PREPARATION OF INDIVIDUALIZED COURSE MATERIALS, AND (4) DEVELOPMENT OF PROCEDURES FOR THE MANAGEMENT OF CHANGES IN SCHOOLS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010577</dc:identifier>
<dc:title>ANALYSIS OF INSTRUCTIONAL SYSTEMS. REPORT OF A PROJECT, NEW SOLUTIONS TO IMPLEMENTING INSTRUCTIONAL MEDIA THROUGH ANALYSIS AND SIMULATION OF SCHOOL ORGANIZATION. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>272</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>YETT, FRANK A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DESCRIPTION WAS PRESENTED OF A SIMULATION VEHICLE THAT WAS BEING DEVELOPED TO PERMIT MODELING ANY SCHOOL CONFIGUATION. THE MODEL WAS CONSIDERED AS HAVING TWO MAJOR PARTS--(1) THE ACTIVITY PROCESSOR AND (2) THE RESOURCE ALLOCATION PROCESSOR. THE ADDITION OF THE RESOURCE ALLOCATION PROCESSOR TO THE PREVIOUSLY DEVELOPED SIMULATION VEHICLE PROVIDES FOR (1) THE LOGICAL FLOW AND (2) THE THE CAPABILITY FOR CONTROL OF RESOURCES (PERSONS, PLACES, AND THINGS) BY ANALYZING THE TERMINATION, CONTINUATION, AND ACTIVATION OF ACTIVITIES ACCORDING TO THE LOGICAL DEMANDS OF THE SIMULATION VEHICLE AND THE CURRENT EXPRESSION OF THE SYSTEMS RESOURCE CAPABILITIES. FLOWCHARTS OF THE RESOURCE ALLOCATION PROCESSOR ARE INCLUDED. RELATED REPORTS ARE ED 010 559 AND ED 010 577 THROUGH ED 010 581.  (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010578</dc:identifier>
<dc:title>RESOURCE ALLOCATION PROCESSOR FOR THE SCHOOL SIMULATION VEHICLE PILOT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-01-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS AND CONSTRUCTION OF A COMPUTER SIMULATION MODEL FOR SIMULATING BEHAVIOR OF STUDENTS AND STAFF IN A SCHOOL WERE DESCRIBED. THIS MODEL INCORPORATED SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES AND WAS EXPECTED TO PROVIDE DESIGN RECOMMENDATIONS FOR MORE PERVASIVE AND INTERGRATED CHANGES THROUGHOUT THE SCHOOLS. THE MODEL WAS CONSTRUCTED SO THAT A HIGH SCHOOL CAN BE DESCRIBED IN TERMS OF SCHOOL CHARACTERISTICS AND STUDENT CHARACTERISTICS THAT BEAR ON THE INSTRUCTIONAL PLAN OF THE SCHOOL. A FULL DESCRIPTION OF THE MODEL AND PLANS FOR SIMULATION OF SELECTED HIGH SCHOOLS WAS PRESENTED. RELATED REPORTS ARE ED 010 559 AND ED 010 577 THROUGH ED 010 581. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010579</dc:identifier>
<dc:title>A COMPUTER SIMULATION VEHICLE FOR EDUCATIONAL SYSTEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>Brigham Young University UT</eric:keywords>
<eric:keywords>Utah (Provo)</eric:keywords>
<eric:keywords>California (Culver City)</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROJECT WAS DESCRIBED THAT WOULD USE SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES TO FIND NEW WAYS TO IMPLEMENT INSTRUCTIONAL MEDIA. THE FOUR MAJOR STEPS TO BE TAKEN FOR THIS STUDY ARE--(1) SURVEY AND SELECTION OF HIGH SCHOOLS, (2) SYSTEM ANALYSIS OF THE FIVE HIGH SCHOOLS SELECTED FOR STUDY, (3) CONSTRUCTION OF A COMPUTER-SIMULATION VEHICLE TO BUILD MODELS OF THE SCHOOLS AND OF HYPOTHETICAL CHANGES IN THE SCHOOLS, AND (4) SIMULATION AND STUDY OF THE FIVE SCHOOLS SELECTED WHICH WILL RANGE FROM FAIRLY TRADITIONAL TO HIGHLY INNOVATIVE. THE SCHOOLS ARE BEING SELECTED BY ANALYSIS OF QUESTIONNAIRES SUBMITTED TO 200 HIGH SCHOOLS IDENTIFIED BY STATE DEPARTMENTS OF EDUCATION AS BEING INVOLVED IN INNOVATION. AT THE TIME OF REPORTING, TWO OF THE FIVE SCHOOLS HAD BEEN SELECTED.  THESE WERE--(1) THE CONTINUOUS PROGRESS PLAN SCHOOL DEVELOPED BY DR. EDWIN READ AT BRIGHAM YOUNG UNIVERSITY LABORATORY SCHOOL AND (2) THE CULVER CITY HIGH SCHOOL IN LOS ANGELES. ANALYSIS OF THE SCHOOLS CONSISTS OF (1) COLLECTING DATA DESCRIPTIVE OF THE HIGH SCHOOL, AND (2) TRANSLATING THE DATA INTO FLOW CHARTS. FOLLOWING THE ANALYSIS, DESIGN CHANGES IN THE ORGANIZATIONAL STRUCTURE TO FACILITATE USE OF THE NEW MEDIA WILL BE SUGGESTED AND THESE CHANGES WILL BE EVALUATED BY USE OF THE COMPUTER-SIMULATION VEHICLE. RELATED REPORTS ARE ED 010 559 AND ED 010 577 THROUGH ED 010 581. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010580</dc:identifier>
<dc:title>NEW SOLUTIONS TO IMPLEMENTING INSTRUCTIONAL MEDIA THROUGH ANALYSIS AND SIMULATION OF SCHOOL ORGANIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-03-24</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PLANS FOR A SIMULATION MODEL USING SYSTEMS ANALYSIS AND COMPUTER SIMULATION TECHNIQUES WERE PRESENTED. THE TECHNIQUES AND DESIGN RECOMMENDATIONS WERE INTENDED TO FIND NEW METHODS FOR IMPLEMENTING INSTRUCTIONAL MEDIA. FOUR MAJOR STEPS WERE INVOLVED IN THE PROJECT--(1) SURVEY AND SELECTION OF HIGH SCHOOLS, (2) SYSTEMS ANALYSIS OF FIVE HIGH SCHOOLS SELECTED, (3) CONSTRUCTION OF A COMPUTER-SIMULATION VEHICLE, AND (4) SIMULATION AND STUDY OF THE FIVE HIGH SCHOOLS WITH THE MODEL. THE REPORT CONCENTRATED ON DISCUSSION OF THE CONSTRUCTION OF THE MODEL AND THE SIMULATION STUDY. THE MODEL WAS CONSTRUCTED TO DESCRIBE A SCHOOL IN TERMS OF ITS CHARACTERISTICS AND STUDENT CHARACTERISTICS THAT BEAR ON THE INSTRUCTIONAL PLAN OF THE SCHOOL. PRELIMINARY STUDIES WITH THE MODEL WERE BEING  CONDUCTED WHICH INVOLVE THE MODELING ASPECTS OF THE CONTINUOUS PROGRESS PLAN. THIS PLAN WAS DESIGNED TO PERMIT STUDENTS TO PROGRESS AT THEIR INDIVIDUAL RATES. THE REAL TEST OF THE MODEL&apos;S VALIDITY WILL COME WHEN ITS PREDICTED EFFECTS ARE IN FACT CARRIED OUT IN THE SCHOOL ENVIRONMENT. RELATED REPORTS ARE ED 010 559 AND ED 010 577 THROUGH ED 010 581. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010581</dc:identifier>
<dc:title>CONSTRUCTION AND USE OF THE SCHOOL SIMULATION VEHICLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Overt Response</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:creator scheme='personal author'>COGSWELL, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>ESTAVAN, DONALD P.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MODELS OF A SCHOOL COUNSELOR&apos;S COGNITIVE BEHAVIOR IN THE APPRAISAL OF STUDENT INFORMATION AND OF HIS OVERT VERBAL RESPONSES IN THE &amp;quot;EDUCATIONAL PLANNING INTERVIEW&amp;quot; WERE MADE WITH COMPUTER PROGRAMS AND COMPUTER-CONTROLLED EQUIPMENT. THE VERBALIZATIONS OF THE COUNSELOR WHILE REVIEWING THE RECORDS OF 20 NINTH-GRADE STUDENTS PRIOR TO INTERVIEWS AND WHILE CONVERSING WITH THE STUDENTS DURING THE INTERVIEWS WERE USED TO CONSTRUCT THE MODEL. THE AUTOMATED INTERVIEW IS CONDUCTED BY A TELETYPE UNDER CONTROL OF A Q-32 COMPUTER IN A TIME-SHARING MODE. THIS AUTOMATED INTERVIEW PROGRAM WAS PLANNED TO REVIEW STUDENT PROGRESS, COLLECT COMMENTS FROM THE STUDENTS, REACT TO STUDENT PLANS, AND HELP THE STUDENT PLAN A SCHEDULE OF HIGH SCHOOL COURSES. TO ASSESS THE VALIDITY OF THE MODEL, THE AUTOMATED  SYSTEMS WERE COMPARED TO THE RESPONSES OF THE ORIGINAL HUMAN COUNSELOR WITH A NEW SAMPLE OF 20 STUDENTS FROM THE SAME POPULATION. THE STUDY INDICATED THE POTENTIAL VALUE OF THE AUTOMATED PROCEDURE FOR BOTH RESEARCH AND FIELD APPLICATION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010582</dc:identifier>
<dc:title>EXPLORATIONS IN COMPUTER-ASSISTED COUNSELING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>Court Role</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Laws</dc:subject>
<dc:subject>Legal Problems</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>State Action</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>States Powers</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>HALSTEAD, FRANCIS E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Denver Univ., CO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONAL SURVEY WAS CONDUCTED TO IDENTIFY THE RELATIONSHIPS OF SUBSTANTIVE (WRITTEN) AND COMMON LAW TO THE ORGANIZATION AND OPERATION OF NONPUBLIC U.S. COLLEGES AND UNIVERSITIES. A MULTIPHASED PROCEDURE WAS EMPLOYED. INITIALLY, LITERATURE WAS REVIEWED TO TRACE THE HISTORICAL-LEGAL DEVELOPMENT OF NONPUBLIC HIGHER EDUCATION IN THE UNITED STATES. THE CONSTITUTIONS AND STATUTES OF THE 50 STATES WERE SEARCHED. THE RESULTING DATA WERE COMPILED AND ANALYZED TO DETERMINE THE EXTENT TO WHICH EACH STATE MADE PROVISION FOR THE ORGANIZATION AND OPERATION OF NONPUBLIC INSTITUTIONS. FURTHER, THE CHARTERS OF A STRATIFIED SAMPLE OF NONPUBLIC INSTITUTIONS OF HIGHER LEARNING WERE COLLECTED AND ANALYZED UNDER FOUR CHRONOLOGICAL PERIODS CORRESPONDING TO DATES OF FOUNDING. THE PURPOSE OF THIS  ANALYSIS WAS TO DETERMINE WHETHER THE POWERS GRANTED IN THE CHARTERS JUSTIFIED THE ASSUMPTION THAT THE STATE EXERTED INCREASED CONTROL OVER NONPUBLIC COLLEGES AND UNIVERSITIES FROM 1636 TO 1965. THE POWERS CONTAINED IN THESE CHARTERS WERE CLASSIFIED UNDER SEVERAL ACTIVITY AREAS TO SHOW THE TYPE OF POWER GRANTED TO NONPUBLIC INSTITUTIONS BY THE STATES. AS A FINAL ACTIVITY, PRINCIPLES OF COMMON LAW APPLICABLE TO NONPUBLIC HIGHER EDUCATION WERE EXAMINED BY REVIEWING AND SUMMARIZING RELEVANT COURT CASES. THE SURVEY FINDINGS OF THE LEGAL STATUS OF NONPUBLIC EDUCATION SHOWED SIGNIFICANT DIFFERENCES AMONG THE 50 STATES. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010584</dc:identifier>
<dc:title>THE LEGAL STATUS OF THE NON-PUBLIC COLLEGE AND UNIVERSITY IN THE UNITED STATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>303</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>OLIAN, MAXINE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Inst. of Tech., New York.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MODEL FOR CURRICULUM DEVELOPMENT WITH DIFFERENTIALLY PACED SYSTEMS OF LEARNING WAS DESIGNED, IMPLEMENTED, AND EVALUATED. THE MODEL WAS BASED ON THE CURRENT STATE-OF-THE-ART AND PROVIDED DETAILED MECHANIZATION BY WHICH STUDENTS IN MASS TRAINING EFFORTS COULD PROCEED AT THEIR OPTIMAL, INDIVIDUAL RATES OF LEARNING TOWARD THE ATTAINMENT OF COURSE OBJECTIVES. DETAILED PROCEDURES PRESENTED AN ITEM ANALYSIS FOR EACH COURSE ADAPTED TO THE MODEL--&amp;quot;DC AND AC CIRCUITS,&amp;quot; BASIC ELECTRONICS,&amp;quot;&amp;quot;GENERAL PHYSICS,&amp;quot; AND &amp;quot;PRINCIPLES OF ECONOMICS.&amp;quot; COURSE BREAKDOWNS BY TOPIC AND SUGGESTED SOURCE REFERENCES FOR STUDY WERE PROVIDED. PRELIMINARY EVALUATIONS OF THE NEW CURRICULUM MATERIALS INDICATED THE POTENTIAL FOR ENRICHMENT WHEN THE MATERIALS WERE USED AS MINIMUM COURSE REQUIREMENTS AND GUIDES.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010585</dc:identifier>
<dc:title>INNOVATIONS IN THE DEVELOPMENT OF CURRICULA FOR DIFFERENTIALLY-PACED SYSTEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>450</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Mathematical Applications</dc:subject>
<dc:subject>Mathematical Experience</dc:subject>
<dc:subject>Mathematics Materials</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Testing Problems</dc:subject>
<dc:creator scheme='personal author'>SCANDURA, JOSEPH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PSYCHOLOGICAL PRINCIPLES INVOLVED WITH RULE GENERALITY (DEGREE OF NONSPECIFICITY) AND PERFORMANCE CONSISTENCY IN MATHEMATICAL PRESENTATIONS WERE STUDIED. SPECIFICALLY, THE PURPOSES WERE (1) TO DETERMINE IF TEST BEHAVIOR CONFORMS TO THE SCOPE OF A VERBALLY ADMINISTERED TEST RULE, (2) TO EXPLORE THE INTERPRETABILITY OF VERBAL TEST RULES, AND (3) TO DETERMINE WHETHER &amp;quot;WITHIN SCOPE&amp;quot; USE OF A RULE IMPLIES &amp;quot;BEYOND SCOPE&amp;quot; USE WHEN NO INFORMATION IS GIVEN AS TO WHEN A RULE IS AND IS NOT APPROPRIATE. TWO EXPERIMENTS WERE CONDUCTED. IN EXPERIMENT 1, 85 COLLEGE STUDENTS PARTICIPATED IN A GAME OF NUMBERS, USING 1 OF 3 RULES (OF VARYING GENERALITY) FOR WINNING THE GAME. IN EXPERIMENT 2, THE VARIABLES WERE RULE GENERALITY (3 LEVELS) AND EXAMPLE (GIVEN-NOT GIVEN). THE MATERIALS, BASED ON  ARITHMETIC SERIES, WERE PRESENTED TO 114 JUNIOR HIGH SCHOOL STUDENTS. EACH STUDENT WAS TESTED ON THREE PROBLEMS (1) WITHIN THE SCOPE OF THREE SEPARATE RULES, (2) WITHIN THE SCOPE OF THE TWO MORE GENERAL RULES, AND (3) ONLY WITHIN THE SCOPE OF THE MOST GENERAL RULE. FINDINGS WERE THAT (1) EACH GROUP&apos;S PERFORMANCE WAS AT ESSENTIALLY THE SAME LEVEL ON THE &amp;quot;WITHIN SCOPE&amp;quot; PROBLEMS, (2) THE RULE TAUGHT FOR ONE PROBLEM TENDED TO BE USED BY THE SUBJECTS ON SUCCEEDING PROBLEMS WHETHER APPROPRIATE OR NOT, AND (3) THE &amp;quot;MOST SPECIFIC&amp;quot; RULE WAS BETTER LEARNED THAN OTHERS. PRACTICAL IMPLICATIONS FOR TESTING AND THEORETICAL QUESTIONS WERE DISCUSSED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010586</dc:identifier>
<dc:title>RULE GENERALITY AND CONSISTENCY IN MATHEMATICS LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Background</dc:subject>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Educational Experience</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:creator scheme='personal author'>HENDERSON, RONALD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Arizona (Tucson)</eric:keywords_geo>
<eric:keywords_test>Goodenough Harris Drawing Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona Univ., Tucson.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN SPECIFIC ENVIRONMENTAL (SUBCULTURAL) FACTORS AND THE DEVELOPMENT OF INTELLECTUAL ABILITIES OF MEXICAN-AMERICANS WAS STUDIED. THE SAMPLE CONSISTED OF 80 FIRST-GRADERS AND THEIR FAMILIES. ASSIGNMENTS WERE MADE FOR COMPARISON OF THE SUBJECTS INTO EITHER A HIGH POTENTIAL GROUP OR A LOW POTENTIAL GROUP. ASSIGNMENTS WERE DETERMINED BY COMPOSITE SCORES OBTAINED ON THE VAN ALSTYNE PICTURE VOCABULARY TEST AND THE GOODENOUGH-HARRIS DRAWING TEST. INTERVIEWS WERE THEN CONDUCTED WITH THE MOTHERS OF THE SUBJECTS AND TRANSCRIBED. RATING SCALES WERE USED TO MEASURE 33 CHARACTERISTICS, RELATING TO A SET OF NINE ENVIRONMENTAL PROCESS VARIABLES. AN INDEX OF STATUS CHARACTERISTICS WAS COMPUTED FOR EACH FAMILY, AND ENVIRONMENTAL RATINGS OF FAMILY LIFE WERE OBTAINED. THE  CHILDREN IN THE HIGH POTENTIAL GROUP WERE FOUND TO COME FROM BACKGROUNDS THAT OFFERED A GREATER VARIETY OF STIMULATING EXPERIENCES THAN WERE AVAILABLE TO MOST CHILDREN IN THE LOW POTENTIAL GROUP. IN ADDITION, HIGH POTENTIAL CHILDREN SCORED SIGNIFICANTLY HIGHER ON VOCABULARY TESTS IN BOTH ENGLISH AND SPANISH. FURTHER RESEARCH WAS SUGGESTED TO BE BASED ON OBSERVATION RATHER THAN INTERVIEW REPORTS AND TO FOCUS IN GREATER DEPTH ON A NARROWER RANGE OF VARIABLES IN A STUDY OF INTELLECTUAL DEVELOPMENT. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010587</dc:identifier>
<dc:title>ENVIRONMENTAL STIMULATION AND INTELLECTUAL DEVELOPMENT OF MEXICAN-AMERICAN CHILDREN--AN EXPLORATORY PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>242</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:creator scheme='personal author'>TRISMEN, DONALD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Education Through Vision</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONCEPTS FOR USE IN LINKING VISUAL INPUTS TO COGNITIVE OUTCOMES WERE PRESENTED. IN ADDITION, TWO EVALUATION PROPOSALS FOR THE CONTINUING CURRICULUM DEVELOPMENT PROGRAM, EDUCATION THROUGH VISION, WERE DETAILED. SAMPLES OF THIS PROGRAM&apos;S TEST BATTERY WERE INCLUDED IN THE REPORT WITH THE TWO EVALUATION PROPOSALS FOR DETERMINING THE EFFECTS OF THE PROGRAM IN TERMS OF RELEVANT ABILITY AND ACHIEVEMENT VARIABLES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010588</dc:identifier>
<dc:title>PLANNING TESTS TO MEASURE OUTCOMES OF THE RESEARCH PROGRAM EDUCATION THROUGH VISION. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>76</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Discrimination Learning</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Graphemes</dc:subject>
<dc:subject>Japanese</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Listening</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>KUNIHIRA, SHIROU</dc:creator>
<dc:creator scheme='personal author'>MCDONALD, FREDERICK J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TWO FOLD PURPOSE OF THIS STUDY WAS TO (1) INVESTIGATE THE RELATIVE EFFECTIVENESS OF GRAPHEMIC AND PERCEPTUAL REPRESENTATIONS IN TEACHING CONCEPTS OF FOREIGN LANGUAGE WORDS, AND (2) DETERMINE WHAT HAPPENS UPON PRESENTING SUCH REPRESENTATIONS IN THE CONTEXT OF OTHERS. FOR THE PURPOSES OF THIS STUDY, A PERCEPTUAL REPRESENTATION WAS DEFINED AS &amp;quot;A COLOR OR A LINE-DRAWING&amp;quot; OF AN OBJECT, AND A GRAPHEMIC REPRESENTATION AS AN &amp;quot;ENGLISH NAME FOR A COLOR, GEOMETRIC FIGURE, OR AN OBJECT.&amp;quot; STUDY PARTICIPANTS WERE 136 SIXTH-GRADE PUBLIC SCHOOL CHILDREN. USING VARIOUS TREATMENTS, THESE CHILDREN WERE TRAINED FOR LISTENING COMPREHENSION OF 12 JAPANESE NAMES FOR COLORS AND OBJECTS, AND THEN TESTED FOR UNDERSTANDING OF THESE JAPANESE WORDS IMMEDIATELY AFTER TRAINING AND 1 WEEK LATER. READING  COMPREHENSION WAS ALSO TESTED (ABILITY TO READ THE JAPANESE WORDS IN ROMANIZED SPELLING). FINDINGS INDICATED THAT PERCEPTUAL REPRESENTATION TRAINING RESULTED IN BETTER LISTENING AND READING COMPREHENSION THAN GRAPHEMIC TRAINING. TRAINING WITH OR WITHOUT DISCRIMINATIVE CONTEXT DID NOT RESULT IN SIGNIFICANT DIFFERENCES IN COMPREHENSION. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010589</dc:identifier>
<dc:title>THE INFLUENCE OF DISCRIMINATIVE CONTEXT ON THE RELATIVE EFFECTIVENESS OF PERCEPTUAL AND GRAPHEMIC REPRESENTATIONS IN SECOND-LANGUAGE LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Set Theory</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GUTTMAN, LOUIS,</dc:creator>
<dc:creator scheme='personal author'>SCHLESINGER, I.M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ISRAEL</eric:keywords>
<eric:keywords>Israel (Jerusalem)</eric:keywords>
<eric:keywords_geo>Israel</eric:keywords_geo>
<eric:keywords_geo>Israel (Jerusalem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Israel Inst. of Applied Social Research, Jerusalem.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>METHODOLOGY BASED ON FACET THEORY (MODIFIED SET THEORY) WAS USED IN TEST CONSTRUCTION AND ANALYSIS TO PROVIDE AN EFFICIENT TOOL OF EVALUATION FOR VOCATIONAL GUIDANCE AND VOCATIONAL SCHOOL USE. THE TYPE OF TEST DEVELOPMENT UNDERTAKEN WAS LIMITED TO THE USE OF NONVERBAL PICTORIAL ITEMS. ITEMS FOR TESTING ABILITY TO IDENTIFY ELEMENTS BELONGING TO AN ORDERED SET (ANALOGY TESTING) WERE CONSTRUCTED ON THE BASIS OF FACET DESIGN, AND THE ELEMENTS OF THE SET WERE PRESENTED IN SIMPLE DIAGRAMMATIC DRAWINGS. THE TWO TESTS DEVISED IN THIS PROJECT WERE AN ANALYTICAL ABILITY TEST AND A MECHANICAL COMPREHENSION TEST. THE ATTRIBUTES, FUNCTIONS, AND ARRANGEMENTS EMPLOYED IN THE ANALYTICAL ABILITY TEST WERE DESCRIBED. THE ITEMS EMPLOYED IN THE ANALYTICAL ABILITY TEST WERE OF THREE CLASSES (1) CLASS  A - WHERE FIGURES VARIED IN SIZE, DIRECTION, OR PLACE, (2) CLASS B - WHERE SHAPE WAS AN ATTRIBUTE WHICH VARIED, AND (3) CLASS C - WHERE FUNCTION WAS EXHIBITED BY DIFFERENT ATTRIBUTES OR DIFFERENT SETS OF VALUES OF AN ATTRIBUTE. DESCRIPTIONS WERE INCLUDED OF (1) DISTRACTORS OF THE ANALYTICAL ABILITY TEST, (2) ANALYTICAL ABILITY TEST BOOKLETS, (3) ITEMS OF THE MECHANICAL COMPREHENSION TEST, (4) MECHANICAL COMPREHENSION TEST BOOKLETS, AND (5) SOME NEW METHODS OF ITEM ANALYSIS. DATA COLLECTION INCLUDED THE ADMINISTRATION OF THE CONSTRUCTED TESTS TO A SAMPLE OF 637 PUPILS IN GRADES 7, 8, AND 9. CONCLUSIONS WERE (1) FACET DESIGN COULD BE EMPLOYED IN ITEM CONSTRUCTION, (2) THE DEGREE OF SUCCESS (TEST DEVELOPMENT) ACHIEVED WAS UNEVEN, DIFFERING WITH THE KIND OF TEST AND THE NATURE OF ANALYSIS  CONDUCTED, AND (3) VARIOUS REGIONS OF CLASSES, ARRANGEMENTS, AND FUNCTIONS, AS WELL AS THE SUBTESTS OF THE MECHANICAL TEST SHOULD PROVE IMPORTANT FOR PREDICTIVE MEASUREMENT. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010590</dc:identifier>
<dc:title>DEVELOPMENT OF DIAGNOSTIC ANALYTICAL AND MECHANICAL ABILITY TESTS THROUGH FACET DESIGN AND ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>96</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Typewriting</dc:subject>
<dc:creator scheme='personal author'>FIRST, RAMONA</dc:creator>
<dc:creator scheme='personal author'>MCLEOD, DORIS G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMERICAN LANGUAGE INSTITUTE</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HYPOTHESIS THAT TYPEWRITING INSTRUCTION COULD BE USED AS AN AID TO THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE WAS TESTED. STUDENTS WERE ASSIGNED TO EXPERIMENTAL AND CONTROL GROUPS, MATCHED ON THE BASIS OF PRECOURSE ENGLISH LANGUAGE TEST SCORES AND SUCH OTHER FACTORS AS NATIVE LANGUAGE. BOTH GROUPS COMPLETED THE REGULAR 12-WEEK, ENGLISH LANGUAGE PROGRAM OF THE AMERICAN LANGUAGE INSTITUTE (ALI) AND WERE EXPOSED TO THE SAME NUMBER OF INSTRUCTIONAL PERIODS. SPECIAL TYPEWRITING INSTRUCTION WAS GIVEN TO THE EXPERIMENTAL GROUP FOR THREE PERIODS A WEEK, WHILE THE CONTROL GROUP HAD AN EQUIVALENT THREE PERIODS A WEEK OF ENGLISH PATTERN PRACTICE WITHOUT TYPEWRITING. AT THE END OF THE PROGRAM, ALL OF THE STUDENTS WERE GIVEN THE STANDARD POSTCOURSE ENGLISH LANGUAGE TESTS OF THE ALI.  PRECOURSE AND POSTCOURSE ENGLISH LANGUAGE TEST SCORES WERE STATISTICALLY TREATED. COMPARISONS OF THE TEST SCORES, ADJUSTED FOR DIFFERING LEVELS OF ABILITY WHERE CONTROL VARIABLES WERE AVAILABLE, SHOWED A CONSISTENT PATTERN OF SUPERIOR SCORES AMONG THE EXPERIMENTAL GROUP SUBJECTS. ADJUSTED MEAN SCORES FOR THE EXPERIMENTAL GROUP ON THE SAN FRANCISCO STATE COLLEGE TEST, THE EXAMINATION IN STRUCTURE TEST, AND THE TEST OF AURAL COMPREHENSION WERE SIGNIFICANTLY GREATER THAN THOSE ADJUSTED FOR THE CONTROL GROUP. MEAN ENGLISH LANGUAGE TEST SCORES ALSO FAVORED THE EXPERIMENTAL GROUP, BUT LESS SIGNIFICANTLY. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010591</dc:identifier>
<dc:title>TYPEWRITING INSTRUCTION AS AN AID TO THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>97</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Budgeting</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Financial Needs</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Resource Centers</dc:subject>
<dc:subject>Speech Improvement</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>HILL, JOSEPH E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FEASIBILITY OF ESTABLISHING AN EDUCATIONAL RESOURCE CENTER WAS EVALUATED. INCLUDED IN THIS REPORT ARE DETAILED DISCUSSIONS OF (1) THE PHYSICAL AND ORGANIZATIONAL DESIGN OF THE RESOURCE CENTER, (2) A TIMETABLE FOR ESTABLISHMENT OF THE CENTER, (3) PLANS FOR THE DISSEMINATION OF INFORMATION, (4) PLANS FOR DEMONSTRATION OF SYSTEMS TO BE DEVELOPED AT THE CENTER, AND (5) BUDGETARY REQUIREMENTS. OTHER VENTURES UNDERTAKEN WITHIN THE DIMENSIONS OF THE FEASIBILITY STUDY WERE ALSO DISCUSSED, INCLUDING SPECIFIC ASPECTS OF TEACHER EDUCATION, SPEECH IMPROVEMENT, PROGRAMED INSTRUCTION, AND COMPUTER-ASSISTED INSTRUCTION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010592</dc:identifier>
<dc:title>A FEASIBILITY STUDY FOR ESTABLISHING A PILOT CENTER FOR ANALYSIS AND DEMONSTRATION OF EDUCATIONAL RESOURCES AT WAYNE STATE UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employment Potential</dc:subject>
<dc:subject>Labor Market</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Placement</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>RICHLAND, MALCOLM</dc:creator>
<dc:creator scheme='personal author'>ROSOVE, PERRY E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TECHNICAL FEASIBILITY OF DEVELOPING A COMPUTER-ASSISTED SYSTEM FOR FITTING MILITARY RETIREES TO JOB VACANCIES IN VOCATIONAL EDUCATION PROGRAMS WAS INVESTIGATED. A SAMPLE OF RETIRING MILITARY PERSONNEL WHO HAVE OCCUPATIONAL AND INSTRUCTIONAL EXPERIENCE WERE SURVEYED TO EVALUATE THEIR POTENTIAL UTILIZATION IN VOCATIONAL EDUCATION PROGRAMS. MINIMUM STATE CERTIFICATION REQUIREMENTS FOR VOCATIONAL TEACHERS WERE DETERMINED, AND A COMPUTER-ASSISTED METHOD FOR FITTING OCCUPATIONAL AND INSTRUCTIONAL SKILLS OF SELECTED RETIRING MILITARY PERSONNEL TO AVAILABLE JOB OPPORTUNITIES WAS DEVELOPED. USING A DATA BASE COMPOSED OF THE PERSONAL HISTORIES OF 323 MILITARY RETIREES ACQUIRED BY QUESTIONNAIRES, THE INVESTIGATORS CONCLUDED THAT THERE WAS A NEED FOR VOCATIONAL EDUCATION TEACHERS, THAT  MANY SUITABLE MILITARY RETIREES DESIRED TO FILL THIS NEED, AND THAT A COMPUTER-ASSISTED MATCHING OF RETIREES TO JOB VACANCIES IN VOCATIONAL EDUCATION WAS FEASIBLE. IN ADDITION, THE CONCLUSION WAS DRAWN THAT, DUE TO THE UNIQUE EDUCATIONAL AND OCCUPATIONAL REQUIREMENTS FOR FACULTY IN VOCATIONAL EDUCATION, THIS AREA SHOULD HAVE ITS OWN TEACHER PLACEMENT SYSTEM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010593</dc:identifier>
<dc:title>A STUDY OF POTENTIAL UTILIZATION OF RETIRING MILITARY PERSONNEL IN VOCATIONAL AND TECHNICAL EDUCATION PROGRAMS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>146</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ELZEY, FREEMAN F.</dc:creator>
<dc:creator scheme='personal author'>LEVINE, SAMUEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION INSTRUMENT WAS DEVELOPED TO ASSESS THE PERSONAL-SOCIAL AND VOCATIONAL COMPETENCE OF DEPENDENT AND SEMIDEPENDENT MENTALLY RETARDED INDIVIDUALS IN A VOCATIONAL WORKSHOP SETTING. TWO PRETESTS WERE DEVELOPED, ADMINISTERED, EVALUATED, AND REFINED BEFORE THE FINAL FORM OF THE EVALUATION INSTRUMENT WAS CONSTRUCTED. FOLLOWING ANALYSES OF SUCH PRETEST SUBSCALES AS &amp;quot;MANUAL SKILLS,&amp;quot;&amp;quot;COGNITIVE SKILLS,&amp;quot;&amp;quot;DEPENDABILITY-RESPONSIBILITY,&amp;quot; AND &amp;quot;SOCIAL-EMOTIONAL,&amp;quot; 30 ITEMS WHICH HAD SHOWN APPROPRIATE STATISTICAL PROPERTIES IN THE PRETEST WERE USED FOR THE FINAL FORM OF THE SCALE. DATA ON THE RELIABILITY OF THE FINAL FORM OF THE SCALE WERE PRESENTED IN TABLES APPENDED TO THE REPORT. ODD-EVEN CORRELATIONS WERE COMPUTED FOR THE MALE, FEMALE, AND TOTAL SAMPLE WHICH INDICATED A HIGH  DEGREE OF INTERNAL CONSISTENCY. A TEST-RETEST COEFFICIENT OF .85 INDICATED THAT THE SCALE COULD BE USED RELIABLY BY INDIVIDUALS WHO ARE FAMILIAR WITH AN ENROLLEE&apos;S PERFORMANCE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010594</dc:identifier>
<dc:title>PERSONAL-SOCIAL AND VOCATIONAL SCALE FOR THE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Tests</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Tactual Visual Tests</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vision Tests</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>FORD, MARGUERITE P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Teachers College.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT WAS INVESTIGATED. IN ADDITION, THE RELATIONSHIP OF THE TWO INTERSENSORY INTEGRATION TASKS TO EACH OTHER AND TO THE TYPE OF READING ERRORS MADE ON AN ORAL DIAGNOSTIC READING TEST WAS ALSO EXPLORED. THE SAMPLE WAS COMPOSED OF 121 WHITE FOURTH-GRADE BOYS DRAWN FROM A MIDDLE-CLASS SUBURBAN COMMUNITY. THE MEASURE OF TACTUAL-INTEGRATION REQUIRED THE MATCHING OF A GEOMETRIC SHAPE FELT, BUT NOT SEEN, TO ONE OF FOUR VISUAL CHOICES. THE MEASURE OF AUDITORY-VISUAL INTEGRATION REQUIRED SUBJECTS TO MATCH A RHYTHMIC AUDITORY PATTERN WITH ONE OF FOUR VISUAL DOT PATTERNS. THE TACTUAL-VISUAL TEST, AUDITORY-VISUAL TEST, AND THE GATES-MCKILLOP READING DIAGNOSTIC TEST WERE ADMINISTERED TO ALL  SUBJECTS. SCORES ON THE HENMON-NELSON INTELLIGENCE TEST AND THE IOWA TESTS OF BASIC SKILLS WERE OBTAINED FROM SCHOOL RECORDS. ALL THE DATA WERE SUBJECTED TO A CORRELATED ANALYSIS. THE RESULTS OF THE STUDY INDICATED THAT AUDITORY-VISUAL INTEGRATION SKILLS WERE SIGNIFICANTLY RELATED TO INTELLIGENCE AND TO BOTH SILENT AND ORAL READING ABILITY, WHEREAS TACTUAL-VISUAL INTEGRATION SKILLS WERE NOT, THE FINDINGS IN THIS CASE DIFFERING MARKEDLY FROM THOSE OF BUCHNER (COLUMBIA UNIVERSITY, 1964). IT WAS RECOGNIZED THAT THESE RESULTS HELD ONLY FOR THE TYPES OF INTERSENSORY INTEGRATION TASKS EMPLOYED AND THAT GENERALIZATIONS TO OTHER TYPES OF INTERSENSORY TASKS COULD NOT BE MADE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010595</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Resource Centers</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>NEUBAUER, G.W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Dept. of Education, Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A VOCATIONAL PROGRAM RESEARCH COORDINATING UNIT WAS DEVELOPED TO COORDINATE, ENCOURAGE, AND ASSIST IN THE PREPARATION OF STUDIES TO IMPROVE VOCATIONAL EDUCATION. INITIAL TASKS INVOLVED COMPILATION OF VOCATIONAL RESEARCH, IDENTIFICATION OF AVAILABLE RESOURCES, ASSISTANCE IN DEVELOPING ADDITIONAL RESOURCES, IDENTIFICATION OF PROBLEM AREAS, ENCOURAGEMENT OF RESEARCH IN PROBLEM AREAS, FIELD TESTS OF INNOVATIONS, AND EVALUATION AND DISSEMINATION OF RESULTS. THE UNIT SHOWED PROMISING DIRECTIONS FOR ACCOMPLISHING ITS RESEARCH COORDINATION FUNCTION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010596</dc:identifier>
<dc:title>ESTABLISHMENT OF A STATE VOCATIONAL STUDIES AND EXPERIMENTAL PROGRAMS COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Leaders Guides</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Persistence</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LONDON, H.H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONAL LEADERSHIP DEVELOPMENT SEMINAR WAS HELD TO AID IN RECRUITING, TRAINING, AND RETAINING QUALIFIED PERSONNEL IN VOCATIONAL EDUCATION. THE TRAINING PROGRAM INVOLVED 58 PARTICIPANTS FROM 12 MIDWESTERN STATES. THE REPORT OUTLINED THE TOPIC COVERED AND SUMMARIZED THE MAJOR TALKS GIVEN DURING THE SEMINAR. THE RESPONSE OF THE PARTICIPANTS TO AN EVALUATIVE QUESTIONNAIRE ON THE CONFERENCE WAS FAVORABLE. THE MAJORITY OF THE PARTICIPANTS FELT BETTER PREPARED AND WERE CHALLENGED TO PROVIDE GOOD LEADERSHIP IN VOCATIONAL-TECHNICAL EDUCATION AT NATIONAL, STATE, AND LOCAL LEVELS. A FOLLOWUP STUDY OF THE PARTICIPANTS WILL BE MADE A YEAR AFTER THE SEMINAR TO ASCERTAIN THE EXTENT TO WHICH THEY ARE PUTTING TO USE THE TRAINING RECEIVED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010597</dc:identifier>
<dc:title>NATIONAL LEADERSHIP DEVELOPMENT SEMINAR FOR VOCATIONAL-TECHNICAL EDUCATION PERSONNEL HELD AT THE UNIVERSITY OF MISSOURI AT COLUMBIA, JULY 11-JULY 22, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Schedules</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:creator scheme='personal author'>CANTER, JOHN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Knowledge Availability Systems Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION OF THE USE OF A PROTOTYPE DEVICE FOR CLASS SCHEDULING WAS MADE. THE BEEKLEY INSITE DEVICE THAT WAS STUDIED USES THE &amp;quot;PEEK-A-BOO&amp;quot; PRINCIPLE OF MATCHING COMPUTER TAPES. A TEST GROUP OF 149 GRADUATE STUDENTS WAS USED. THEIR DESIRED SCHEDULES WERE MATCHED AUTOMATICALLY AGAINST A PROPOSED MASTER SCHEDULE TO EVALUATE THE USEFULNESS OF THE DEVICE. THE STUDY SOUGHT MEANS TO (1) PROVIDE STUDENTS, DURING REGISTRATION, WITH ALL FUTURE TERM SCHEDULES THAT MIGHT BE OFFERED, (2) PROVIDE THE ADMINISTRATION WITH CURRENT AND FUTURE TERM SCHEDULES THAT COULD NOT BE PROVIDED BY ADJUSTMENT OF MASTER SCHEDULES, AND (3) IDENTIFY SCHEDULING VARIABLES TO BE CONSIDERED IN RESOLVING SCHEDULING PROBLEMS. THE TEST RESULTS INDICATED (1) THE &amp;quot;PEEK-A-BOO&amp;quot; APPROACH TO SCHEDULING COULD BE USEFUL  TO BOTH THE STUDENTS AND THE ADMINISTRATION, (2) ALTHOUGH THE DEVICE TESTED HAD MANY DESIRABLE CHARACTERISTICS, FURTHER DEVELOPMENT WAS NEEDED TO PROVIDE REAL-TIME OPERATION OF SUCH A SYSTEM, AND (3) A MACHINE-PROCESSIBLE RECORD CREATED BY THE STUDENT DURING REGISTRATION MIGHT SERVE AS A STARTING POINT FOR INVOICING, GRADE REPORTING, AND SIMILAR FUNCTIONS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010598</dc:identifier>
<dc:title>A NEW APPROACH TO CLASS SCHEDULING. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Mathematical Applications</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematical Models</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:creator scheme='personal author'>DARROCH, JOHN N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DEVELOP A BETTER MATHEMATICAL BASIS FOR FACTOR ANALYSIS, A MATHEMATICAL APPROACH WAS FORMULATED FOR FIXING COMMUNALITIES AND THEIR COMPLEMENTS, UNIQUENESSES, AS WELL. WHILE THE INVESTIGATOR WAS UNABLE TO PROVE THAT MINIMUM-TRACE CRITERIA FIX COMMUNALITIES UNIQUELY, A SET OF IDENTITIES AND INEQUALITIES WAS LOCATED AMONG THE COMMUNALITIES AND, EQUIVALENTLY, AMONG THE UNIQUENESSES. PROOF AND ADDITIONAL RESULTS CONCERNING THESE IDENTITIES AND INEQUALITIES APPEARED IN AN APPENDIX. THESE IDENTITIES AND INEQUALITIES WERE OF DIRECT SIGNIFICANCE SINCE THEY AFFORDED A METHOD OF OBTAINING AN APPROXIMATE SOLUTION FOR THE MINIMUM-TRACE COMMUNALITIES. NO TIME WAS AVAILABLE DURING THE PERIOD OF THE CONTRACT TO PERFORM THE NUMERICAL CALCULATIONS NECESSARY TO VERIFY THE FINDINGS.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010599</dc:identifier>
<dc:title>A STUDY OF AN EXPLORATORY TECHNIQUE USED IN EDUCATIONAL RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:creator scheme='personal author'>DOWD, ROBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DIVERGENT THINKING TESTS, WHICH MEASURE THE ABILITY TO PRODUCE DIVERSE RESPONSES TO PROBLEMS THAT HAVE NO SINGLE ANSWER, AND CONVENTIONAL TESTS OF CONVERGENT THINKING WERE COMPARED TO DETERMINE IF THE TWO TYPES OF TESTS REPRESENTED MORE THAN ONE DOMAIN OF PSYCHOLOGICAL APTITUDE. ALL STUDENTS IN A GENERAL PSYCHOLOGY COURSE WERE TESTED, AND COMPLETE RECORDS WERE OBTAINED FOR 300 FEMALES AND 117 MALES. TWO FORMS OF THE SCHOLASTIC APTITUDE TEST (SAT) WERE THE CONVERGENT THINKING MEASURES. TWO IMAGINATIVE ESSAYS AND ACADEMIC GRADES WERE THE CRITERIA OF CREATIVITY AND ACHIEVEMENT, RESPECTIVELY. THE DIVERGENT THINKING MEASURES, ALL SEMANTIC IN NATURE, WERE &amp;quot;WORD MEANINGS,&amp;quot;&amp;quot;ANAGRAM&amp;quot; (SCORED FOR FLUENCY AND UNCOMMONNESS OF RESPONSES), &amp;quot;PLOT TITLES&amp;quot; (SCORED FOR QUALITY AND FLUENCY),&amp;quot;USES&amp;quot; (SCORED FOR FLUENCY AND FLEXIBILITY), AND &amp;quot;CONSEQUENCES&amp;quot; (SCORED THE SAMES AS &amp;quot;USES&amp;quot;). AFTER TESTING, THE FIRST THREE OF THESE MEASURES WERE DISCARDED. RESULTS OF THE INVESTIGATION INDICATED THAT DIVERGENT THINKING TESTS, COMBINED AS MULTIPLE PREDICTORS, (1) ARE BETTER THAN CONVERGENT THINKING TESTS (SAT) AS MEASURES OF CREATIVE PERFORMANCE, AND (2) ARE NOT BETTER THAN CONVERGENT THINKING TESTS AS PREDICTORS OF ACADEMIC ACHIEVEMENT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010600</dc:identifier>
<dc:title>THE RELATIONSHIP OF CREATIVE THINKING TO COLLEGE SUCCESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>134</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Teaching</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>DOWD, DOUGLAS F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL SUMMER COURSE IN ECONOMICS WAS PRESENTED TO 53 PREFRESHMAN COLLEGE STUDENTS. THE 6-WEEK COURSE ENTAILED LECTURES AND DISCUSSIONS. ONCE A WEEK THE ENTIRE CLASS WAS BROKEN INTO SMALL GROUPS THAT WOULD MEET WITH A SECTION INSTRUCTOR OR LECTURER TO DISCUSS A SPECIFIC READING. AT LEAST ONCE A WEEK, A FILM RELEVANT TO THE COURSE WAS PRESENTED AND DISCUSSED. THE STUDENTS AND STAFF EXAMINED ONE QUESTION IN DEPTH IN OPPOSITION TO THE TRADITIONAL METHOD OF PRESENTING MATERIAL IN AN INTRODUCTORY COURSE. INSTRUCTORS FROM DISCIPLINES OTHER THAN ECONOMICS DELIVERED LECTURES THAT ATTEMPTED TO TIE THEIR OWN DISCIPLINES TO THE SPECIAL QUESTION OF THE COURSE, WHICH WAS &amp;quot;WHY ARE THERE POOR PEOPLE IN A RICH SOCIETY LIKE THE UNITED STATES.&amp;quot; THE PROGRAM PROVED QUITE SUCCESSFUL, AND  EVIDENCES OF THE ACCOMPLISHMENTS ARE SHOWN IN THE FORM OF ESSAYS PREPARED BY THE STUDENTS, BY THE RECORDED STATEMENTS OF THE STUDENTS MADE AT THE BEGINNING AND AT THE END OF INSTRUCTION, AND BY EVALUATIONS MADE BY THE INSTRUCTIONAL STAFF. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010601</dc:identifier>
<dc:title>DEVELOPMENT OF A NEW APPROACH TO TEACHING INTRODUCTORY SOCIAL SCIENCE IN COLLEGE. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>196</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Institutions</dc:subject>
<dc:subject>Black Teachers</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Role</dc:subject>
<dc:subject>College Segregation</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Desegregation Effects</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>ROBBINS, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TRANSITIONAL CHANGES WITHIN SOUTHERN NEGRO COLLEGES, RESULTING FROM RACIAL DESEGREGATION, WERE STUDIED. THE STUDY WAS BASED ON THE ASSUMPTIONS THAT CONTINUING DESEGREGATION ACCELERATES CHANGE WITHIN THE NEGRO COLLEGE SYSTEM AND FORCES NEW ROLE ADAPTATIONS AMONG NEGRO FACULTY MEMBERS IN PARTICULAR. TO TEST THESE ASSUMPTIONS, THE AUTHOR SERVED FOR 1 ACADEMIC YEAR AS A REGULAR FACULTY MEMBER OF A LEADING NEGRO COLLEGE IN THE COASTAL SOUTH. A REDUCED TEACHING LOAD PERMITTED HIM TO VISIT THE CAMPUSES OF OTHER NEGRO COLLEGES AND TO CONDUCT INTERVIEWS WITH SOCIAL SCIENTISTS (PRINCIPALLY SOCIOLOGISTS) ON THESE CAMPUSES. QUESTIONNAIRE-GUIDED INTERVIEWS OF A 15 PERCENT SAMPLE OF THE JUNIOR CLASS AT THE &amp;quot;HEADQUARTERS&amp;quot; COLLEGE PROVIDED ADDITIONAL MATERIAL. THE STUDY RESTED PRIMARILY ON  PARTICIPANT OBSERVATION AND INTERVIEWS AT THE FACULTY LEVEL, HOWEVER. THE MOST SIGNIFICANT CONCLUSION WAS THAT AFTER ONE AND A HALF DECADES OF SCHOOL DESEGREGATION ACTION, THE &amp;quot;EDUCATION GAP&amp;quot; BETWEEN &amp;quot;WHITE&amp;quot; AND NEGRO SYSTEMS OF HIGHER EDUCATION REMAINS PERSISTENT, PARTICULARLY WITH RESPECT TO SMALL NEGRO COLLEGES. THE AUTHOR FOUND THAT THE FACULTIES OF THESE SMALL COLLEGES ARE USUALLY QUITE DEFICIENT IN PROFESSIONAL PREPARATION, SCHOLARLY COMMITMENT, AND INVOLVEMENT IN SIGNIFICANT SOCIAL ISSUES WHEN COMPARED TO FACULTIES OF &amp;quot;WHITE&amp;quot; SCHOOLS OF SIMILAR SIZE. THIS SUGGESTED THAT THESE NEGRO FACULTIES WERE STILL LARGELY CONDITIONED TO THE SEGREGATED SYSTEM IN TERMS OF ROLE ADAPTATION AND THAT THEIR PROFESSIONAL ROLES WILL CONTINUE TO BE PLAYED OUT WITHIN THE CONSTRICTED WORLD OF THE SMALL,  ISOLATED NEGRO COLLEGE. IMPLICATIONS OF THESE FINDINGS WERE DISCUSSED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010603</dc:identifier>
<dc:title>DESEGREGATION AND THE NEGRO COLLEGE IN THE SOUTH. AND PERSISTENCE IN COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Area Studies</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>International Education</dc:subject>
<dc:subject>International Relations</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>World Problems</dc:subject>
<dc:creator scheme='personal author'>GUMPERZ, ELLEN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for the Study of Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 20TH-CENTURY MATURATION OF FOREIGN AREA STUDY CURRICULUMS IN U.S. COLLEGES AND UNIVERSITIES WAS DESCRIBED. THE DESCRIPTION ACCOUNTED FOR THE DEVELOPMENT OF TWO RELATED FACETS OF AREA STUDIES--GENERAL EDUCATION AND APPLIED RESEARCH AND DEVELOPMENT. GENERAL AREA STUDY WOULD USUALLY CONSIST OF COURSES IN VARIOUS DISCIPLINES OF THE HUMANITIES AND SOCIAL SCIENCES, FOCUSING ON PAST AND PRESENT CHARACTERISTICS OF A PARTICULAR WORLD AREA AND INCLUDING A COURSE IN THE MODERN LANGUAGE OR LANGUAGES OF THAT AREA. APPLIED RESEARCH AND DEVELOPMENT WOULD PERTAIN TO TECHNICAL AND ECONOMIC ASSISTANCE PROGRAMS IN SUCH FIELDS AS AGRICULTURE, PUBLIC HEALTH, AND EDUCATION, AND WOULD USUALLY INVOLVE WORKING DIRECTLY WITH U.S. GOVERNMENT AGENCIES AND COOPERATIVELY WITH OTHER EDUCATIONAL  INSTITUTIONS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010604</dc:identifier>
<dc:title>FOREIGN AREA STUDIES IN AMERICAN HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Laboratory Experiments</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:creator scheme='personal author'>TAGATZ, GLENN E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Univ., Terre Haute.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH CONCERNING CONCEPTUAL BEHAVIOR INVESTIGATED BOTH THE DEVELOPMENTAL ASPECTS OF CONCEPTUAL BEHAVIOR IN A CONTROLLED LABORATORY SITUATION AND THE RELATIONSHIP OF CONCEPT LEARNING IN THIS LABORATORY SETTING TO ACHIEVEMENT IN CURRICULAR AREAS OF JUNIOR HIGH SCHOOL. THE GENERAL PLAN FOR THIS STUDY INVOLVED STRATIFIED RANDOM SELECTION AND ASSIGNMENT OF 120 SUBJECTS INTO FACTORIAL, REPEATED MEASURES DESIGNS AND SUBSEQUENT USE OF THE DATA IN A FACTOR ANALYSIS STUDY. SCORES ON AN INFORMATION PROCESSING TEST, TIME-TO-CRITERION SCORES FOR CONCEPT ATTAINMENT PROBLEMS, AND ACHIEVEMENT TEST SCORES REPRESENTATIVE OF THE JUNIOR HIGH SCHOOL CURRICULUM WERE GATHERED FOR ANALYSIS. A RELATIONSHIP WAS FOUND BETWEEN MORE TRADITIONAL CONCEPT ATTAINMENT FACTORS AND CURRICULAR FACTORS,  RESULTING IN THE CONCLUSION THAT THERE IS A HIGH RELATIONSHIP BETWEEN MODEL CONCEPT LEARNING AND THE CURRICULAR FACTORS GENERALLY. FINDINGS FROM THE FACTOR ANALYSIS LED TO THE CONCLUSION THAT SUCCESS IN CONCEPT ATTAINMENT TASKS IS RELATED TO SUCCESS IN CURRICULAR AREAS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010605</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN LEARNING CONCEPTS AND STUDENT ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>EMANS, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPECIALLY ADJUSTED ENGLISH COURSES FOR UNDERACHIEVING STUDENTS IN GRADES 10 THROUGH 12 WERE SPECIFICALLY DESIGNED TO EMPHASIZE READING SKILLS. A 15-STUDENT SAMPLE WAS DIVIDIED INTO ONE EXPERIMENTAL AND TWO CONTROL GROUPS AND WAS MATCHED ON IQ, READING ACHIEVEMENT, AND GRAMMAR. THE DATA WERE GATHERED OVER A PERIOD OF 1 ACADEMIC YEAR, AND THE FOLLOWING HYPOTHESES WERE TESTED--(1) EMPHASIS ON READING WILL BE RELATED TO GREATER ACHIEVEMENT IN READING SKILLS, (2) CONSEQUENT REDUCTION OF GRAMMAR AND ESSAY WRITING FOR THE SAMPLE GROUP WILL NOT SIGNIFICANTLY IMPEDE ACHIEVEMENT IN THESE AREAS WHEN COMPARED WITH THE CONTROL GROUPS, AND (3) STUDENTS TAKING A COURSE ADJUSTED TO THEIR NEEDS WILL EXPRESS MORE POSITIVE ATTITUDES TOWARD LEARNING THAN THOSE STUDENTS IN UNADJUSTED COURSES. AFTER  COMPARING THE POST-TESTS TO THE PRETESTS, THE AUTHOR FOUND THAT THE EXPERIMENTAL GROUP MADE SUBSTANTIAL GAINS IN READING SKILLS, AND THE TWO CONTROL GROUPS ALSO MADE GAINS BUT IN SMALLER AMOUNTS. NONE OF THE GROUPS MADE GAINS IN COMPREHENSION. THERE WAS NO SIGNIFICANT DIFFERENCE AMONG THE THREE GROUPS IN BOTH GRAMMAR AND ESSAY WRITING EVEN THOUGH THE EXPERIMENTAL GROUP RECEIVED NO INSTRUCTION IN THIS AREA. THE EXPERIMENTAL GROUP&apos;S ATTITUDE TOWARD LEARNING WAS NOT IMPROVED, AND IN EFFECT BECAME HOSTILE. THE AUTHOR SUGGESTED THAT, IF SOME MEANINGFUL DEMONSTRATION OF THE REAL PROGRESS MADE BY THE EXPERIMENTAL GROUP COULD BE EFFECTED, THE GROUP WOULD NOT FEEL SINGLED OUT AS &amp;quot;DUMB&amp;quot; AND WOULD POSSIBLY EVINCE A MORE POSITIVE ATTITUDE TOWARD LEARNING. THE AUTHOR CONCLUDED THAT SUCH A SPECIALLY  DESIGNED ENGLISH COURSE WHICH DOES NOT SINGLE OUT THE UNDERACHIEVER AS BEING DIFFERENT OR UNUSUAL COULD BE SUCCESSFULLY IMPLEMENTED. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010606</dc:identifier>
<dc:title>THE EFFECTIVENESS OF EMPHASIZING READING SKILLS IN AN ENGLISH COURSE FOR UNDERACHIEVERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Upper Class</dc:subject>
<dc:creator scheme='personal author'>COLEMAN, ALWIN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARATIVE STUDY WAS CONDUCTED OF PARENTS WHOSE SONS WERE SUCCESSFUL IN HIGH SCHOOL TO DETERMINE IF THE ATTITUDES AND BEHAVIORS AMONG THE LOWER WORKING-CLASS PARENTS AND THE UPPER MIDDLE-CLASS PARENTS WERE SIMILAR. FAMILIES LIVING IN TWO MIDWESTERN CITIES WITH AT LEAST ONE SON IN GRADE 11 OR 12 SERVED AS THE POPULATION. &amp;quot;SUCCESS IN SCHOOL&amp;quot; WAS DEFINED AS BEING RETAINED IN SCHOOL &amp;quot;IN GOOD STANDING.&amp;quot; OCCUPATION OF THE &amp;quot;BREADWINNER&amp;quot; WAS USED TO IDENTIFY THE PROBABLE SOCIAL CLASS OF EACH FAMILY. THE SAMPLE CONSISTED OF 52 UPPER MIDDLE-CLASS PARENTS AND 47 LOWER WORKING-CLASS PARENTS. AN INTERVIEW SCHEDULE OF 124 ITEMS WAS CONSTRUCTED AND ADMINISTERED TO THE MOTHERS IN BOTH GROUPS. ANALYSES WERE CONDUCTED BY A THREE-STEP ANALYSIS--BROAD AREA, ITEM, AND BROAD AREA RELATIONSHIPS  WITHIN THE SOCIAL CLASSES. AMONG THE CONCLUSIONS STATED WERE (1) SCHOOL-REINFORCEMENT BEHAVIORS OF PARENTS WERE FUNCTIONS OF THE RESIDENT COMMUNITY, (2) LOWER WORKING-CLASS PARENTS&apos; BEHAVIORS WERE COMMON TO THOSE OF UPPER MIDDLE-CLASS PARENTS IN THE SAME COMMUNITY, AND (3) LOWER WORKING-CLASS FAMILIES, WHOSE SONS WERE SUCCESSFUL IN SCHOOL, HAD FAMILY CHARACTERISTICS SIMILAR TO THOSE OF THE UPPER-MIDDLE CLASS. IT WAS FURTHER INDICATED THAT THERE WERE DIFFERENCES WITHIN THE LOWER WORKING CLASS ITSELF AND THAT THE DIFFERENCES COULD AFFECT THE SUCCESS OF THE STUDENTS IN SCHOOL. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010607</dc:identifier>
<dc:title>SCHOOL-RELATED ATTITUDES AND BEHAVIORS OF PARENTS OF ACHIEVING ADOLESCENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>326</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>PARAKH, JAL S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CATEGORY SYSTEM FOR THE DESCRIPTION AND ANALYSIS OF TEACHER-PUPIL INTERACTION IN HIGH SCHOOL BIOLOGY CLASSES WAS DEVELOPED. IN THE FIRST PHASE, A HETEROGENEOUS SAMPLE OF TEACHERS AND SCHOOLS WAS USED FOR OBSERVATION AND DEVELOPMENT OF THE CATEGORY SYSTEM. OBSERVATIONS WERE MADE OF LECTURE AND LABORATORY SESSIONS, VERBAL AND NONVERBAL CLASSROOM COMMUNICATIONS, AND THE INDIVIDUAL BEHAVIORS OF BOTH TEACHERS AND STUDENTS. IN THE SECOND PHASE, ADDITIONAL TEACHERS AND SCHOOLS WERE OBSERVED, AND THE TENTATIVE CATEGORY SYSTEM WAS REVISED. DATA GATHERED FROM 40 LECTURES AND LABS PLUS 40,000 INDIVIDUAL OBSERVATIONS WERE PROCESSED, AND THE FREQUENCIES OF VARIOUS SEQUENCES OF BEHAVIOR WERE FOUND AND ANALYZED. THE CATEGORIES COVERED FIVE MAJOR DIMENSIONS OF TEACHER-STUDENT BEHAVIOR--(1)  EVALUATIVE, (2) COGNITIVE, (3) PROCEDURAL, (4) PUPIL TALK, AND (5) SILENCE. ALLOWANCE WAS ALSO MADE FOR BEHAVIORS THAT COULD NOT BE CATEGORIZED IN THE DIMENSIONS OF THE CATEGORY SYSTEM. THE AUTHOR CONCLUDED THAT TEACHER-PUPIL INTERACTION IN BIOLOGY CAN BE STUDIED IN DETAIL AND THAT INTERACTION ANAYSIS OFFERS SOUND POSSIBILITIES FOR STUDYING SCIENCE TEACHING. HE FURTHER STATED THAT, WHILE THE STUDY PROVIDES A TENTATIVE DESCRIPTION, IT IS NOT AN EVALUATION OR CHARACTERIZATION OF GOOD OR BAD, EFFECTIVE OR INEFFECTIVE TEACHING. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010608</dc:identifier>
<dc:title>TO DEVELOP A SYSTEM FOR ANALYZING THE REACTIONS OF TEACHERS AND STUDENTS IN BIOLOGY CLASSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>200</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Personality Development</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Public Speaking</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Habits</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>SHAW, IRWIN</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP OF ELEMENTARY SCHOOL STUDENTS&apos; SPEECH FRIGHT TO THEIR SPEECH ABILITY, SPEECH ATTITUDES, AND SPEECH READINESS WAS STUDIED. SURVEYS WERE CONDUCTED AND DESCRIPTIVE DATA WERE COLLECTED ON SPEECH FRIGHT LEVELS AND SPEECH ABILITY OF 1,166 STUDENTS IN SELECTED ELEMENTARY GRADES. ATTITUDES OF TEACHERS TOWARD SPEECH FRIGHT WERE ALSO ASSESSED. IN ADDITION, VARIOUS INTROSPECTIVE TESTS OF SPEECH FRIGHT HAVING CERTAIN PREDICTIVE VALUE WERE DEVELOPED. A PILOT STUDY WAS CARRIED OUT PRIOR TO THE MAIN STUDY TO REFINE METHODOLOGY, TESTS, AND TECHNIQUES. THE STUDY SUCCEEDED IN DEVISING VARIOUS MEASURES FOR SPEECH FRIGHT WHICH COULD BE OF VALUE TO THE ELEMENTARY TEACHER. IT WAS ALSO FOUND THAT AT LEAST 20 PERCENT OF THE CHILDREN ARE CONSIDERABLY AFFECTED BY SPEECH FRIGHT. NO  APPARENT RELATIONSHIP BETWEEN SPEECH FRIGHT AND SPEECH ABILITY WAS FOUND, AND THE EVIDENCE DID NOT INDICATE THAT A CHILD MAY BE MORE READY TO SPEAK AT ANY SPECIFIC GRADE LEVEL. SEVERAL AREAS OF THE STUDY OF SPEECH FRIGHT THAT NEED FURTHER RESEARCH WERE DESCRIBED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010610</dc:identifier>
<dc:title>SPEECH FRIGHT IN THE ELEMENTARY SCHOOL, ITS RELATIONSHIP TO SPEECH ABILITY AND ITS POSSIBLE IMPLICATION FOR SPEECH READINESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>253</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Interschool Communication</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>STEPHENS, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah State Board for Vocational Education, Salt Lake City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ACTIVITIES OF THE UTAH RESEARCH COORDINATING UNIT IN VOCATIONAL AND TECHNICAL EDUCATION, DURING ITS FIRST 16 MONTHS OF OPERATION, WERE DESCRIBED. THE MOST SIGNIFICANT OUTCOMES OF THE UNIT&apos;S VARIED EFFORTS WERE (1) DEVELOPING WITHIN THE UTAH STATE BOARD OF EDUCATION AN AWARENESS OF THE POTENTIAL VALUE OF RESEARCH TO VOCATIONAL AND TECHNICAL EDUCATION, (2) RENDERING STATEWIDE ASSISTANCE TO PUBLIC SCHOOL VOCATIONAL EDUCATION PERSONNEL IN THE DESIGN AND CONDUCT OF RESEARCH PROJECTS, (3) ESTABLISHING A RESEARCH COMMUNICATIONS CHANNEL BETWEEN THE COLLEGES AND THE PUBLIC SCHOOLS THROUGHOUT THE STATE, (4) ASSISTING IN THE PREPARATION OF VOCATIONAL EDUCATION RESEARCH PROPOSALS FOR FEDERALLY FUNDED PROJECTS, (5) CONDUCTING STATE AND REGIONAL VOCATIONAL RESEARCH WORKSHOPS, (6) INITIATING A  PROCEDURE FOR DISTRIBUTION OF VOCATIONAL RESEARCH INFORMATION WITHIN THE STATE, AND (7) FURTHER IDENTIFYING RESEARCHABLE VOCATIONAL AND TECHNICAL EDUCATION PROBLEMS IN THE STATE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010611</dc:identifier>
<dc:title>A COORDINATING UNIT FOR RESEARCH AND CURRICULUM DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>SHEPPARD, DAVID</dc:creator>
<dc:creator scheme='personal author'>SJOGREN, DOUGLAS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH COORDINATING UNIT IN THE FIELD OF OCCUPATIONAL RESEARCH WAS ESTABLISHED AT COLORADO STATE UNIVERSITY. THE UNIT WAS PRINCIPALLY CONCERNED WITH STIMULATION AND INITIATION OF VOCATIONAL EDUCATION RESEARCH. A STUDY OF THE POST-HIGH SCHOOL EXPERIENCES OF GRADUATES OF THE 1963 CLASS OF COLORADO SECONDARY SCHOOLS WAS COMPLETED. A STUDY OF OCCUPATIONS IN THE COLORADO ELECTRONICS INDUSTRY WAS ALSO CONDUCTED IN ORDER TO FORMULATE MORE INTELLIGENT DECISIONS ABOUT VOCATIONAL EDUCATION IN THAT AREA. SINCE THE UNIT WAS FUNDED FOR AN ADDITIONAL 19 MONTHS, IT WAS EXPECTED THAT ACTIVITIES WOULD BE EXPANDED TO PROVIDE A GREATER SERVICE TO VOCATIONAL EDUCATION RESEARCH IN COLORADO. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010612</dc:identifier>
<dc:title>A PLAN TO PROVIDE AN OCCUPATIONAL RESEARCH CENTER AT COLORADO STATE UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Resource Units</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GREEN, DONALD G.</dc:creator>
<dc:creator scheme='personal author'>WOLD, KENNETH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:keywords_geo>Iowa (Des Moines)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Dept. of Public Instruction, Des Moines.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT WAS ESTABLISHED, AND A FINAL REPORT WAS GIVEN OF ITS ACTIVITIES DURING AN 18-MONTH PERIOD. THE OBJECTIVES WERE TO COLLECT AND DISSEMINATE INFORMATION, STIMULATE AND ENCOURAGE RESEARCH, IDENTIFY POTENTIAL RESEARCH PROBLEMS, ESTABLISH AND MAINTAIN WORKING RELATIONSHIPS, PROVIDE SUPPORT FOR LINE PERSONNEL, PROMOTE VOCATIONAL AND TECHNICAL EDUCATION, COOPERATE WITH OTHER STATES, AND ASSIST IN (1) PROGRAM, FACILITIES, AND STAFF DEVELOPMENT, (2) INFORMATION SYSTEM DEVELOPMENT, AND (3) PROGRAM EVALUATION. PROGRESS REPORTS OF THE UNIT WERE ANALYZED, AND 47 ACTIVITIES WERE IDENTIFIED TO DETERMINE THOSE OBJECTIVES WHICH RECEIVED THE GREATEST FREQUENCIES OF ATTENTION. THEY WERE, IN ORDER, (1) PROVIDE SUPPORT FOR LINE PERSONNEL, (2)  STIMULATE AND ENCOURAGE RESEARCH, AND (3) COLLECT AND DISSEMINATE INFORMATION. IN VIEW OF THE PROJECTED CONTINUATION AND THE STAFF SUPPORT FUNCTION OF THE UNIT, EVALUATIVE INFORMATION WAS ELICITED FROM ITS USERS. IT WAS FOUND THAT THE UNIT GAINED WIDE ACCEPTANCE AS A GROUP TO PERFORM MUCH NEEDED SERVICES IN THE DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010613</dc:identifier>
<dc:title>ESTABLISHMENT OF AN OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT FOR THE STATE OF IOWA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Resource Units</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>RIGHTHAND, HERBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut State Dept. of Education, Hartford.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH COORDINATING UNIT WAS ESTABLISHED TO ENCOURAGE VOCATIONAL RESEARCH THROUGH THE IDENTIFICATION OF RESEARCH RESOURCES, PERSONNEL, AND TECHNIQUES. IN ADDITION, THE DEVELOPMENT OF PROPOSALS FOR THE CONDUCT OF VOCATIONAL EDUCATION RESEARCH BY LOCAL SCHOOL SYSTEMS, COLLEGES, AND UNIVERSITIES WAS ENCOURAGED. RESEARCH ACTIVITIES TO DATE TOTALLED 35 REPORTS, PILOT PROGRAMS, RESEARCH STUDIES, AND SURVEYS. OVER 250 PUBLICATIONS AND RESEARCH DOCUMENTS PERTAINING TO VOCATIONAL EDUCATION WERE CATALOGED AND FILED. INFORMATION OF 12 RESEARCH STUDIES CONDUCTED OR SUPPORTED BY THE UNIT AND A VOCATIONAL RESEARCH QUARTERLY NEWSLETTER WERE WIDELY DISTRIBUTED. INITIAL STEPS WERE TAKEN TO INCORPORATE USE OF DATA PROCESSING TO ASSIST THE RESEARCH STAFF. IT WAS CONCLUDED THAT THE UNIT GAINED  WIDE ACCEPTANCE AS A GROUP WHICH PERFORMS NEEDED SERVICES IN THE DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010614</dc:identifier>
<dc:title>THE ESTABLISHMENT OF THE RESEARCH COORDINATING UNIT IN THE CONNECTICUT STATE DEPARTMENT OF EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>HAYES, ROBERT B.</dc:creator>
<dc:creator scheme='personal author'>WUEST, RICHARD C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>EARLY TO READ</eric:keywords>
<eric:keywords>STANFORD ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords>Pennsylvania (New Castle)</eric:keywords>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords>PHONICS AND WORD POWER</eric:keywords>
<eric:keywords>SCOTT FORESMAN BASAL READER</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_test>Stanford Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Castle Area Schools, PA.</dc:creator>
<dc:creator scheme='institution'>Pennsylvania State Dept. of Public Instruction, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUR DIFFERENT READING PROGRAMS WERE EVALUATED USING 302 SECOND-GRADE PUPILS WHO HAD PARTICIPATED IN THE SAME PROGRAMS IN GRADE 1. IN ADDITION TO THE STUDY CONDUCTED IN THE SECOND GRADE, A PILOT STUDY WAS CONTINUED INTO GRADE 3, AND A MODIFIED VERSION OF THE GRADE 1 STUDY WAS MADE AGAIN IN GRADE 1. THE FOUR READING PROGRAMS INVOLVED WERE (1) A &amp;quot;WHOLE-WORD,&amp;quot; ABILITY GROUPING, ECLECTIC, BASAL APPROACH OF SCOTT, FORESMAN, 1960 EDITION, (2) THE PRECEDING APPROACH SUPPLEMENTED BY A PHONICS WORKBOOK, &amp;quot;PHONICS AND WORD POWER,&amp;quot; PUBLISHED IN 1964 BY AMERICAN EDUCATION PUBLICATIONS, (3) THE PHONIC, FILMSTRIP, WHOLE-CLASS APPROACH, PUBLISHED IN 1963 BY J.B. LIPPINCOTT COMPANY, AND (4) THE 1964 &amp;quot;EARLY TO READ,&amp;quot; ABILITY GROUPING PROGRAM OF I.T.A. (INITIAL TEACHING ALPHABET) PUBLICATIONS,  INC., FOLLOWED BY THE &amp;quot;TREASURY OF LITERATURE SERIES,&amp;quot; PUBLISHED IN 1960 BY CHARLES E. MERRILL BOOKS, INC. IN THREE OF FIVE LIPPINCOTT CLASSES, TWO OF FIVE I.T.A.-MERRILL CLASSES, TWO OF FIVE &amp;quot;PHONICS AND WORD POWER&amp;quot; CLASSES, AND NONE OF FOUR SCOTT, FORESMAN CLASSES, 50 PERCENT OR MORE PUPILS ACHIEVED AT LEAST ONE-HALF ABOVE THEIR PREDICTED LEVELS. IT THUS APPEARED THAT THE FIRST THREE READING PROGRAMS ENABLED PUPILS TO ACHIEVE HIGHER READING SCORES (AS MEASURED BY THE STANFORD ACHIEVEMENT TESTS). IN TERMS OF EFFECTIVENESS WITH ABILITY GROUPS, THE SCOTT, FORESMAN APPROACH APPEARED TO BE PARTICULARLY EFFECTIVE WITH PUPILS OF LOW IQ, THE LIPPINCOTT PROGRAM WITH THOSE OF AVERAGE IQ, AND BOTH THE LIPPINCOTT OR I.T.A. PROGRAMS WITH THOSE OF HIGH IQ. ALL RESULTS OF THE STUDY WERE VIEWED AS  TENTATIVE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010615</dc:identifier>
<dc:title>FACTORS AFFECTING LEARNING TO READ.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>162</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Coordination</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>WORTHINGTON, ROBERT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Jersey State Dept. of Education, Trenton.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INITIAL OPERATIONS OF THE NEW JERSEY OCCUPATIONAL RESEARCH AND DEVELOPMENT UNIT, DURING AN 18-MONTH PERIOD, WERE DESCRIBED. THE UNIT USED A VARIETY OF RESEARCH AND DEVELOPMENT TECHNIQUES TO SERVE SUCH STATE AND LOCAL VOCATIONAL EDUCATION NEEDS AS TEACHER EDUCATION AND CERTIFICATION, PROGRAM EVALUATION, PILOT AND DEMONSTRATION PROGRAMS, FACILITY PLANNING, EQUIPMENT SELECTION, AND CURRICULUM DEVELOPMENT. FUNCTIONAL ACTIVITIES OF THE UNIT INCLUDED (1) STIMULATING AND COORDINATING EFFORTS, (2) PARTICIPATING IN THE STUDY AND SOLUTION OF PROBLEMS, AND (3) DISSEMINATING INFORMATION SIGNIFICANT TO VOCATIONAL EDUCATION. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010616</dc:identifier>
<dc:title>THE ESTABLISHMENT AND INITIAL OPERATION OF A RESEARCH AND DEVELOPMENT UNIT IN THE DIVISION OF VOCATIONAL EDUCATION, DEPARTMENT OF EDUCATION, STATE OF NEW JERSEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Coordination</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Resource Units</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HORNER, JAMES T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEBRASKA</eric:keywords>
<eric:keywords_geo>Nebraska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRELIMINARY WORK OF THE NEBRASKA VOCATIONAL-OCCUPATIONAL RESEARCH COORDINATING UNIT WAS DESCRIBED. THE PRIMARY CONCERN OF THE UNIT WAS THE COORDINATION OF EFFORTS WHICH PRODUCE DATA, INFORMATION, AND THE PRODUCTS OF RESEARCH, TO FACILITATE DECISION-MAKING PROCESSES RELATING TO VOCATIONAL AND TECHNICAL EDUCATION PROGRAMS AT STATE AND LOCAL LEVELS. THE UNIT&apos;S MAIN ENDEAVOR WAS THE DEVELOPMENT AND TEST OF A SYSTEM FOR PROJECTING NEEDS OF VOCATIONAL AND TECHNICAL EDUCATION AND FOR CORRELATING THESE NEEDS WITH OTHER ASPECTS OF EDUCATIONAL ENTERPRISES. THIS SYSTEM WAS CALLED THE&amp;quot;PUPIL DATA ENROLLMENT BANK.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010617</dc:identifier>
<dc:title>RESEARCH AND COORDINATION UNIT IN THE AREA OF OCCUPATIONAL NEEDS RESEARCH COORDINATION IN NEBRASKA. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attendance Records</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>GROSSMAN, ALVIN</dc:creator>
<dc:creator scheme='personal author'>HOWE, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE PUPIL PERSONNEL AND CURRICULAR DATA PROCESSING SYSTEM WAS DEVELOPED AND DEMONSTRATED FOR USE OF CALIFORNIA HIGH SCHOOLS. THIS SYSTEM WAS DESIGNED TO SERVE GROUPS OF SCHOOL DISTRICTS THROUGH REGIONAL, DATA PROCESSING CENTERS. THE OVERALL SYSTEMS PLAN, THE NECESSARY PROGRAMING ACTIVITIES, AND A TECHNIQUE FOR MASTER CODING WERE DELINEATED. ELEMENTS OF THE SYSTEM&apos;S DESIGN WERE ORIENTED TOWARD PROVIDING BOTH TEACHING AND ADMINISTRATIVE ASSISTANCE IN REGISTRATION AND SCHEDULING, ATTENDANCE ACCOUNTING, GRADE REPORTING, AND TEST SCORING AND ANALYSIS. THE SYSTEM WAS PROGRAMED TO MAINTAIN CUMULATIVE RECORDS ON MASTER FILE TAPES, AT A REGIONAL DATA CENTER, ON EACH STUDENT IN THE PARTICIPATING SCHOOLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010618</dc:identifier>
<dc:title>RESEARCH AND DEVELOPMENT IN DATA PROCESSING FOR PUPIL PERSONNEL AND CURRICULAR SERVICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>195</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Age Differences</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Individual Counseling</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>BOWN, OLIVER H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>TEXAS</eric:keywords>
<eric:keywords>WESTCOTT PROBLEM SOLVING SCALE</eric:keywords>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUBJECTS (398) IN THE NINTH AND 12TH GRADES, BOTH MALE AND FEMALE, WERE ASKED TO RATE INITIAL, FILMED COUNSELING SESSIONS AS IF THEY WERE THE COUNSELEE. FIVE DIFFERENT COUNSELING APPROACHES WERE USED IN THE FILMED SESSIONS--(1) ADVICE GIVING - THE COUNSELOR ADVISES THE CLIENT ON A PROGRAM OF ACTION, (2) QUESTIONING - THE COUNSELOR POSES A QUESTION TO THE CLIENT PRIOR TO EACH CLIENT RESPONSE, (3) REFLECTION OF FEELING - THE COUNSELOR RESPONDS WITH FEELING APPROPRIATE TO THE CONTENT OF CLIENT RESPONSES, (4) SUPPORTING - THE COUNSELOR ATTEMPTS TO CONVEY TO THE CLIENT THAT THE CLIENT HAS &amp;quot;WHAT IT TAKES&amp;quot; TO WORK A PROBLEM OUT, AND (5) INFORMATION GIVING - THE COUNSELOR PROVIDES INFORMATION OF A SPECIFIC RELEVANT NATURE TO THE CLIENT. AFTER COMPLETING THE &amp;quot;WESTCOTT PROBLEM SOLVING  SCALE,&amp;quot; THE SUBJECTS WERE DIVIDED INTO FOUR COGNITIVE GROUPS, BASED UPON THEIR SCORES ON THE INSTRUMENT&apos;S TWO DIMENSIONS--(1) THE AMOUNT OF INFORMATION REQUIRED OR DEMANDED FOR SOLVING THE PROBLEMS AND (2) THE DEGREE OF SUCCESS IN SOLUTION OF THE PROBLEMS. THE GROUPS WERE THUS LOW DEMAND-HIGH SUCCESS, LOW DEMAND-LOW SUCCESS, HIGH DEMAND-HIGH SUCCESS, AND HIGH DEMAND-LOW SUCCESS. ANALYSIS OF DATA OBTAINED FROM COUNSELOR RATING AND COUNSELOR RANKING FORMS (COMPLETED BY ALL SUBJECTS AFTER VIEWING THE FILMED SESSIONS) YIELDED INFORMATION CONCERNING THE PREFERENCES AND REJECTIONS OF THE COUNSELING APPROACHES AMONG THE FOUR COGNITIVE GROUPS. ALL FOUR GROUPS TENDED TO PREFER THE ADVICE GIVING APPROACH AND TO REJECT THE REFLECTION OF FEELING APPROACH. BOTH HIGH DEMAND GROUPS ALSO PREFERRED THE  SUPPORTING APPROACH. THE QUESTIONING APPROACH WAS REJECTED BY ALL THE MALES. ALL FEMALES EXCEPT THE HIGH DEMAND-LOW SUCCESS GROUP REJECTED THE INFORMATION GIVING APPROACH. YOUNGER SUBJECTS TENDED TO RATE BOTH THE ADVICE GIVING AND SUPPORTING APPROACHES HIGHER THAN OLDER SUBJECTS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010619</dc:identifier>
<dc:title>PERCEPTIONS BY ADOLESCENTS OF VARIOUS PROCEDURAL APPROACHES USED IN FILMED COUNSELING SESSIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>203</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blue Collar Occupations</dc:subject>
<dc:subject>Demonstration Centers</dc:subject>
<dc:subject>Dropout Programs</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Part Time Employment</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Skill Centers</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>White Collar Occupations</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>KAPLAN, LEON L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS CONDUCTED TO ASCERTAIN NECESSARY PROCEDURES FOR ESTABLISHING WORK-STUDY PROGRAMS FOR ACTUAL OR POTENTIAL DROPOUTS, AGES 16 AND 17, IN THE LOS ANGELES UNIFIED SCHOOL DISTRICT. THIS SURVEY WAS MADE TO HELP PROVIDE MEANS TO MEET THE CALIFORNIA EDUCATION CODE REQUIREMENTS FOR COMPULSORY CONTINUATION EDUCATION. THE STUDY DETERMINED THAT SUCH PROGRAMS WOULD STRESS INDIVIDUALLY ORIENTED, OCCUPATIONAL TRAINING WITH SUPPORTIVE EMPHASIS ON ACADEMIC SKILLS. A SPECIAL TASK FORCE CONDUCTED THE SURVEY, GATHERING DATA FROM A REVIEW OF PERTINENT LITERATURE AND FROM INTERVIEWS AND CONFERENCES WITH POTENTIAL AND ACTUAL DROPOUTS, SCHOOL DISTRICT PERSONNEL, AND REPRESENTATIVES FROM LABOR, INDUSTRY, AND GOVERNMENT. AS AN OUTCOME OF THE SURVEY, THE TASK FORCE RECOMMENDED THE ESTABLISHMENT  OF TWO DEMONSTRATION CENTERS FOR VOCATIONAL EDUCATION. ONE WOULD TRAIN STUDENTS FOR EMPLOYMENT IN THE AVIATION, ELECTRONICS, AND AEROSPACE INDUSTRIES, AND THE OTHER WOULD PROVIDE TRAINING FOR GOVERNMENTAL AND INDUSTRIAL OFFICE OCCUPATIONS. JOB ORIENTATION, WORK OBSERVATION, AND ON-THE-JOB PAID EXPERIENCE WOULD BE INCLUDED IN THE CURRICULUMS. BOTH CENTERS WOULD OFFER THE OPPORTUNITY TO COMPLETE REQUIREMENTS FOR A HIGH SCHOOL DIPLOMA. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010620</dc:identifier>
<dc:title>OCCUPATIONAL TRAINING CENTERS FOR 16-18 YEAR-OLD YOUTH. A DEMONSTRATION PROGRAM FOR POTENTIAL OR ACTUAL DROPOUTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>110</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aspiration</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Peer Relationship</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Social Organizations</dc:subject>
<dc:subject>Social Structure</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student School Relationship</dc:subject>
<dc:creator scheme='personal author'>MCDILL, EDWARD L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Johns Hopkins Univ., Baltimore, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIATIONS IN THE INFORMAL SOCIAL SYSTEMS OF 20 HIGH SCHOOLS, THE SOURCES OF THESE VARIATIONS, AND THE EFFECTS OF SUCH VARIATIONS ON THE ACADEMIC ATTITUDES AND BEHAVIOR OF STUDENTS WERE STUDIED. TWO RELATED ASPECTS OF THE SCHOOL SOCIAL ORGANIZATIONS RECEIVED MAJOR RESEARCH EMPHASIS--(1) THE CHARACTERISTIC GLOBAL DEMANDS, FEATURES, AND EMPHASES OF THE SCHOOL IN TERMS OF RELATIONSHIPS AMONG STUDENTS AND BETWEEN STUDENTS AND STAFF, AND (2) THE EXTENT TO WHICH ADOLESCENT PEER GROUPS EITHER REWARD ACADEMIC EXCELLENCE OR VALUE SOCIAL AND ANTISCHOOL ACTIVITIES. THE SAMPLE CONSISTED OF 20,345 STUDENTS, 1,029 TEACHERS, AND 20 PRINCIPALS. ALL THREE GROUPS COMPLETED SELF-ADMINISTERED QUESTIONNAIRES. IN ADDITION, STUDENTS WERE GIVEN TWO TESTS FROM PROJECT TALENT (FLANAGAN AND OTHERS, 1964)  TO MEASURE APTITUDE FOR ABSTRACT REASONING AND ACHIEVEMENT IN MATHEMATICS. OTHER DATA WERE GATHERED FROM PERMANENT STUDENT RECORDS, INCLUDING IQ, GRADE POINT AVERAGE IN ENGLISH, AND ABSENTEEISM. OBTAINED FROM THE DATA GATHERING EXERCISE WERE MEASURES FOR THREE OTHER CLASSES OF VARIABLES--(1) VARIOUS DIMENSIONS OF SCHOOL CLIMATE AND ENVIRONMENT, (2) THE PERSONAL, ACADEMIC BEHAVIORAL, STUDENT ATTRIBUTES OF COLLEGE PREPARATION, PERSONAL VALUES ON INTELLECTUALISM AND ACHIEVEMENT, AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AND ENGLISH, AND (3) SUCH PERSONAL AND BACKGROUND CHARACTERISTICS OF STUDENTS AS SEX, MENTAL APTITUDE, YEAR IN SCHOOL, AND SOCIOECONOMIC STATUS. THE LATTER CLASS OF VARIABLES WAS VIEWED AS A CLASS OF MEDIATING LINKS BETWEEN THE SCHOOL ENVIRONMENT AND THE INDIVIDUAL&apos;S ACADEMIC  BEHAVIOR. A SPECIAL STATISTICAL PROCEDURE WAS USED TO ESTABLISH A NUMBER OF RELATIONSHIPS AMONG THE CLASSES OF VARIABLES. A CONCOMITANT SEARCH WAS UNDERTAKEN TO IDENTIFY POTENTIAL SOURCES OF SCHOOL CLIMATE VARIATIONS, AND FINDINGS OF THIS EFFORT WERE (FOR THE MOST PART) NEGATIVE, BUT STILL SIGNIFICANT. A SECONDARY FOCUS OF THE OVERALL RESEARCH WAS AN EXPLORATORY ANALYSIS OF ACADEMIC DIFFERENCES BETWEEN NEGRO AND WHITE STUDENTS IN PREDOMINATELY WHITE HIGH SCHOOLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010621</dc:identifier>
<dc:title>SOURCES OF EDUCATIONAL CLIMATES IN HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>401</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Discriminant Analysis</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Withdrawal (Education)</dc:subject>
<dc:creator scheme='personal author'>DYSINGER, WENDELL S.</dc:creator>
<dc:creator scheme='personal author'>HACKMAN, J. RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Jacksonville)</eric:keywords>
<eric:keywords_geo>Florida (Jacksonville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>MacMurray Coll., Jacksonville, IL.</dc:creator>
<dc:creator scheme='institution'>Hanover Coll., IN.</dc:creator>
<dc:creator scheme='institution'>Wittenberg Univ., Springfield, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE COLLEGES JOINED IN A STUDY OF STUDENT WITHDRAWAL. THE HYPOTHESIS OF THE STUDY PROPOSED THAT SIGNIFICANT DIFFERENCES EXIST AMONG STUDENTS IN THEIR LEVELS OF COMMITMENT TO HIGHER EDUCATION AS THE MAJOR OPPORTUNITY OF POST-HIGH-SCHOOL YEARS. STUDENTS WITH HIGH LEVELS OF COMMITMENT FACE PROBLEMS AND EITHER SOLVE OR TOLERATE THEM, WHILE THOSE WITH LOW LEVELS OF COMMITMENT TEND TO FIND THE SAME PROBLEMS ADEQUATE REASONS FOR WITHDRAWAL. DATA WERE GATHERED FROM SEVERAL SOURCES AND ANALYZED. FOUR CATEGORIES OF STUDENTS (PERSISTERS, TRANSFERS AND RETURNEES, &amp;quot;REAL&amp;quot; VOLUNTARY DROPS, AND ACADEMIC DROPS) WERE DISCRIMINATED RELIABLY AND IN MEANINGFUL TERMS BY MULTIPLE DISCRIMINANT ANALYSIS. ATTRITION-PRONE STUDENTS WERE IDENTIFIED FROM THE RESULTS IN A REASONABLY HIGH PERCENTAGE OF THE  CASES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010622</dc:identifier>
<dc:title>ATTRITION IN THE LIBERAL ARTS COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>151</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Secretaries</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:creator scheme='personal author'>BRIGGS, LESLIE J.</dc:creator>
<dc:creator scheme='personal author'>NORRIS, ELEANOR L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Palo Alto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS AN INITIAL STEP TOWARD IMPROVEMENT IN SELECTING AND DEVELOPING TYPES OF OCCUPATIONAL INFORMATION NEEDED BY HIGH SCHOOL STUDENTS, AS WELL AS IMPROVEMENT OF THE FORMAT BY WHICH SUCH INFORMATION IS PRESENTED, AN EXPERIMENTAL DRAFT OF OCCUPATIONAL INFORMATION MATERIALS WAS PREPARED AND EVALUATED. THESE PILOT MATERIALS WERE DESIGNED FOR USE IN CAREER PLANNING FOR ONE PARTICULAR JOB FAMILY, THE SECRETARIAL VOCATIONS. THREE BOOKLETS WERE PREPARED, ENTITLED &amp;quot;WOMEN&apos;S PLACE IN TODAY&apos;S WORLD OF WORK,&amp;quot;&amp;quot;ENTRY JOBS LEADING TO THE POSITION OF SECRETARY,&amp;quot; AND &amp;quot;WHAT IT&apos;S LIKE TO BE A SECRETARY.&amp;quot; IN ADDITION, THESE BOOKLETS CORRESPONDED RESPECTIVELY TO STUDENT NEEDS AT THREE DIFFERENT STAGES OF INDIVIDUAL DEVELOPMENT--(1) THE NEED TO REALISTICALLY PERCEIVE THE PLACE OF BOTH SEXES IN RELATION  TO THE WORKING WORLD, (2) THE NEED FOR AWARENESS OF THE WIDE RANGE OF JOB FAMILIES WHICH ONE MIGHT ENTER, AND (3) THE NEED TO SELECT A SPECIFIC EDUCATIONAL OR TRAINING PROGRAM FOR A PARTICULAR ENTRY JOB IN WHICH ONE IS INTERESTED. AFTER A BRIEF TRYOUT OF THE MATERIALS (INTERVIEWING AND TESTING SELECTED STUDENTS), THE BOOKLETS WERE REVISED TO IMPROVE THEIR FORMAT OF PRESENTATION. ADDITIONAL RESEARCH WAS RECOMMENDED FOR IDENTIFYING IMPROVED CONTENT AND TECHNIQUES TO BE USED IN PRESENTING SIMILAR OCCUPATIONAL INFORMATION ABOUT OTHER JOBS OR OTHER JOB FAMILIES. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010623</dc:identifier>
<dc:title>TECHNIQUES FOR SELECTING AND PRESENTING OCCUPATIONAL INFORMATION TO HIGH SCHOOL STUDENTS. PLANNING AND DEVELOPMENT OF RESEARCH PROGRAMS IN SELECTED AREAS OF VOCATIONAL EDUCATION, VOLUME I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Parent Child Relationship</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>NORRIS, ELEANOR L.</dc:creator>
<dc:creator scheme='personal author'>SHERMAN, VIVIAN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESPONSES TO A QUESTIONNAIRE DEVELOPED TO GATHER DATA ON PLANS, ATTITUDES, INTERESTS, AND ASPIRATIONS OF STUDENTS AND PARENTS RELEVANT TO CAREER PLANNING WERE PRESENTED. THE QUESTIONNAIRE WAS ADMINISTERED TO 404 BOYS AND GIRLS (GRADES 6, 8, 10, AND 12) AND THEIR PARENTS. THE GATHERED DATA WERE COMPARED TO SHOW THE INFLUENCE OF PARENTS ON THEIR CHILDREN&apos;S CAREER THINKING AND THE AGREEMENT AND DISAGREEMENT BETWEEN PARENTS AND CHILDREN ON A NUMBER OF ITEMS RELATED TO VOCATIONAL PLANNING. HIGH AGREEMENT WAS FOUND BETWEEN PARENTS AND CHILDREN ON QUESTIONS DEALING WITH THE NEED OR DESIRE FOR PARENTAL HELP AND INVOLVEMENT. CONVERSELY, LOW AGREEMENT WAS FOUND ON SEVERAL ITEMS WHICH REQUIRED CONCRETE INFORMATION ABOUT THE CHILD&apos;S CAREER AND EDUCATIONAL PLANS AND ABOUT ATTRIBUTES OF THE  CHILD WHICH SUIT HIM FOR A PARTICULAR OCCUPATION. THERE WAS ALSO LITTLE AGREEMENT ABOUT PERSONS AND EVENTS WHICH INFLUENCE THE CHILD IN HIS CAREER THINKING. THE IMPLICATIONS OF ATTITUDES OF PARENTS AND CHILDREN TOWARD SOME EDUCATIONAL-VOCATIONAL RELATED CONCEPTS WERE DISCUSSED. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010624</dc:identifier>
<dc:title>SOURCE DATA ON PERCEPTIONS OF PARENTS AND CHILDREN REGARDING CAREER PLANNING. PLANNING AND DEVELOPMENT OF RESEARCH PROGRAMS IN SELECTED AREAS OF VOCATIONAL EDUCATION, VOLUME II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>218</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>SHERMAN, VIVIAN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Palo Alto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE METHODOLOGY USED IN DEVELOPING EXPERIMENTAL CURRICULUM MATERIALS (ED 010 626) FOR AN INNOVATIVE GUIDANCE PROGRAM IN CAREER PLANNING WAS PRESENTED. RESEARCH DATA, GATHERED DURING A QUESTIONNAIRE SURVEY OF STUDENT ATTITUDES AND INTERESTS RELEVANT TO CAREER PLANNING, WERE USED FOR THE CURRICULUM CONTENT. THE CONTENT FORMAT WAS ORGANIZED TO PROVIDE A FRAMEWORK OF RELEVANT AND MEANINGFUL INFORMATION FOR YOUTHS TO USE IN GAINING PERSPECTIVE ON THEMSELVES AND IN ACQUIRING APPRECIATION AND UNDERSTANDING OF THE DECISION-MAKING PROCESSES INVOLVED IN CAREER PLANNING. THE THEORETICAL CONSTRUCT OF DEVELOPMENTAL TASKS (TRYON AND LILIENTHAL, 1950) WAS USED AS ONE BASIS FOR CURRICULUM PLANNING. A TAXONOMY FOR EDUCATIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN (KRATHWOHL AND OTHERS, 1964) WAS  USED FOR DEFINING CURRICULUM OBJECTIVES, THE NATURE OF DESIRED LEARNING EXPERIENCES, AND MEANS OF EVALUATION. ALTHOUGH THE CURRICULUM WAS DEVELOPED FOR JUNIOR HIGH SCHOOL GUIDANCE SESSIONS, A PRELIMINARY TRYOUT INDICATED THAT IT COULD BE READILY ADAPTED FOR USE WITH UPPER ELEMENTARY AND SENIOR HIGH SCHOOL STUDENTS AS WELL. STUDENTS EXPOSED TO THE CURRICULUM DURING THE TRYOUT APPEARED TO (1) RESPOND FAVORABLY TO THE NOVELTY OF CONTENT, AS IT WAS DIRECTLY RELATED TO THEIR PLANS AND PERSONAL CONCERNS, AND (2) USE AN OPEN-ENDED, SCIENTIFIC APPROACH IN RELATING THE CONTENT TO THEIR OWN EXPERIENCE. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010625</dc:identifier>
<dc:title>GUIDANCE CURRICULUM FOR INCREASED SELF-UNDERSTANDING AND MOTIVATION FOR CAREER PLANNING. PLANNING AND DEVELOPMENT OF RESEARCH PROGRAMS IN SELECTED AREAS OF VOCATIONAL EDUCATION, VOLUME III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Graphs</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>SHERMAN, VIVIAN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPERIMENTAL MATERIALS THAT WERE DEVELOPED FOR THE VOCATIONAL GUIDANCE OF JUNIOR HIGH SCHOOL STUDENTS WERE PRESENTED IN THIS APPENDIX TO ED 010 625. THESE MATERIALS WERE PLANNED TO ENABLE STUDENTS TO THOROUGHLY AND SYSTEMATICALLY EXPLORE THEIR OWN SELF-PERCEPTIONS, ATTITUDES, PERSONAL VALUES, ACHIEVEMENT, ABILITIES, AND DIVERSE CAREER POSSIBILITIES. DEVELOPMENT OF THE MATERIALS WAS GUIDED BY THE HOPE THAT THEY WOULD ENABLE THE STUDENTS TO EMERGE FROM LEARNING EXPERIENCES WITH CLEARER CONCEPTIONS OF WHO THEY ARE AND WHERE THEY ARE GOING. SAMPLE STUDENT WORK SHEETS, QUESTIONNAIRES, AND READING AND WRITING MATERIALS WERE INCLUDED FOR ALL LESSONS. THE QUESTIONNAIRE RESPONSES OF APPROXIMATELY 100 BOYS AND GIRLS (GRADES 6, 8, 10, AND 12) WERE PRESENTED IN GRAPH FORM TO ALLOW STUDENTS  USING THESE STUDY MATERIALS TO LOOK AT THE CAREER PLANS AND ATTITUDES OF A SAMPLE OF THEIR PEERS WHILE SIMULTANEOUSLY VIEWING AND EVALUATING THEIR OWN. ALTHOUGH DEVELOPED FOR USE WITH JUNIOR HIGH SCHOOL STUDENTS, THE AUTHOR SUGGESTED THE MATERIALS WERE ALSO SUITABLE FOR USE BY STUDENTS IN THE UPPER ELEMENTARY GRADES OR AT THE SENIOR HIGH SCHOOL LEVEL. INCLUDED WITH THE MATERIALS WERE TEACHING GUIDELINES AND EVALUATION SHEETS FOR A RECOMMENDED FOLLOWUP EVALUATION OF THE EMPIRICAL EFFECTS OF THE CURRICULUM MATERIALS. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010626</dc:identifier>
<dc:title>GUIDANCE CURRICULUM FOR INCREASED SELF-UNDERSTANDING AND MOTIVATION FOR CAREER PLANNING. PLANNING AND DEVELOPMENT OF RESEARCH PROGRAMS IN SELECTED AREAS OF VOCATIONAL EDUCATION, VOLUME III, APPENDIX.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>238</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Redundancy</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Set Theory</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>KROPP, RUSSELL P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee. Inst. of Human Learning.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPLORATORY STUDY WAS CONDUCTED ON THE INTERACTION BETWEEN COGNITIVE APTITUDES AND VARIED INSTRUCTIONAL TREATMENTS (TEACHING MATERIALS AND TEACHER METHODS) TO DETERMINE IF LEARNING DIFFICULTIES COULD BE SIGNIFICANTLY MINIMIZED BY ALTERING THE CONTENT OF INSTRUCTIONAL TREATMENTS TO FIT THE COGNITIVE APTITUDE PATTERNS OF INDIVIDUAL LEARNERS. THE AUTHORS SUGGESTED THAT ACHIEVEMENT OF THE STUDENT WOULD BE DIRECTLY RELATED TO THE CONGRUENCE BETWEEN HIS PATTERN OF APTITUDES AND THE &amp;quot;FORM OF CONTENT&amp;quot; OF THE MATERIAL TO BE LEARNED. TO SUBSTANTIATE THIS CONTENTION, A PROGRAM OF HIGHLY SIMPLIFIED STUDIES WAS STRUCTURED AND CONDUCTED. SEVEN SERIES OF STUDIES WERE UNDERTAKEN AMONG DIFFERENT GRADE LEVELS--(1) &amp;quot;FORM OF CONTENT&amp;quot; VARIABLES IN EXISTING TEXTUAL MATERIALS WERE IDENTIFIED, (2)  REDUNDANCY AS A &amp;quot;FORM OF CONTENT&amp;quot; VARIABLE WAS EXAMINED, INCLUDING REDUNDANCY LEVELS AND COGNITIVE APTITUDES RELATED TO REDUNDANCY, (3) MATERIALS ON SET THEORY CONCEPTS WERE DEVELOPED AND TAUGHT, EMPHASIZING THE APTITUDE COMBINATIONS OF VERBAL-DEDUCTIVE, VERBAL-INDUCTIVE, FIGURAL-DEDUCTIVE, AND FIGURAL-INDUCTIVE, (4) ACHIEVEMENT OF STUDENTS IN CHEMISTRY WAS RELATED TO SIMILARITIES OF TEACHER AND STUDENT APTITUDE PATTERNS WHEN GENERAL ABILITY WAS HELD CONSTANT, (5) PERFORMANCE ON VERBAL AND FIGURAL CONCEPT ATTAINMENT TASKS, PRESENTED BY EITHER COMPUTER-ASSISTED INSTRUCTION OR BY A HUMAN EXPERIMENTOR, WAS RELATED TO APTITUDE VARIABLES BELIEVED TO BE RELEVANT TO THE TASKS, (6) INTERACTIONS OF APTITUDE AND INSTRUCTION IN VOCABULARY LEARNING WERE STUDIED, AND (7) THE EFFECTS OF SYMBOLIC AND  SEMANTIC CONTENT ON THE LEARNING OF MATHEMATICAL OPERATIONS WERE ANALYZED. RESULTS OF THESE STUDIES DEMONSTRATED THE FEASIBILITY OF CONTROLLING APTITUDE-INSTRUCTION INTERACTIONS TO ENHANCE LEARNING IN A VARIETY OF SUBJECT-MATTER AREAS AND AT DIFFERENT AGE AND GRADE LEVELS. RELATED INFORMATION MAY BE FOUND IN ED 010 628. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010627</dc:identifier>
<dc:title>IDENTIFICATION AND DEFINITION OF SUBJECT-MATTER CONTENT VARIABLES RELATED TO HUMAN APTITUDES, VOLUME 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>235</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Redundancy</dc:subject>
<dc:subject>Set Theory</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>KROPP, RUSSELL P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee. Inst. of Human Learning.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SETS OF INSTRUCTIONAL MATERIALS PRESENTED IN THIS VOLUME WERE DESIGNED TO CALL INTO THE LEARNING SITUATION THE MOST HIGHLY DEVELOPED COGNITIVE APTITUDES OF INDIVIDUAL STUDENTS. THE ASSUMPTION BEHIND THEIR DESIGN WAS THAT LEARNING DIFFICULTIES IN VARIOUS SUBJECT-MATTER AREAS COULD BE MINIMIZED BY ALTERING THE CONTENT OF TEXTUAL MATERIAL TO FIT THE INDIVIDUAL&apos;S APTITUDE PATTERN. FOUR SETS OF DATA ARE INCLUDED--(1) MATERIALS FOR REDUNDANCY STUDIES (REDUNDANCY IN TEXTUAL MATERIAL), (2) LEARNING MATERIALS AND TESTS FOR STUDIES OF ELEMENTARY SET CONCEPTS, (3) MATERIALS AND TESTS FOR VOCABULARY LEARNING STUDIES, AND (4) LEARNING MATERIALS FOR MATHEMATICAL OPERATIONS STUDIES. RELATED INFORMATION MAY BE FOUND IN ED 010 627. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010628</dc:identifier>
<dc:title>IDENTIFICATION AND DEFINITION OF SUBJECT-MATTER CONTENT VARIABLES RELATED TO HUMAN APTITUDES, VOLUME II, APPENDICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>278</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GREEN, KINSEY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-WEEK, LEADERSHIP DEVELOPMENT SEMINAR WAS HELD MAY 31-JUNE 10, 1966, AT THE UNIVERSITY OF MARYLAND FOR SELECTED FEDERAL, STATE, AND LOCAL EDUCATORS WHO HAVE RESPONSIBILITY FOR VOCATIONAL-TECHNICAL EDUCATION PROGRAMS. THE AGENDA AND PROCEDURES OF THIS SEMINAR WERE ESENTIALLY THE SAME AS THOSE USED AT THE VOCATIONAL-TECHNICAL EDUCATION LEADERSHIP DEVELOPMENT SEMINARS HELD AT THE UNIVERSITY OF MARYLAND (JULY 11-22, 1966) AND AT THE TAHOE ALUMNI CENTER, CALIFORNIA (JULY 25-AUGUST 5, 1966). THE OBJECTIVES OF THE SEMINAR WERE TO PRESENT INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS AND PROCEDURES AND TO PROVIDE OPPORTUNITIES FOR PARTICIPANTS TO OBSERVE AND PRACTICE SPECIFIC LEADERSHIP SKILLS. A TOTAL OF 55 DELEGATES WERE SELECTED ON A QUOTA BASIS, UPON RECOMMENDATION BY THE  RESPECTIVE STATE DIRECTOR OF VOCATIONAL-TECHNICAL EDUCATION, TO PARTICIPATE IN THE SEMINAR. TOPICS ON THE SEMINAR&apos;S AGENDA INCLUDED HISTORY OF VOCATIONAL-TECHNICAL EDUCATION, LEADERSHIP-ADMINISTRATIVE-SUPERVISORY IMPLICATIONS OF VOCATIONAL-TECHNICAL EDUCATION LEGISLATION, DEVELOPMENT AND USE OF ADMINISTRATIVE-SUPERVISORY AND LEADERSHIP SKILLS, THE WORLD OF WORK, PROJECTED STATE PLANS, COUNSELING AND OTHER SUPPORTIVE SERVICES, PRE- AND IN-SERVICE TEACHER EDUCATION, EQUIPMENT AND FACILITIES, RESEARCH AND PILOT PROJECTS, CURRICULUM DEVELOPMENT, COORDINATION OF ACTIVITIES WITH OTHER AGENCIES, EVALUATION OF PROGRESS, AND STATE AND LOCAL SUPERVISION. EVALUATION OF THE SEMINAR WAS ACHIEVED THROUGH PARTICIPANT PRE- AND POST-QUESTIONNAIRES, GROUP DISCUSSION, AND PERSONAL INTERVIEWS. RELATED  REPORTS ARE ED 010 629 THROUGH ED 010 631. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010629</dc:identifier>
<dc:title>LEADERSHIP DEVELOPMENT SEMINAR VOCATIONAL-TECHNICAL EDUCATION, MAY 31-JUNE 10, 1066. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GREEN, KINSEY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-WEEK, LEADERSHIP DEVELOPMENT SEMINAR WAS HELD JULY 11-22, 1966, AT THE UNIVERSITY OF MARYLAND FOR SELECTED FEDERAL, STATE, AND LOCAL EDUCATORS WHO HAVE RESPONSIBILITY FOR VOCATIONAL-TECHNICAL EDUCATION PROGRAMS. THE AGENDA AND PROCEDURES OF THIS SEMINAR WERE ESSENTIALLY THE SAME AS THOSE USED AT OTHER VOCATIONAL-TECHNICAL EDUCATION LEADERSHIP DEVELOPMENT SEMINARS HELD AT THE UNIVERSITY OF MARYLAND (MAY 31-JUNE 10, 1966) AND AT THE TAHOE ALUMNI CENTER, CALIFORNIA (JULY 25-AUGUST 5, 1966). THE OBJECTIVES OF THE SEMINAR WERE TO PRESENT INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS AND PROCEDURES AND TO PROVIDE OPPORTUNITIES FOR PARTICIPANTS TO OBSERVE AND PRACTICE SPECIFIC LEADERSHIP SKILLS. A TOTAL OF 62 DELEGATES WERE SELECTED ON A QUOTA BASIS, UPON RECOMMENDATION BY  THE RESPECTIVE STATE DIRECTOR OF VOCATIONAL-TECHNICAL EDUCATION, TO PARTICIPATE IN THE SEMINAR. TOPICS ON THE SEMINAR&apos;S AGENDA INCLUDED HISTORY OF VOCATIONAL-TECHNICAL EDUCATION, LEADERSHIP-ADMINISTRATIVE-SUPERVISORY IMPLICATIONS OF VOCATIONAL-TECHNICAL EDUCATION LEGISLATION, DEVELOPMENT AND USE OF ADMINISTRATIVE-SUPERVISORY AND LEADERSHIP SKILLS, THE WORLD OF WORK, PROJECTED STATE PLANS, COUNSELING AND OTHER SUPPORTIVE SERVICES, PRE- AND IN-SERVICE TEACHER EDUCATION, EQUIPMENT AND FACILITIES, RESEARCH AND PILOT PROJECTS, CURRICULUM DEVELOPMENT, COORDINATION OF ACTIVITIES WITH OTHER AGENCIES, EVALUATION OF PROGRESS, AND STATE AND LOCAL SUPERVISION. EVALUATION OF THE SEMINAR WAS ACHIEVED THROUGH PARTICIPANT PRE- AND POST-QUESTIONNAIRES, GROUP DISCUSSION, AND PERSONAL INTERVIEWS. RELATED  REPORTS ARE ED 010 629 THROUGH ED 010 631. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010630</dc:identifier>
<dc:title>LEADERSHIP DEVELOPMENT SEMINAR VOCATIONAL-TECHNICAL EDUCATION, JULY 11-JULY 22, 1966. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>162</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GREEN, KINSEY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-WEEK, LEADERSHIP DEVELOPMENT SEMINAR WAS HELD JULY 25-AUGUST 5, 1966, AT TAHOE CITY, CALIFORNIA, FOR SELECTED FEDERAL, STATE, AND LOCAL EDUCATORS WHO HAVE RESPONSIBILITY FOR VOCATIONAL-TECHNICAL EDUCATION PROGRAMS. THE AGENDA AND PROCEDURES OF THIS SEMINAR WERE ESSENTIALLY THE SAME AS THOSE USED AT THE VOCATIONAL-TECHNICAL EDUCATION LEADERSHIP DEVELOPMENT SEMINARS HELD AT THE UNIVERSITY OF MARYLAND MAY 31-JUNE 10, 1966, AND JULY 11-22, 1966. THE OBJECTIVES OF THE SEMINAR WERE TO PRESENT INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS AND PROCEDURES AND TO PROVIDE OPPORTUNITIES FOR PARTICIPANTS TO OBSERVE AND PRACTICE SPECIFIC LEADERSHIP SKILLS. A TOTAL OF 48 DELEGATES WERE SELECTED ON A QUOTA BASIS, UPON RECOMMENDATION BY THE RESPECTIVE STATE DIRECTOR OF  VOCATIONAL-TECHNICAL EDUCATION, TO PARTICIPATE IN THE SEMINAR. TOPICS ON THE SEMINAR&apos;S AGENDA INCLUDED HISTORY OF VOCATIONAL-TECHNICAL EDUCATION, LEADERSHIP-ADMINISTRATIVE-SUPERVISORY IMPLICATIONS OF VOCATIONAL-TECHNICAL EDUCATION LEGISLATION, DEVELOPMENT AND USE OF ADMINISTRATIVE-SUPERVISORY AND LEADERSHIP SKILLS, THE WORLD OF WORK, PROJECTED STATE PLANS, COUNSELING AND OTHER SUPPORTIVE SERVICES, PRE- AND IN-SERVICE TEACHER EDUCATION, EQUIPMENT AND FACILITIES, RESEARCH AND PILOT PROJECTS, CURRICULUM DEVELOPMENT, COORDINATION OF ACTIVITIES WITH OTHER AGENCIES, EVALUATION OF PROGRESS, AND STATE AND LOCAL SUPERVISION. EVALUATION OF THE SEMINAR WAS ACHIEVED THROUGH PARTICIPANT PRE- AND POST-QUESTIONNAIRES, GROUP DISCUSSION, AND PERSONAL INTERVIEWS. RELATED REPORTS ARE ED 010 629 THROUGH ED  010 631. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010631</dc:identifier>
<dc:title>LEADERSHIP DEVELOPMENT SEMINAR VOCATIONAL-TECHNICAL EDUCATION, JULY 25-AUGUST 5, 1966. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>160</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>WESTMEYER, PAUL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE APPROACHES TO INSERVICE TEACHER EDUCATION WERE EXAMINED TO DETERMINE WHICH WAS MOST EFFECTIVE IN PREPARING TEACHERS TO USE A NEW CURRICULUM IN SCIENCE. THE CURRICULUM, &amp;quot;SCIENCE - A PROCESS APPROACH,&amp;quot; HAD BEEN DEVELOPED THROUGH EFFORTS OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE FOR SCIENCE INSTRUCTION IN GRADES K-3. THE THREE METHODS OF TEACHER EDUCATION STUDIED WERE (1) A SUMMER INSTITUTE, (2) A YEAR-LONG INSERVICE COURSE, AND (3) SELF-INSTRUCTION THROUGH THE USE OF A TEACHER MANUAL. OF THE APPROXIMATELY 620 TEACHERS WHO RECEIVED INSTRUCTION IN THIS PROJECT, 90 WERE SELECTED AS SUBJECTS FOR STUDY, AND 30 ADDITIONAL TEACHERS WERE SELECTED FOR A CONTROL GROUP. THIS CONTROL GROUP DID NOT RECEIVE ANY INSERVICE TRAINING NOR TEACH THE &amp;quot;PROCESS APPROACH.&amp;quot;  EVALUATION WAS CARRIED OUT USING THREE TECHNIQUES--(1) TESTING A RANDOM SAMPLE OF STUDENTS IN THE CLASSES OF PARTICIPATING TEACHERS (FOUR STUDENTS IN EACH CLASS), (2) OBSERVING THE INTERACTIONS IN CLASSES OF PARTICIPATING TEACHERS, AND (3) USING A QUESTIONNAIRE TO ASSESS TEACHER ATTITUDES AND OPINIONS. THE INSTRUMENT USED TO TEST STUDENTS WAS DESIGNED TO MEASURE ACHIEVEMENT ON THE PROCESSES TAUGHT IN THE &amp;quot;PROCESS APPROACH&amp;quot; OF MEASURING, CLASSIFYING, COMMUNICATING, PREDICTING, USING SPACE-TIME RELATIONS, INFERRING, USING NUMBERS, AND OBSERVING. RESULTS FROM ALL EVALUATIONS INDICATED SUPERIORITY OF THE YEAR-LONG INSERVICE COURSE FOR TEACHER EDUCATION. STUDENTS OF TEACHERS IN THE INSERVICE COURSE GROUP ACHIEVED HIGHER ON OVERALL BASES AND REQUIRED LESS DIRECT TEACHER INTERVENTION FOR  LEARNING. TEACHERS IN THIS GROUP WERE MORE WILLING TO EXPAND, MODIFY, AND APPLY THE NEW CURRICULUM MATERIALS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010632</dc:identifier>
<dc:title>A COMPARISON OF VARIOUS TECHNIQUES FOR THE DISSEMINATION OF A NEW SCIENCE CURRICULUM IN FLORIDA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>150</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Creative Teaching</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Orientation</dc:subject>
<dc:subject>Productive Thinking</dc:subject>
<dc:creator scheme='personal author'>BECK, LESTER F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>Oregon (Monmouth)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MOTION PICTURE SCRIPT, SUMMARIZING THE RESULTS OF SEVERAL CONFERENCES ON CREATIVITY, WAS PREPARED FOR USE IN AN EDUCATIONAL TELEVISION FILM. VARIOUS TOPICS WERE DISCUSSED BRIEFLY IN THE SCRIPT, INCLUDING (1) THE RELATIONSHIP BETWEEN INTELLIGENCE AND CREATIVITY, (2) THE CONSCIOUS AND UNCONSCIOUS FACETS OF CREATIVE ABILITY AND THEIR MEASUREMENT, (3) THE CREATIVE EDUCATIONAL ENVIRONMENT AND ITS TECHNIQUES OF TEAM TEACHING, UNGRADED CLASSES, FLEXIBLE SCHEDULING, AND INTERACTION OF SCHOOL STAFF AND PUPIL, (4) IMAGINATIVE USES OF MEDIA FOR CREATIVE, INDEPENDENT ACTIVITY AND PRODUCTIVE THINKING, AND (5) THE ROLE OF COMPUTER-ASSISTED INSTRUCTION IN CREATIVE LEARNING. THE CONFERENCES, WHOSE RESULTS WERE USED FOR DEVELOPING THE SCRIPT&apos;S CONTENT, WERE CONDUCTED BY DR. CALVIN TAYLOR  (PSYCHOLOGY DEPARTMENT, UNIVERSITY OF UTAH). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010633</dc:identifier>
<dc:title>MEDIA, CREATIVITY, AND CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Overt Response</dc:subject>
<dc:subject>Public Speaking</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>ARNOLD, WILLIAM E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIPS OPERATING AMONG COMMUNICATOR CREDIBILITY, PERSUASIVELY INDUCED ATTITUDE CHANGE, AND SUBSEQUENT OVERT BEHAVIOR WERE IDENTIFIED AND ANALYZED. COMMUNICATOR CREDIBILITY WAS DEFINED AS THE EFFECT OF THE IMAGE OF A SPEAKER IN THE MINDS OF A LISTENING AUDIENCE PRIOR TO THE TIME OF UTTERANCE (ARNOLD, 1965). A TOTAL OF 734 COLLEGE STUDENTS ENROLLED IN A BASIC COURSE IN SPEECH SERVED AS THE STUDY SAMPLE. ONE-THIRD OF THESE STUDENTS HEARD A TAPE-RECORDED SPEECH ATTRIBUTED TO A HIGH INITIAL-CREDIBILITY SPEAKER. THE SECOND ONE-THIRD HEARD THE SAME SPEECH GIVEN BY A NEUTRAL-CREDIBILITY SPEAKER. THE SPEAKERS PROPOSED THAT STUDENTS SELECT THE ABSTRACTING OF JOURNAL ARTICLES AS A TERM PROJECT IN SPEECH. THE FINAL ONE-THIRD OF THE STUDENTS WERE ASSIGNED TO A CONTROL GROUP.  STUDENT ATTITUDES WERE PRE- AND POST-TESTED, USING A PREPARED QUESTIONNAIRE WHICH CONTAINED ITEMS RELATED TO SPECIFIC ATTITUDES CONCERNING ABSTRACTING JOURNAL ARTICLES AND TO GENERAL ATTITUDES ON WRITTEN WORK. BEHAVIOR CHOICES WERE CORRELATED WITH THE POST-TEST ATTITUDE SCALE SCORES. THE RESULTS OF THE STUDY INDICATED THAT COMMUNICATOR CREDIBILITY WAS NOT EFFECTIVE IN PRODUCING CHANGE IN GENERAL ATTITUDES, BUT WAS EFFECTIVE IN PRODUCING CHANGE IN SPECIFIC ATTITUDES. HIGH INITIAL CREDIBILITY PRODUCED SIGNIFICANTLY MORE ATTITUDE CHANGE THAN NEUTRAL CREDIBILITY, WHICH IN TURN PRODUCED SIGNIFICANTLY MORE CHANGE OF ATTITUDES THAN WAS FOUND IN THE CONTROL GROUP. A STATISTICALLY SIGNIFICANT BUT LOW CORRELATION WAS OBSERVED BETWEEN SPECIFIC ATTITUDE CHANGE SCORES AND OVERT BEHAVIOR, SUGGESTING  THAT ATTITUDE CHANGE IS NOT A PREREQUISITE FOR OVERT BEHAVIOR. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010634</dc:identifier>
<dc:title>AN EXPERIMENTAL STUDY OF THE EFFECTS OF COMMUNICATOR CREDIBILITY AND ATTITUDE CHANGE ON SUBSEQUENT OVERT BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>106</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Worksheets</dc:subject>
<dc:creator scheme='personal author'>PUCEL, DAVID J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis. Center for Research in Human Learning.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF A TYPICAL METHOD OF ORGANIZING TECHNICAL INFORMATION SHEETS USED BY VOCATIONAL EDUCATORS TO PROVIDE UP-TO-DATE INSTRUCTION TO STUDENTS WAS COMPARED TO THAT OF TWO NEWLY DEVELOPED ORGANIZATIONS BASED ON &amp;quot;THE SUBSUMPTION THEORY OF MEANINGFUL VERBAL LEARNING AND RETENTION&amp;quot; (AUSUBEL, 1962). AN OPERATIONAL DEFINITION STATED AN ORGANIZER SHOULD (1) RELATE THE MATERIAL TO BE LEARNED TO THE PUPILS&apos; PREVIOUS EXPERIENCE AND (2) ORGANIZE THE MATERIAL AT A HIGH LEVEL OF GENERALITY. USING THIS DEFINITION, TWO NEW ORGANIZERS WERE DEVELOPED--(1) A SUMMARY ORGANIZER AND (2) A QUESTION ORGANIZER. THE TREATMENTS WERE THREE INFORMATION SHEETS THAT WERE IDENTICAL IN ALL RESPECTS EXCEPT THAT THE TWO EXPERIMENTAL TREATMENTS EACH CONTAINED ONE OF THE NEW ORGANIZERS PLACED BETWEEN  AN INTRODUCTORY MOTIVATIONAL PARAGRAPH AND THE BODY OF TECHNICAL INFORMATION, WHILE THE TRADITIONAL TREATMENT DID NOT. THE TREATMENTS WERE REPLICATED ON MODERATELY DIFFICULT MATERIALS AND ON DIFFICULT MATERIALS. TREATMENTS WERE ADMINISTERED TO POST-HIGH SCHOOL, DAY-TRADE STUDENTS ALONG WITH AN INITIAL LEARNING TEST. RETENTION AND TRANSFER TESTS WERE ADMINISTERED 6 WEEKS LATER. FINDINGS REVEALED NO SIGNIFICANT DIFFERENCES AMONG THE TREATMENTS IN TERMS OF THE AMOUNT OF INITIAL LEARNING, RETENTION, OR TRANSFER. NO SIGNIFICANT INTERACTIONS WERE FOUND BETWEEN TREATMENT AND ABILITY OR BETWEEN ABILITY AND DIFFICULTY. POSSIBLE REASONS FOR THE LACK OF DIFFERENCES FOUND WERE OUTLINED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010635</dc:identifier>
<dc:title>THE RELATIVE EFFECTIVENESS OF THE TRADITIONAL AND TWO MODIFIED METHODS OF ORGANIZING INFORMATION SHEETS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>140</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Citizen Participation</dc:subject>
<dc:subject>Citizenship Responsibility</dc:subject>
<dc:subject>College Attendance</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Moral Values</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>PERLOE, SIDNEY I.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Haverford Coll., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH WAS CONDUCTED TO PRODUCE A QUESTIONNAIRE THAT WOULD BE USEFUL FOR EXAMINING THE DEGREE TO WHICH PRESENT DAY COLLEGE ATTENDANCE FACILITATES THE DEVELOPMENT OF VALUE ORIENTATIONS LIKELY TO ENCOURAGE FUTURE GOOD CITIZENSHIP. A SECOND PURPOSE WAS TO BROADEN THE DOMAIN OF VALUES GENERALLY STUDIED BY SOCIAL PSYCHOLOGISTS TO INCLUDE THE AREA CONCERNED WITH THE BALANCE BETWEEN IDENTIFICATION WITH GROUPS, ON THE ONE HAND, AND INDIVIDUALISM ON THE OTHER. A POOL OF OPINION AND VALUE STATEMENTS BELIEVED TO VARY ALONG THE DIMENSION OF INDIVIDUALISM OR GROUP IDENTIFICATION WAS COLLECTED. SEVERAL FORMS OF A SOCIAL VALUES QUESTIONNAIRE WERE CONSTRUCTED USING THOSE ITEMS. ALL THE FORMS REQUIRED THE RESPONDENT TO RATE THE EXTENT OF HIS AGREEMENT OR DISAGREEMENT WITH THE OPINION AND  VALUE STATEMENTS DEALING WITH FOUR CLUSTERS OF RELATED DIMENSIONS. THEY WERE THE EVALUATION OF IDENTIFICATION WITH GROUPS, PROBLEMS CREATED BY THE COORDINATION AND REGULATION OF THE ACTIVITIES OF GROUP MEMBERS, REACTIONS TO UNJUST OR ANTISOCIAL BEHAVIORS OF OTHERS, AND THE CONSIDERATION OF THE WELFARE OF OTHERS. AFTER A TEST-RETEST PROCEDURE AND A COMPARISON OF THE VALUES SCORES OF THE TEST SAMPLE WITH TWO GROUPS OF PEACE CORPS TRAINEES AND A GROUP OF UNDERGRADUATES AT A CONSERVATIVELY ORIENTED MEN&apos;S COLLEGE, IT WAS CONCLUDED THAT THE SOCIAL VALUES QUESTIONNAIRE DID CONVEY INFORMATION ABOUT THE ORIENTATIONS IT WAS DESIGNED TO MEASURE. FURTHER WORK WAS NEEDED, HOWEVER, TO CLARIFY THE FACTORIAL STRUCTURE OF THE DOMAIN BEING ASSESSED BEFORE THE INSTRUMENT COULD BE USED IN LARGE-SCALE STUDIES  OF THE EFFECT OF COLLEGE ATTENDANCE ON VALUES RELEVANT TO GOOD CITIZENSHIP. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010636</dc:identifier>
<dc:title>TO DEVELOP AND PARTIALLY VALIDATE A QUESTIONNAIRE TO MEASURE VALUES RELEVANT TO GOOD CITIZENSHIP AND TO PREPARE A LARGE-SCALE PROJECT TO STUDY VALUE CHANGE IN A VARIETY OF COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>484</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LEE, ARTHUR M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Arizona (Flagstaff)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northern Arizona Univ., Flagstaff.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATION UNIT WAS ESTABLISHED TO STIMULATE VOCATIONAL RESEARCH, TO INITIATE AND COORDINATE INSTITUTIONAL RESEARCH, TO PROVIDE TECHNICAL ASSISTANCE IN PROPOSAL DESIGN, TO WRITE PROPOSALS, AND TO ACT AS LIAISON BETWEEN FEDERAL AND OTHER FUNDING AGENCIES. THE IMPLEMENTATION OF THIS PROGRAM OF ACTIVITIES RESULTED IN THE PROCESSING OF 200 RESEARCH SUGGESTIONS. THE UNIT&apos;S STAFF ASSISTED WITH THE WRITING OF 19 VOCATIONAL RESEARCH PROPOSALS, 12 OF WHICH WERE APPROVED AND FUNDED. ALTHOUGH PROBLEMS WERE YET TO BE SOLVED IN THE DEVELOPMENT OF AN ONGOING PROGRAM OF RESEARCH IN VOCATIONAL EDUCATION, THESE PROBLEMS APPEARED TO BE RESOLVABLE DURING THE REMAINING PERIOD OF FEDERAL SUPPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010637</dc:identifier>
<dc:title>ESTABLISHMENT OF A STATE OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>SULLIVAN, EDMUND V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXTENSION OF MODELING BEHAVIOR INTO COGNITIVE AREAS OF DEVELOPMENT WAS ATTEMPTED THROUGH THE USE OF FILM-MEDIATED MODELS FOR THE ACTIVATION AND GENERALIZATION PHASES OF THE CONSERVATION PROBLEM. FOUR HYPOTHESES WERE SET UP IN AN ATTEMPT TO QUESTION SUCH PREVIOUS EXPLANATIONS OF THE CONSERVATION RESPONSE AS THOSE OF PIAGET AND BRUNER. THE HYPOTHESIS THAT ACTIVATION OF THE CONSERVATION OF SUBSTANCE CAN BE FACILITATED BY THE USE OF FILM-MEDIATED MODELS WAS SUBSTANTIATED. THE HYPOTHESES CONCERNING GENERALIZATION AND EXTINCTION OF THE CONSERVATION RESPONSE WERE NOT SUBSTANTIATED. THE NEGATIVE RESULTS OF THREE OF THE FOUR HYPOTHESES RAISED SOME CENTRAL QUESTIONS CONCERNING PREVIOUS EXPLANATIONS GIVEN FOR THE CONSERVATION RESPONSE. FURTHER STUDIES SHOULD BE MADE ON THE SEMANTICS OF  THE CONSERVATION PROBLEM AND ON VERBAL AND NONVERBAL METHODS OF EXPLORATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010638</dc:identifier>
<dc:title>AN INVESTIGATION INTO THE USE OF DIFFERENT DEGREES OF FILMED VERBAL EXPLANATIONS ON THE ACTIVATION, GENERALIZATION, AND EXTINCTION OF THE CONSERVATION OF SUBSTANCE PROBLEMS IN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>149</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cost Estimates</dc:subject>
<dc:subject>Doctoral Programs</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Economic Research</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Financial Problems</dc:subject>
<dc:subject>Graduate Students</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Public Support</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:creator scheme='personal author'>BUTTER, IRENE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO DEVELOP A SINGLE SET OF DEFINITIONS, CONCEPTS, AND MEASUREMENT TOOLS TO BE APPLIED UNIFORMLY TO COST ANALYSES OF FOUR PH.D. PROGRAMS IN PHYSICS, ZOOLOGY, SOCIOLOGY, AND ENGLISH. TO GATHER THE REQUIRED INFORMATION ON THE NATURE OF THE COST ESTIMATES WHICH ARE IMPLICIT IN THE SUBSEQUENT RATE OF RETURN ANALYSIS, SITE VISITS WERE MADE TO 12 UNIVERSITIES. THE RESEARCH PHASE OF DOCTORAL PROGRAMS WAS DELINEATED AND ITS COST AS A COMPONENT OF THE TOTAL COST OF TRAINING PH.D.&apos;S WAS ESTIMATED. IN ADDITION, OPPORTUNITY COSTS, COSTS OF UTILIZING PHYSICAL FACILITIES, AND THE INDIRECT OR SUPPLEMENTAL COST ELEMENTS WERE ESTIMATED. TABLES OF MEASURABLE RELATIVE RATES OF RETURN TO GRADUATE EDUCATION WERE CONSTRUCTED. WHILE THE RELATIVE MAGNITUDES OF UNMEASURED EXTERNAL  CONTRIBUTIONS MADE BY THE PH.D.&apos;S UNDER STUDY WERE NOT IDENTIFIABLE, THE MEASURABLE FINDINGS POINTED TO LOWER INVESTMENT YIELDS FOR ENGLISH AND SOCIOLOGY PH.D&apos;S. IF BOTH DOCTORAL PROGRAMS COULD BE ACCELERATED, THEN THE NUMBER OF YEARS THAT ONE WOULD HAVE TO FOREGO INCOME WOULD BE LESSENED. WHILE THE COST OF TRAINING PER YEAR OF GRADUATE STUDY WOULD NOT GO DOWN, OPPORTUNITY COSTS, AND THEREFORE TOTAL COSTS, WOULD BE LESSENED. ALTHOUGH ACCELERATED PROGRAMS WOULD SERVE TO NARROW THE DIFFERENTIALS BETWEEN RATES OF RETURN OF THE NATURAL SCIENCES AND THOSE OF ENGLISH AND SOCIOLOGY, THIS ADJUSTMENT BY ITSELF WOULD NOT LIKELY BRING THE RATES OF RETURN INTO EQUILIBRIUM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010639</dc:identifier>
<dc:title>ECONOMICS OF GRADUATE EDUCATION--AN EXPLORATORY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>106</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Young Children</dc:subject>
<dc:creator scheme='personal author'>MEYER, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>Ohio (Dayton)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Dayton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT WAS PRIMARILY CONCERNED WITH DEVELOPING A CONCEPTUAL FRAMEWORK FOR THE ESTABLISHMENT OF A NATIONAL PROGRAM IN EARLY CHILDHOOD EDUCATION. A SECOND OBJECTIVE WAS TO TRANSLATE THE THEORETICAL RATIONALE INTO AN OPERATIONAL PROGRAM INVOLVING THE COLLABORATION OF A NUMBER OF POTENTIAL CENTERS INTO A PROGRAM OF RESEARCH, TRAINING, AND CURRICULUM AND PROGRAM DEVELOPMENT, WITH PRIMARY EMPHASIS ON CHILDREN UP TO PRIMARY SCHOOL AGE. TO ACHIEVE THIS END, VARIOUS MEETINGS WERE HELD. THE SINGLE MOST COMPLEX PROBLEM THAT AROSE DURING THESE MEETINGS WAS THE ESTABLISHMENT OF AN ACCEPTABLE AND WORKABLE ADMINISTRATIVE STRUCTURE. ONE TENTATIVE ADMINISTRATIVE STRUCTURE, HOWEVER, DID RECEIVE SERIOUS CONSIDERATION AND WAS GRAPHICALLY SHOWN IN THE REPORT. APPENDED TO THE REPORT WAS A DRAFT  PROPOSAL FOR ESTABLISHING A NATIONAL LABORATORY IN EARLY EDUCATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010640</dc:identifier>
<dc:title>A NATIONAL PROGRAM IN EARLY EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>BANCROFT, JOHN</dc:creator>
<dc:creator scheme='personal author'>LAWSON, WILLIAM H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (San Bernardino)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (San Bernardino)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Bernardino Valley Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION WAS MADE OF THE EFFECTIVENESS OF VIDEO TAPES AS A MEANS OF DISSEMINATING OCCUPATIONAL INFORMATION TO HIGH SCHOOL STUDENTS. AFTER CRITERIA FOR SELECTION WERE DETERMINED, SEVEN OCCUPATIONAL AREAS WERE CHOSEN FOR PRESENTATION BY VIDEO TAPE. THE TELEVISION PROGRAMS WERE DESIGNED TO IDENTIFY ENTRY LEVEL JOBS IN THE OCCUPATIONAL AREAS COVERED, WHICH WERE SECRETARIAL WORK, FOOD RETAILING, DEPARTMENT STORE RETAILING, AUTOMOTIVE TECHNOLOGY, LODGING AND FOOD SERVICES, FINANCIAL INSTITUTION EMPLOYMENT, AND LAW ENFORCEMENT. THE POPULATION OF THE STUDY CONSISTED OF 11TH- AND 12TH-GRADE STUDENTS IN EIGHT SENIOR HIGH SCHOOLS. TO DETERMINE THE EFFECTIVENESS OF THE PROGRAM, A FOLLOWUP STUDY WAS CONDUCTED BY USE OF INVENTORY QUESTIONNAIRES. A MAJORITY OF THE STUDENTS HAD A VERY  FAVORABLE REACTION TO THE TAPES, INDICATING THAT TELEVISION IN THE CLASSROOM IS AN EFFECTIVE MEDIUM FOR PROVIDING OCCUPATIONAL INFORMATION. STUDENT EVALUATIONS GIVEN IN INTERVIEWS 2 MONTHS AFTER BROADCAST AGREED CLOSELY WITH EVALUATIONS MADE IMMEDIATELY FOLLOWING BROADCAST. IN THE ORDER OF AMOUNT OF HELP GIVEN, WITH &amp;quot;HIGH&amp;quot; LISTED FIRST, THE PROGRAMS WERE RANKED (1) THOSE THAT PRESENTED CLEAR DEVELOPMENT OF FACTS, (2) THOSE THAT ENCOURAGED STUDENTS TO REMAIN IN SCHOOL, AND (3) THOSE THAT MOTIVATED STUDENTS TO THINK ABOUT MATTERS SPECIFICALLY RELATED TO JOB PLANNING. PROGRAMS THAT ACQUAINTED STUDENTS WITH AVAILABLE JOB POSSIBILITIES WERE CONSIDERED BENEFICIAL, WITH MOST BENEFIT BEING GAINED BY DISADVANTAGED MINORITY STUDENTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010641</dc:identifier>
<dc:title>PROJECT NOTIFY--NEEDED OCCUPATIONAL TELEVISION INSTRUCTION FOR YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>67</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Economic Research</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Federal State Relationship</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DAVIE, BRUCE F.</dc:creator>
<dc:creator scheme='personal author'>PATTERSON, PHILIP D., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>SMITH HUGHES ACT</eric:keywords>
<eric:keywords>Vocational Education Act 1963</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>Smith Hughes Act</eric:keywords_law>
<eric:keywords_law>Vocational Education Act 1963</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgetown Univ., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTERGOVERNMENTAL FISCAL RELATIONS ON THE NATIONAL, STATE, AND LOCAL LEVELS WAS THE FOCUS OF THIS STUDY ON VOCATIONAL EDUCATION. A HISTORY OF FEDERAL GRANTS-IN-AID TO VOCATIONAL EDUCATION WAS TRACED FROM THE SMITH-HUGHES ACT OF 1917 TO THE VOCATIONAL EDUCATION ACT OF 1963. THE SPECIFIC AREAS INVESTIGATED WERE (1) THE POSSIBILITY OF IMPROVED PROCEDURES FOR THE ALLOTMENT OF FEDERAL FUNDS AND (2) THE EVALUATION OF THE EXTENT TO WHICH FEDERAL AID HAS STIMULATED STATE AND LOCAL EXPENDITURES FOR VOCATIONAL EDUCATION. RECOMMENDATIONS AND CONCLUSIONS OF THE AUTHORS INCLUDED--(1) PROVISION FOR ALL FEDERAL AID IN THIS AREA SHOULD BE CONSOLIDATED UNDER THE VOCATIONAL EDUCATION ACT OF 1963, (2) STATE-LOCAL SPENDING SHOWED NO PERCEPTABLE PATTERN OF RESPONSE WHEN FEDERAL ALLOTMENTS WERE  INCREASED IN SOME STATES AND DECREASED IN OTHERS, (3) IF PREVIOUS VOCATIONAL-EDUCATION BILLS ARE TO BE RETAINED, ALLOTMENTS BASED ON POPULATION SHOULD USE ANNUAL STATISTICS RATHER THAN DECENNIAL STATISTICS, (4) POPULATION ESTIMATES SHOULD BE ADJUSTED FOR MILITARY PERSONNEL AND THOSE ENROLLED IN COLLEGES AND UNIVERSITIES, AND (5) FUND MATCHING REQUIREMENTS FOR THE STATES, ALLOTTED EXTRA FUNDS AFTER POPULATION EQUALIZATION, SHOULD BE EASED. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010642</dc:identifier>
<dc:title>VOCATIONAL EDUCATION AND INTERGOVERNMENTAL FISCAL RELATIONS IN THE POSTWAR PERIOD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:creator scheme='personal author'>LONG, EUGENE R., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NORTH CAROLINA</eric:keywords>
<eric:keywords>North Carolina (Chapel Hill)</eric:keywords>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina Univ., Chapel Hill.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GROUPS OF SOUTHERN, RURAL, PRESCHOOL CHILDREN, APPROXIMATELY HALF OF WHOM COULD BE CONSIDERED TO BE CULTURALLY DEPRIVED, WERE USED TO TEST FOUR POSSIBILITIES. THESE WERE THAT (1) INTELLIGENCE MIGHT BE MODIFIABLE, (2) INTELLIGENCE COULD BE VIEWED NOT ONLY AS A SINGLE BEHAVIORAL DOMAIN, BUT ALSO AS A NUMBER OF SUCH DOMAINS, (3) CULTURAL DEPRIVATION COULD IMPLY LOW LEVELS OF INTELLECTIVE FUNCTIONING WHICH RESULT NOT ONLY FROM LACK OF PRIOR STIMULATION BUT ALSO FROM INADEQUATE DISCRIMINATIVE TRAINING, AND (4) TRAINING MIGHT PROFITABLY BE GIVEN IN THE VARIOUS INTELLECTUAL REPERTOIRES IF APPROPRIATE PROGRAMS COULD BE CONSTRUCTED AND IF PRECISE REINFORCING CONTINGENCIES WOULD BE ARRANGED AND CONTROLLED BY MEANS OF AUTOMATED DEVICES. THE RESEARCH WAS DIRECTED BY FIVE QUESTIONS DERIVED  FROM THE POSSIBILITIES CONSIDERED. THE CONCLUSIONS WERE--(1) ONLY QUALIFIED ANSWERS TO THOSE QUESTIONS CAN BE GIVEN, (2) THE DATA GATHERED RAISED AS MANY QUESTIONS AS WERE ANSWERED, AND (3) THE POSSIBILITIES CONSIDERED WERE ONLY PARTIALLY SUPPORTED. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010643</dc:identifier>
<dc:title>THE EFFECT OF PROGRAMMED INSTRUCTION IN SPECIAL SKILLS DURING THE PRESCHOOL PERIOD ON LATER ABILITY PATTERNS AND ACADEMIC ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>HAHN, HARRY T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Pontiac)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oakland County Schools, Pontiac, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIVE EFFECTIVENESS OF THREE APPROACHES TO BEGINNING READING WAS STUDIED. THE THREE APPROACHES WERE (1) PITMAN&apos;S INITIAL TEACHING ALPHABET APPROACH (ITAA), (2) A MODIFIED LANGUAGE ARTS APPROACH WITH TRADITIONAL ORTHOGRAPHY (LAA), AND (3) A BASIC READER APPROACH (BRA). TWO INTERRELATED PROBLEMS WERE ALSO TREATED IN THIS STUDY--(1) THE EFFECTIVENESS OF THE ITAA WHICH WAS DESIGNED TO PROVIDE A SIMPLE AND MORE RELIABLE ALPHABET FOR CHILDREN AND (2) THE IMPORTANCE OF FOCUSING ATTENTION ON CHILDREN&apos;S OWN THOUGHTS AND IDEAS TO DEVELOP SELF-CONFIDENCE IN READING. THE STUDY WAS CONDUCTED IN 13 SCHOOL DISTRICTS IN MICHIGAN, WITH EACH DISTRICT DIVIDED INTO THREE SECTIONS, EACH USING ONE APPROACH. THE STUDENTS WERE PRETESTED AND AFTER 140 DAYS OF INSTRUCTION WERE POST-TESTED, AND THE  TREATMENTS WERE COMPARED. INTERPRETATION OF THE TEST RESULTS SHOWED THAT NO ONE APPROACH WAS CONSISTENTLY SUPERIOR. THERE WERE, HOWEVER, DIFFERENT LEVELS OF ACCOMPLISHMENT AMONG THE THREE APPROACHES--(1) ITAA AND LAA CHILDREN DEVELOPED LARGER READING VOCABULARIES AND MORE EFFECTIVE USE OF THEIR POTENTIAL OF WORD ANALYSIS, (2) LAA CHILDREN MADE MORE EFFECTIVE USE OF THEIR INTELLIGENCE IN PARAGRAPH COMPREHENSION, (3) ITAA CHILDREN DEVELOPED A BROADER RANGE OF SKILLS FOR RECOGNIZING ISOLATED WORDS, AND (4) LAA AND BRA CHILDREN WERE BETTER SPELLERS. THE INVESTIGATOR CONCLUDED THAT, WHILE A FINAL, POSITIVE EVALUATION OF ITAA COULD NOT BE DRAWN FROM THIS STUDY, THE EMPHASIS ON STARTING WITH THOUGHTS AND IDEAS OF CHILDREN DID PRODUCE EAGER LEARNERS IN THE CLASSROOM. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010644</dc:identifier>
<dc:title>A STUDY OF THE RELATIVE EFFECTIVENESS OF THREE METHODS OF TEACHING READING IN GRADE ONE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Graphic Arts</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Illustrations</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>BOGUSLAVSKY, GEORGE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rensselaer Polytechnic Inst., Troy, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SLIDES OF SELECTED TEXTBOOK ILLUSTRATIONS, DRAWN TO HIGHLIGHT THE PERTINENT AREAS OF THE ILLUSTRATION BY MEANS OF SHADING AND ILLUMINATION, WERE USED TO EVALUATE THEIR EFFECTIVENESS OVER SELECTED SLIDES OF CONVENTIONAL ILLUSTRATIONS AND DIAGRAMS IN WHICH ALL DETAILS WERE PROMINENTLY DISPLAYED. WHEN THE CONTROL SLIDES WERE PRESENTED, A TEACHER USED A POINTER TO INDICATE THE PERTINENT DETAIL IN COORDINATION WITH THE DIALOG. THE PROJECTED SLIDES WERE ACCOMPANIED BY A TAPED DIALOG. JUNIOR HIGH SCHOOL, HIGH SCHOOL, AND COLLEGE STUDENTS IN SCIENCE COURSES COMPRISED THE STUDY POPULATION AND WERE DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS. BOTH GROUPS RECEIVED THE SAME DIALOG, ONLY THE SLIDES DIFFERED. THE SLIDES AND ACCOMPANYING DIALOG WERE MADE FOR THE FIELDS OF BIOLOGY, CHEMISTRY,  PHYSICS, GEOMETRY, STATISTICS, AND MECHANICS AND WERE PRESENTED IN ONE OR TWO LECTURES OF ABOUT 40 MINUTES DURATION. RESULTS OF TESTS INDICATED THAT THE EXPERIMENTAL SLIDES TENDED TO BE SOMEWHAT SUPERIOR TO CONVENTIONAL SLIDES IN LECTURES ON BIOLOGY AND MECHANICS, REQUIRING ILLUSTRATION OF CONCRETE OBJECTS. IN SUCH COURSES AS CHEMISTRY AND PHYSICS, REQUIRING EXTENSIVE PROBLEM-SOLVING, THE SUPERIORITY OF THE CONVENTIONAL APPROACH WAS INDICATED. IN GEOMETRY AND STATISTICS, THE DIFFERENCES WERE NEGLIGIBLE. ANALYSIS OF EFFECTIVE EXPERIMENTAL SLIDES LED THE AUTHOR TO INFER THAT AN EFFECTIVE VISUAL DEMONSTRATION CONTAINS NO EXTRANEOUS DETAILS AND IS CAPABLE OF COMMANDING ATTENTION BY SELECTIVE SHIFTS IN FIGURE-GROUND CONTRAST. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010645</dc:identifier>
<dc:title>STUDY OF CHARACTERISTICS CONTRIBUTING TO THE EFFECTIVENESS OF VISUAL DEMONSTRATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Broadcast Television</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Film Production</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Sound Tracks</dc:subject>
<dc:creator scheme='personal author'>MARTINI, HARRY R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Coatesville Area School District, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BLACK AND WHITE FILMSTRIPS THAT REPRODUCED STILL PICTURES AND SOUND TRACK FROM EDUCATIONAL TELEVISION BROADCASTS WERE USED TO STUDY THE EFFECTIVENESS OF ETV REPRODUCTIONS IN AIDING POOR ACHIEVERS. THE SPECIFIC ADVANTAGE OF SUCH A REPRODUCTION WAS THAT IT COULD BE PACED TO THE LEARNING TEMPO OF THE STUDENTS RATHER THAN USING THE TOO-FAST PACE OF A REGULAR BROADCAST. THE PROJECT WAS DIVIDED INTO TWO PHASES. PHASE 1 CONSISTED OF THE PRODUCTION OF THE FILMSTRIPS, UNIT GUIDES, AND TEACHER AND PUPIL STUDY MATERIALS. PHASE 2 TESTED THE FILMSTRIPS, WHOSE TOPICS WERE GEOGRAPHY AND EARTH STUDY, ON TWO MATCHED GROUPS OF POOR ACHIEVERS IN GRADES 7 AND 8. TWO OTHER MATCHED GROUPS WERE USED AS CONTROL SECTIONS. DUE TO A PROBLEM IN TIME SEQUENCING OF THE ORIGINAL BROADCASTS WHICH DID NOT PERMIT  SEQUENCED FILMSTRIPS TO BE PRODUCED, THE EFFECTIVENESS OF PACING STILL PHOTOS AS A FACTOR IN LEARNING WAS NOT EXPLORED. THE INVESTIGATOR DID CONCLUDE THAT FILMSTRIP REPRODUCTION FROM ETV BROADCASTS IS FEASIBLE AND THAT SUCH REPRODUCTIONS CAN SOLVE THE CONFLICT OF BROADCAST AND CLASSROOM TIME SCHEDULES. FROM POST-EXPERIMENTAL ATTITUDE TESTS, THE INVESTIGATOR CONCLUDED THAT PUPILS HAD A MORE FAVORABLE ATTITUDE TOWARD THE SUBJECT IN WHICH THE FILMSTRIPS WERE USED BUT DID NOT NECESSARILY MENTION THE FILMSTRIPS AS A REASON. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010646</dc:identifier>
<dc:title>DEVELOPMENT OF FILMSTRIP SEQUENCE PHOTOGRAPHS AND SOUND REPRODUCTION OF EDUCATIONAL TELEVISION PRESENTATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Role</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:creator scheme='personal author'>STERN, GEORGE G.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN ATTEMPT TO INCREASE FUNDAMENTAL KNOWLEDGE ABOUT THE PSYCHOLOGICAL CHARACTERISTICS OF COLLEGE ENVIRONMENTS, THOSE CHARACTERISTICS WERE RELATED TO STUDENT ATTRIBUTES AND TO CRITERIA OF INSTITUTIONAL EXCELLENCE. THE MEASURING INSTRUMENTS USED FOR THIS PURPOSE WERE THE ACTIVITIES INDEX (A PERSONALITY MEASURE) AND THE COLLEGE CHARACTERISTICS INDEX (A MEASURE OF ENVIRONMENTAL CHARACTERISTICS). SAMPLES OF STUDENTS ATTENDING COLLEGES OF ALL SIZES AND TYPES WERE ADMINISTERED THESE QUESTIONNAIRES. RESULTS WERE ANALYZED IN ORDER TO CLARIFY THE MAIN PSYCHOMETRIC PROPERTIES OF THE TWO INSTRUMENTS AS APPLIED TO COLLEGE POPULATIONS, THE EFFICACY OF FACTOR SCORES, AND THE RELATIONSHIP OF MEASURES OF INSTITUTIONAL PRESS AND STUDENT NEEDS TO EDUCATIONAL OBJECTIVES AND THEIR ACHIEVEMENT. THE  DATA INDICATED THAT INCOMING FRESHMEN GENERALLY SHARE STEREOTYPED EXPECTATIONS OF COLLEGE LIFE THAT COMBINE SOME OF THE MOST DISTINCTIVE ACADEMIC CHARACTERISTICS OF THE ELITE LIBERAL ARTS COLLEGES WITH THE COMMUNITY SPIRIT, EFFICIENCY, AND SOCIAL ORDERLINESS OF THE CHURCH-RELATED SCHOOLS, CAUSING A SUBSEQUENT FRUSTRATION AND DISILLUSIONMENT ON THE PART OF STUDENTS. IT WAS PROPOSED THAT, IN ADDITION TO SUCH CONVENTIONAL CRITERIA USED FOR EVALUATING COLLEGES AS PLANT AND PERSONNEL, OTHER MEASURES OF QUANTIFYING INSTITUTIONAL NUANCES BE USED INCLUDING THOSE USED IN THIS STUDY. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010647</dc:identifier>
<dc:title>STUDIES OF COLLEGE ENVIRONMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>261</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employment Level</dc:subject>
<dc:subject>Employment Programs</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>School Holding Power</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>CARDON, BARTELL W.</dc:creator>
<dc:creator scheme='personal author'>FRENCH, JOSEPH L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HIGH SCHOOL DROPOUTS OF HIGH ABILITY WERE STUDIED TO OBTAIN INFORMATION ABOUT THIS PARTICULAR SEGMENT OF THE DROPOUT POPULATION. SPECIFIC OBJECTIVES WERE TO (1) DETERMINE THEIR EMPLOYMENT STATUS, (2) DETERMINE THEIR PATTERN OF INTEREST AND PERSONALITY, (3) SUGGEST OCCUPATIONAL FIELDS FOR WHICH TRAINING PROGRAMS SHOULD BE DEVELOPED, AND (4) PROVIDE DATA TO CONSTRUCT AN INSTRUMENT FOR IDENTIFYING STUDENTS WHO WOULD BENEFIT FROM THE PROPOSED TRAINING PROGRAMS. THE SUBJECTS WERE 125 MALE AND 81 FEMALE DROPOUTS AND A LIKE NUMBER OF MALE AND FEMALE PERSISTERS OF COMPARABLE INTELLIGENCE, NEIGHBORHOOD, AND GRADE LEVEL. THE INFORMATION GATHERED WAS PRESENTED UNDER SEVERAL HEADINGS WHICH INCLUDED DESCRIPTIVE INFORMATION, REASONS FOR WITHDRAWAL, CURRICULUM ENROLLMENT, SCHOOL TRANSFER, POST  SCHOOL ACTIVITIES, FURTHER EDUCATION, OCCUPATIONAL GOALS, OCCUPATIONAL LEVEL OF PARENTS, EDUCATIONAL LEVEL OF PARENTS, DROPOUT PREDICTION KEYS, AND AN ATTITUDE INVENTORY. SUCH FREQUENTLY MENTIONED CORRELATES OF SCHOOL WITHDRAWAL AS FREQUENT SCHOOL TRANSFERS, EARLY PART-TIME EMPLOYMENT, UNEMPLOYMENT UPON LEAVING SCHOOL, GENERALLY LOW PARENTAL EDUCATION, AND LOWER PARENTAL EMPLOYMENT STATUS WERE NOT SUBSTANTIATED IN THE FINDINGS OF THIS STUDY. WHAT WAS FOUND WAS THAT DROPOUTS DIFFER FROM PERSISTERS IN SUCH AREAS AS PERSONALITY, WILLINGNESS TO CONFORM, INTERESTS, EDUCATION SKILLS, AND FAMILY ORIENTATION TOWARD SCHOOL. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010648</dc:identifier>
<dc:title>EMPLOYMENT STATUS AND CHARACTERISTICS OF HIGH SCHOOL DROPOUTS OF HIGH ABILITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>201</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grading</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>TERWILLIGER, JAMES S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>TENNESSEE</eric:keywords>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee</eric:keywords_geo>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIOUS ASPECTS OF THE MARKING PRACTICES OF 39 SECONDARY SCHOOL TEACHERS FROM TWO SCHOOLS IN METROPOLITAN NASHVILLE-DAVIDSON COUNTY, TENNESSEE, WERE STUDIED. SPECIAL MARKING EXERCISES CONTAINING STANDARD DATA ON HYPOTHETICAL STUDENTS WERE USED TO STUDY THE MARKING PRACTICES OF TEACHERS UNDER MORE UNIFORM CONDITIONS THAN EXIST IN THE CLASSROOM. A COMPARISON OF THE MARKING PRACTICES DURING ONE SEMESTER WITH THE PRACTICES DURING THE FOLLOWING SEMESTER, AFTER AN INSERVICE TRAINING PROGRAM, SHOWED THE INSERVICE TRAINING HAD LITTLE EFFECT ON THE TEACHERS&apos; GRADING PRACTICES AND NO IMPACT ON THE MARKING EXERCISES. THE STUDY SHOWED THERE IS GREAT VARIABILITY IN THE AVERAGE MARKS OF INDIVIDUAL TEACHERS ON ALL TYPES OF CLASSROOM MEASURES. THE MARKING EXERCISES ALSO REVEALED THAT MOST  TEACHERS INTERPRET NUMERIC DATA IN AN ABSOLUTE RATHER THAN A NORMATIVE FASHION. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010649</dc:identifier>
<dc:title>AN INVESTIGATION OF MARKING PRACTICES OF SECONDARY SCHOOL TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Libraries</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:creator scheme='personal author'>LIBRARY ADMINISTRATION DIVISION</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Library Association, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE SURVEY WAS CONDUCTED IN COLLABORATION WITH STATE LIBRARY AGENCIES TO OBTAIN INSTITUTIONAL LIBRARY DATA FROM 2,207 ACADEMIC INSTITUTIONS LISTED IN THE &amp;quot;EDUCATION DIRECTORY, 1965-66, PART 3, HIGHER EDUCATION.&amp;quot; DATA GATHERED WAS PRESENTED BY STATE AND INSTITUTION IN THREE TABLES WHICH WERE--(1) SELECTED MANAGEMENT DATA ON COLLEGE AND UNIVERSITY LIBRARIES, 1965-66, (2) OPERATING EXPENDITURES, PERSONNEL, AND BEGINNING SALARY, 1965-66, AND (3) NUMBER OF FULL-TIME LIBRARY STAFF MEMBERS AND LOWEST AND HIGHEST SALARIES BY TYPES OF POSITION, SEPTEMBER 1, 1966. A SAMPLE QUESTIONNAIRE FORM WAS INCLUDED IN THE DOCUMENT. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010650</dc:identifier>
<dc:title>LIBRARY STATISTICS OF COLLEGES AND UNIVERSITIES, 1965-66 INSTITUTIONAL DATA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>243</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>Media Specialists</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, CALVIN W.</dc:creator>
<dc:creator scheme='personal author'>WILLIAMS, FRANK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 4-DAY CONFERENCE WAS HELD FOR CERTAIN CREATIVITY RESEARCHERS, AUDIOVISUAL FIELD PROFESSIONALS, AND EDUCATORS TO DISCUSS PROBLEMS IN THE DISSEMINATION OF CREATIVITY FINDINGS THROUGH THE AUDIOVISUAL MEDIUM FOR CLASSROOM USE. THE FIRST 3 DAYS OF THE CONFERENCE WERE GIVEN OVER TO 12 PROGRESS REPORTS AND DISCUSSION OF RESEARCH WORK BEING CONDUCTED BY THE VARIOUS PARTICIPANTS. PAPERS PREPARED ESPECIALLY FOR PRESENTATION AT THIS CONFERENCE WERE ATTACHED TO THE REPORT. THE FOURTH AND LAST DAY WAS DEVOTED PRIMARILY TO IDENTIFYING RECURRENT IDEAS IN THE PAPERS AND TO DISCUSSING METHODS OF APPLYING RESEARCH FINDINGS IN NEW MEDIA DEVICES FOR CLASSROOM USE. A VERBATIM TRANSCRIPTION OF THE SUMMARY SESSION INCLUDING IDEAS FOR FUTURE STUDIES WAS PRESENTED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010651</dc:identifier>
<dc:title>INSTRUCTIONAL MEDIA AND CREATIVITY, (REPORT ON THE TORREY PINES CONFERENCE (AUGUST 31-SEPTEMBER 3, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>593</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BOWLES, ROY T.</dc:creator>
<dc:creator scheme='personal author'>SLOCUM, WALTER L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SOCIAL AND CULTURAL FACTORS WHICH AFFECT THE EDUCATIONAL AND OCCUPATIONAL PLANS OF HIGH SCHOOL STUDENTS, ESPECIALLY THOSE WHO DO NOT EXPECT TO OBTAIN A COLLEGE DEGREE, WERE IDENTIFIED. DATA WERE COLLECTED FROM JUNIORS AND SENIORS OF 28 HIGH SCHOOLS IN THE STATE OF WASHINGTON. THIS DATA CONSISTED OF (1) INFORMATION DRAWN FROM SCHOOL RECORDS, (2) INTERVIEWS WITH STUDENTS, AND (3) QUESTIONNAIRES COMPLETED BY STUDENTS, PARENTS, AND COUNSELORS. MOST OF THE STUDENTS RECOGNIZED THAT EDUCATION WAS IMPORTANT AND, ALTHOUGH THEY DIDN&apos;T HAVE A HIGHLY FAVORABLE ATTITUDE TOWARD VOCATIONAL COURSES, THEY FELT THAT MORE SUCH COURSES SHOULD BE OFFERED BY THE HIGH SCHOOL. EDUCATIONAL ASPIRATIONS WERE HIGH. THREE FOURTHS OF THE STUDENTS EXPECTED TO ATTEND COLLEGE, AND 43.5 PERCENT EXPECTED TO  GRADUATE. OCCUPATIONAL ASPIRATIONS AND EXPECTATIONS WERE ALSO HIGH. MORE THAN SIX OUT OF TEN ASPIRED TO ENTER PROFESSIONAL OCCUPATIONS. RELATIVELY FEW STUDENTS ASPIRED TO BE FARMERS, SALES WORKERS, OPERATIVES, OR LABORERS. THE AMOUNT OF UNCERTAINTY FOUND TO EXIST AMONG THESE ADOLESCENTS SUGGESTED A NEED FOR PRESENTING SUFFICIENT SYSTEMATIC INFORMATION ABOUT OCCUPATIONS THROUGH THE CURRICULUM TO PERMIT THEM TO MAKE WELL-INFORMED CHOICES. SAMPLES OF QUESTIONNAIRES AND TABLES OF FINDINGS WERE INCLUDED IN THE APPENDIX. THIS VOLUME REPRESENTS PART 1 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (AH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010652</dc:identifier>
<dc:title>EDUCATIONAL AND OCCUPATIONAL ASPIRATIONS AND EXPECTATIONS OF HIGH SCHOOL JUNIORS AND SENIORS IN THE STATE OF WASHINGTON. FINAL REPORT, PART 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>191</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>OLSEN, LEROY C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO HELP NONCOLLEGE-BOUND YOUTH MAKE SATISFACTORY OCCUPATIONAL DECISIONS, A PROJECTIVE OCCUPATIONAL ATTITUDE TEST WAS DEVELOPED. THE INSTRUMENT CONSISTED OF 10 DRAWINGS DEPICTING SCENES OF UNSKILLED AND SEMISKILLED MALE OCCUPATIONS. THE SCENES PORTRAYED ARTS, TOOLS, MATERIALS, WORKING ENVIRONMENTS, AND INTERPERSONAL RELATIONSHIPS. THE INSTRUMENT WAS USED FOR INTERVIEWS WITH 400 YOUTHS, 12 TO 18 YEARS OF AGE, INCLUDING JUNIOR AND SENIOR HIGH SCHOOL ENROLLEES, DROPOUTS, AND YOUTHS ENROLLED IN NEIGHBORHOOD YOUTH CORPS. THE INTERVIEWER SHOWED EACH DRAWING TO THE STUDENTS AND ASKED THEM TO RESPOND. INTERVIEW DATA WERE ANALYZED AND A FOLLOWUP INTERVIEW WAS TO BE CONDUCTED 2 YEARS LATER WHEN THE STUDENTS WOULD BE EMPLOYED. THE INSTRUMENT APPEARED TO PROVIDE A RELIABLE AND FUNCTIONAL  INDEX OF OCCUPATIONAL ATTITUDES, BUT THE PRELIMINARY TESTING WAS CARRIED OUT WITH ONLY A LIMITED SAMPLE OF SELECTED PERSONS. FURTHER WORK ESSENTIAL FOR VALIDATION AND STANDARDIZATION WAS IN PROGRESS AT THE TIME OF REPORTING. THIS VOLUME REPRESENTS PART 2 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (AH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010653</dc:identifier>
<dc:title>DEVELOPMENT AND STANDARDIZATION OF A PROJECTIVE OCCUPATIONAL ATTITUDES TEST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>HEINER, HAROLD G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTRUMENT WAS DEVELOPED AND PILOT TESTED FOR MEASURING OCCUPATIONAL ATTITUDES OF SECONDARY SCHOOL STUDENTS TOWARD COMPONENT DIMENSIONS OF NONPROFESSIONAL-LEVEL WORK INVOLVED IN OFFICE, RETAIL, HEALTH SERVICE, AND CONSTRUCTION VOCATIONS. THE DIMENSIONS MEASURED WERE TOOLS, MATERIALS, NATURE OF TASKS, PERSONAL RELATIONSHIPS, AND PHYSICAL ENVIRONMENTS. THE INSTRUMENT PROVIDED A MEANS OF CONFRONTING SUBJECTS WITH THEORETICALLY &amp;quot;TOTAL&amp;quot; WORK SITUATIONS AND MEASURING THEIR PREFERENCES FOR &amp;quot;TOTAL&amp;quot; SITUATIONS OVER RESERVATIONS THEY WOULD HAVE ABOUT SOME DIMENSIONS. A TOTAL OF 153 SUBJECTS FROM THE SEVENTH, EIGHTH, AND NINTH GRADES WERE USED FOR TESTING. A RELIABILITY MEASURE FOR THE STUDENT TESTS WAS OBTAINED BY USING THE INSTRUMENT TO INTERVIEW 20 ADULTS WITH SEVERAL YEARS OF WORK  EXPERIENCE. TEST RESULTS INDICATED THE INSTRUMENT&apos;S POTENTIAL COUNSELING SUITABILITY FOR HELPING STUDENTS BETTER ANALYZE AND UNDERSTAND THEIR OCCUPATIONAL INTERESTS. THE AUTHORS SUGGESTED THAT THE INSTRUMENT MIGHT ALSO BE USEFUL IN DETERMINING THE WAYS WHICH VOCATIONAL ATTITUDES OF INDIVIDUALS AND GROUPS ARE INFLUENCED BY SOCIOECONOMIC STATUS, AGE, AND SEX DIFFERENCES. PLANS FOR FURTHER VALIDATION AND STANDARDIZATION WERE RECOMMENDED. THIS VOLUME REPRESENTS PART 3 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010654</dc:identifier>
<dc:title>A FORCED-CHOICE PROCEDURE FOR MEASUREMENT OF PUPILS&apos; ATTITUDES TOWARD MAJOR DIMENSIONS OF WORK, REPORT NUMBER 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Skilled Workers</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MILLS, BOYD C.</dc:creator>
<dc:creator scheme='personal author'>RAHMLOW, HAROLD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EFFORT WAS MADE TO IDENTIFY SPECIFIC KNOWLEDGES AND CLUSTERS OF KNOWLEDGES MOST WIDELY USEFUL IN MAJOR TYPES OF WORK COMMONLY DONE BY ELECTRONIC TECHNICIANS. PRINCIPAL TASKS OF TECHNICIANS WERE CLASSIFIED AS (1) DIAGNOSING TROUBLE IN SYSTEMS, (2) ADJUSTING AND OPERATING, (3) SERVICING, (4) ASSEMBLING, (5) INSTALLING, (6) DESIGNING AND COMPUTING, (7) APPLICATION, DISTRIBUTION, AND SALES IN ELECTRONICS, AND (8) QUALITY CONTROL AND TESTING. A QUESTIONNAIRE LISTING 643 KNOWLEDGES EXTRACTED FROM TEXTBOOKS, CURRICULUM GUIDES, AND COURSES OF STUDY WAS ADMINISTERED TO A SAMPLE OF WORKERS IN 64 ESTABLISHMENTS BROADLY REPRESENTATIVE OF THE NATIONAL PATTERN OF ELECTRONIC TECHNICIANS&apos; WORK. THESE WORKERS DEEMED 84 OF THE 643 KNOWLEDGES ESSENTIAL FOR PERFORMANCE OF SIX OF THE EIGHT  PRINCIPAL TASKS, AND 154 ESSENTIAL FOR PERFORMANCE OF THREE TO FIVE PRINCIPAL TASKS. THESE DATA WERE PROVIDED BY 154 USABLE QUESTIONNAIRES. THIS VOLUME REPRESENTS PART 4 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED REPORTS ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010655</dc:identifier>
<dc:title>MAJOR TASK AND KNOWLEDGE CLUSTERS INVOLVED IN PERFORMANCE OF ELECTRONIC TECHNICIANS&apos; WORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Education</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Office Practice</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Skilled Workers</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BYRD, F. ROSS</dc:creator>
<dc:creator scheme='personal author'>PERKINS, EDWARD A., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Standard Industrial Classifications</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EDUCATIONAL RESEARCH MODEL WAS DEVELOPED TO IDENTIFY AND CORRELATE MAJOR TASKS OF OFFICE WORKERS AND MAJOR REQUIRED KNOWLEDGES FOR PERFORMANCE OF THOSE TASKS. THE PURPOSE WAS TO SHOW ESSENTIAL COMBINATIONS OF TASK-KNOWLEDGE CLUSTERS FOR USE BY CURRICULUM PLANNERS IN DEVELOPING APPROPRIATE INSTRUCTIONAL PROGRAMS AND MATERIALS FOR OFFICE EDUCATION. THE TOTAL OFFICE LABOR FORCE IN THE STATE OF WASHINGTON WAS IDENTIFIED, USING CENSUS DATA AND OTHER DATA PROVIDED BY STATE AGENCIES. WITH THE ASSISTANCE OF UNIVERSITY STATISTICIANS AND ELECTRONIC COMPUTERS, A SAMPLE WAS SELECTED IN PROPORTION TO THE NUMBER OF OFFICE WORKERS IN FIVE OFFICE-SIZE CATEGORIES WITHIN 15 MAJOR STANDARD INDUSTRIAL CLASSIFICATION GROUPINGS, INCLUDING AGRICULTURE, MANUFACTURING, TRANSPORTATION, SERVICES,  EDUCATION, AND GOVERNMENT. USING THE SELECTED SAMPLE (286 OFFICE WORKERS AND SUPERVISORS) AND ALSO A JURY OF EXPERTS, A QUESTIONNAIRE COMPOSED OF 600 OFFICE TASKS WAS VALIDATED. IN ADDITION TO PILOT TESTING THE QUESTIONNAIRE, A STRUCTURED PROCEDURE WAS DEVELOPED FOR ITS USE IN OTHER PROJECTS TO IDENTIFY MAJOR TASKS AND KNOWLEDGES OF A REPRESENTATIVE SAMPLE OF OFFICE WORKERS WITHIN ANY GEOGRAPHICAL AREA. A PARADIGM CONSTRUCTED FOR SUCH TASK-KNOWLEDGE INVESTIGATIONS WAS PRESENTED IN THE FORM OF FIVE FLOW CHARTS. THIS VOLUME REPRESENTS PART 5 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010656</dc:identifier>
<dc:title>A RESEARCH MODEL FOR IDENTIFICATION OF TASK AND KNOWLEDGE CLUSTERS ASSOCIATED WITH PERFORMANCE OF MAJOR TYPES OF OFFICE EMPLOYEES&apos; WORK. FINAL REPORT NUMBER 5.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Careers</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Merchandising</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ERTEL, KENNETH A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MOSCOW</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>Standard Industrial Classifications</eric:keywords>
<eric:keywords>Washington (King County)</eric:keywords>
<eric:keywords>IDAHO</eric:keywords>
<eric:keywords>Washington (Pierce County)</eric:keywords>
<eric:keywords_geo>Idaho</eric:keywords_geo>
<eric:keywords_geo>Russia (Moscow)</eric:keywords_geo>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Idaho Univ., Moscow.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BY QUESTIONNAIRE, FACTS WERE OBTAINED REGARDING 12 CATEGORIES OF MERCHANDISING PERFORMED BY 609 SUPERVISORY AND NONSUPERVISORY PERSONNEL OF 33 DEPARTMENT, LIMITED-PRICE VARIETY, AND GENERAL MERCHANDISING STORES. THIS SAMPLE WAS SELECTED FROM A POPULATION OF 13,643 MERCHANDISING EMPLOYEES, WORKING IN A TOTAL OF 234 FIRMS, IN KING AND PIERCE COUNTIES, WASHINGTON. THE WORK CATEGORIES WERE SELLING, STOCKKEEPING, CHECKSTAND OPERATION, MERCHANDISE RECEIVING AND MARKING, DELIVERY, RECORD KEEPING, COMPUTING, DISPLAY, ADVERTISING, BUYING, PRICING, AND MERCHANDISE CONTROL. DATA GATHERED BY THE QUESTIONNAIRE WERE USED TO CALCULATE PERCENTAGES OF EMPLOYEES PERFORMING EACH CATEGORY OF WORK. OTHER COLLECTED DATA PROVIDED A PROFILE OF THE WORKERS IN TERMS OF OCCUPATIONAL TRAINING, EDUCATION,  SEX, AGE, EXPERIENCE IN PRESENT OCCUPATION, JOB MOBILITY, EMPHASIS OF HIGH SCHOOL STUDY, AND GROUPINGS OF MAJOR TASKS PERFORMED. THIS INFORMATION WAS TO BE USED IN IDENTIFICATION AND ASSESSMENT OF KNOWLEDGES AND KNOWLEDGE CLUSTERS MOST LIKELY TO PROVIDE BASES FOR TRAINING AND CAREER-LONG ADVANCEMENT. THE KNOWLEDGE ASSESSMENT STUDY WAS IN PROGRESS AT THE TIME OF REPORTING, AND FURTHER ANALYSIS OF THE QUESTIONNAIRE DATA WAS TO BE POSTPONED UNTIL AFTER ITS COMPLETION. THIS VOLUME REPRESENTS PART 6 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010657</dc:identifier>
<dc:title>IDENTIFICATION OF MAJOR TASKS PERFORMED BY MERCHANDISING EMPLOYEES WORKING IN THREE STANDARD INDUSTRIAL CLASSIFICATIONS OF RETAIL ESTABLISHMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>117</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blue Collar Occupations</dc:subject>
<dc:subject>Building Trades</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>BAKAMIS, WILLIAM A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CLUSTERS OF KNOWLEDGES WIDELY USEFUL TO BUILDING TRADES WORKERS WERE IDENTIFIED. BY QUESTIONNAIRES AND INTERVIEWS, UP-TO-DATE FACTS WERE OBTAINED REGARDING MAJOR TYPES OF TASKS PERFORMED BY A REPRESENTATIVE SAMPLE (229) OF BRICK LAYERS, CARPENTERS, CEMENT FINISHERS, ELECTRICIANS, IRON WORKERS, AND HEATING WORKERS. ON THE BASIS OF THIS INFORMATION, A JURY COMPRISED OF VOCATIONAL TEACHERS, A SCIENTIST, A MATHEMATICIAN, A LANGUAGE ARTS SPECIALIST, AND BUILDING TRADE EMPLOYEES AND SUPERVISORS IDENTIFIED KNOWLEDGES ASSOCIATED WITH THE PERFORMANCE OF MAJOR TASKS. CLUSTERS OF WIDELY USEFUL MATHEMATICS, SCIENCE, AND COMMUNICATION KNOWLEDGES WERE THEN DEFINED. THE AUTHORS ASSUMED THAT ACQUISITION OF SUCH KNOWLEDGES ALONG WITH REQUISITE SKILLS WOULD HELP STUDENTS SUCCEED IN BUILDING TRADE  ENTRY JOBS AND SERVE AS BASES FOR RETRAINING, OCCUPATIONAL MOBILITY, AND CAREER-LONG ADVANCEMENT. THIS VOLUME REPRESENTS PART 7 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010658</dc:identifier>
<dc:title>IDENTIFICATION OF TASK AND KNOWLEDGE CLUSTERS ASSOCIATED WITH PERFORMANCE OF MAJOR TYPES OF BUILDING TRADES WORK, REPORT NUMBER 7.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Mathematical Applications</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>RAHMLOW, HAROLD F.</dc:creator>
<dc:creator scheme='personal author'>WINCHELL, LEONARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IDENTIFICATIONS WERE MADE OF THE MATHEMATICAL KNOWLEDGES COMMONLY USED IN OCCUPATIONS MOST READILY SUITABLE FOR NONCOLLEGE-BOUND YOUTH. TASK ITEMS FROM QUESTIONNAIRES USED IN OFFICE OCCUPATIONS, GENERAL MERCHANDISING, BUILDING TRADES, ELECTRONICS, FOOD SERVICE, CHILD CARE, AND AGRICULTURE STUDIES WERE EXAMINED FOR MATHEMATICAL KNOWLEDGE CONTENT. FIVE CLUSTERS OF MATHEMATICS KNOWLEDGES WERE FOUND TO BE USEFUL IN ALL THE JOB AREAS STUDIED. THESE CLUSTERS WERE (1) OPERATIONS WITH FRACTIONS, (2) OPERATIONS WITH DECIMALS, (3) CONVERSION OF FRACTIONS TO DECIMALS, (4) CONCEPT OF PERCENTAGE, AND (5) RATIO AND PROPORTION. STUDY RESULTS WERE CONSIDERED TENTATIVE. THIS VOLUME REPRESENTS PART 8 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT  OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010659</dc:identifier>
<dc:title>MATHEMATICS CLUSTERS IN SELECTED AREAS OF VOCATIONAL EDUCATION, REPORT NUMBER 8.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Food</dc:subject>
<dc:subject>Foods Instruction</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>RAHMLOW, HAROLD F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS AN INITIAL STEP TOWARD IMPROVING VOCATIONAL CURRICULUMS IN FOOD SERVICING, A SPECIAL RESEARCH TEAM DEVELOPED AND FIELD TESTED A SURVEY INSTRUMENT FOR OBTAINING UP-TO-DATE INFORMATION ABOUT MAJOR TYPES AND COMBINATIONS OF TASKS PERFORMED BY FOOD SERVICE WORKERS. THE INSTRUMENT COVERED THE FOLLOWING BASIC TASKS OF FOOD SERVICING--(1) FOOD PREPARATION, (2) MANAGEMENT AND SUPERVISION OF COMMERCIAL AND INSTITUTIONAL FOOD SERVICE ESTABLISHMENTS, (3) MISCELLANEOUS TASKS OF FOOD SERVICE ESTABLISHMENTS, INCLUDING MAINTENANCE, CASHIERING, AND CLERICAL AND SECRETARIAL SUPPORT, (4) FOOD PURCHASING, AND (5) FOOD SERVING AND MENU PLANNING. FIELD TESTING WAS DONE WITH FOOD SERVICE EMPLOYEES OF A MODERN HOSPITAL AND HOTEL, UNIVERSITY DINING HALLS, AND THREE HIGHWAY RESTAURANTS. A COPY OF THE  COMPLETED INSTRUMENT WAS PRESENTED. THIS VOLUME REPRESENTS PART 9 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010660</dc:identifier>
<dc:title>A SURVEY INSTRUMENT FOR IDENTIFYING CLUSTERS OF KNOWLEDGE AND COMPETENCIES ASSOCIATED WITH PERFORMANCE OF FOOD SERVICE WORK, REPORT NUMBER 9.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Care</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CAVANAGH, CATHERINE</dc:creator>
<dc:creator scheme='personal author'>RAHMLOW, HAROLD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IMPROVE COMPATIBILITY BETWEEN ACADEMIC CURRICULUMS OFFERED IN CHILD CARE AND THE ACTUAL WORLD OF WORK IN THAT FIELD, A SPECIAL RESEARCH TEAM DEVELOPED AND FIELD TESTED A SURVEY INSTRUMENT DESIGNED TO OBTAIN UP-TO-DATE FACTS ABOUT MAJOR TYPES AND COMBINATIONS OF TASKS PERFORMED BY CHILD CARE WORKERS. FIELD TESTING WAS DONE WITH EMPLOYEES OF A PLAYSCHOOL AND A DAY NURSERY ASSOCIATION. SUBJECTS WERE ASKED TO INDICATE TASKS THEY PERFORMED IN THE FOLLOWING AREAS--(1) HOUSEKEEPING, (2) FOOD PREPARATION, (3) ASSISTING CHILDREN WITH ROUTINES, (4) MATERIAL PREPARATION, (5) CLERICAL AND SECRETARIAL WORK, (6) DIRECTING OR ASSISTING WITH ACTIVITIES, (7) PLANNING ACTIVITIES OR PROGRAMS, (8) PURCHASING, (9) WORKING WITH PARENTS, AND (10) GENERAL ADMINISTRATION. A COPY OF THE COMPLETED  INSTRUMENT WAS PRESENTED. THIS VOLUME REPRESENTS PART 10 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010661</dc:identifier>
<dc:title>A SURVEY INSTRUMENT FOR IDENTIFYING CLUSTERS OF KNOWLEDGE AND COMPETENCIES ASSOCIATED WITH PERFORMANCE OF CHILD CARE WORK, REPORT NUMBER 10.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Overhead Projectors</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Transparencies</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>MAGISOS, JOEL H.</dc:creator>
<dc:creator scheme='personal author'>SLEETH, STANFORD</dc:creator>
<dc:type></dc:type>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS PROJECT WAS TO TEST THE EFFECTS OF INVOLVING VOCATIONAL AGRICULTURAL TEACHERS IN THE DEVELOPMENT AND EXPERIMENTAL USE OF INSTRUCTIONAL MATERIALS. A GROUP OF 16 TEACHERS AT A SUMMER WORKSHOP PARTICIPATED IN PLANNING THE CONTENT AND DESIGN FOR 13 OVERHEAD PROJECTION MASTERS AND MADE PLANS FOR USING THEM EXPERIMENTALLY. THE TEACHERS ALSO AGREED TO EXAMINE THEIR INSTRUCTION PROGRAMS AND TO SEND THE PROJECT DIRECTOR SUGGESTIONS ON CONTENT FOR OTHER USEFUL PROJECTION MASTERS. AT THE TIME OF REPORTING, THE MATERIALS WERE BEING USED BY 14 OF THE 16 TEACHERS. SEVEN SIGNIFIED A DESIRE TO ATTEND ANOTHER INSTRUCTIONAL MATERIALS DEVELOPMENT WORKSHOP. REPRODUCTIONS OF THE PROJECTION MASTERS WERE INCLUDED. THIS VOLUME REPRESENTS PART 11 OF THE 13-PART FINAL REPORT ON THE  VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010662</dc:identifier>
<dc:title>EFFECTS OF COOPERATIVE OVERHEAD PROJECTION MASTER DEVELOPMENT. AN EXPERIMENT IN USE OF A SUMMER WORKSHOP TO STIMULATE DEVELOPMENT AND USE OF VISUAL AIDS BY VOCATIONAL AGRICULTURE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Animal Husbandry</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Nutrition</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LONG, GILBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRINCIPLES AND FACTS NECESSARY FOR EFFECTIVE ANIMAL NUTRITION PRACTICES WERE IDENTIFIED BY EXAMINATION OF RECENT SCIENTIFIC REPORTS. UTILIZING THIS INFORMATION, THE AUTHOR INVOLVED 16 VOCATIONAL AGRICULTURE TEACHERS IN THE DEVELOPMENT AND EXPERIMENTAL USE OF A UNIT OF PROGRAMED LEARNING MATERIALS. INSTRUCTIONAL RESULTS WERE NOT AVAILABLE AT THE TIME OF REPORTING. THERE WAS SUBSTANTIAL EVIDENCE, HOWEVER, THAT TEACHER INVOLVEMENT ACTIVATED THE ANALYTICAL ASSESSMENT OF OBJECTIVES AND INTEREST IN INNOVATIVE INSTRUCTION. THIS VOLUME REPRESENTS PART 12 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010663</dc:identifier>
<dc:title>ANIMAL NUTRITION. PROGRAMMED INSTRUCTION UNITS, ANIMAL NUTRITION, FEED CHARACTERISTICS, VITAMINS, MINERALS. FINAL REPORT NUMBER 12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>110</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Land Use</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LONG, GILBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board for Vocational Education, Olympia.</dc:creator>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A UNIT OF PROGRAMED LEARNING MATERIALS WAS PRESENTED ON THE PRINCIPLES AND PROCEDURES OF LAND JUDGING AND PLANT NUTRITION. IN HIS PREPARATION, THE AUTHOR FIRST IDENTIFIED PRINCIPLES AND FACTS NECESSARY FOR EFFECTIVE LAND CLASSIFICATION AND PLANT NUTRITION BY EXAMINING RELEVANT SCIENTIFIC REPORTS. USING THIS INFORMATION, HE THEN FORMED A TEAM OF 16 VOCATIONAL AGRICULTURE TEACHERS TO DEVELOP AND TENTATIVELY EVALUATE THE PROGRAMED MATERIALS. THESE TEACHERS WERE ENGAGED IN EXPERIMENTAL USE OF THE MATERIALS AT THE TIME OF REPORTING, AND EVIDENCE OF INSTRUCTIONAL RESULTS WAS NOT THEN AVAILABLE. THIS VOLUME REPRESENTS PART 13 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652  THROUGH ED 010 664. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010664</dc:identifier>
<dc:title>LAND JUDGING AND PLANT NUTRITION, A PROGRAMMED INSTRUCTION UNIT, REPORT NUMBER 13.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>FATTU, N.A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. Inst. of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVE OF THIS SURVEY WAS TO OBTAIN A DESCRIPTION OF EDUCATIONAL RESEARCH AS PERCEIVED BY EDUCATIONAL RESEARCHERS. A QUESTIONNAIRE WAS USED TO STUDY THE ATTITUDES, IMPRESSIONS, AND IMAGES OF EDUCATIONAL RESEARCH THAT ARE HELD BY GRADUATE STUDENTS, FACULTY, AND DEANS. A STRUCTURED INTERVIEW WAS ALSO USED TO STUDY THE ATTITUDES AND PERCEPTIONS OF EDUCATIONAL RESEARCH HELD BY THE FACULTY AND DEANS OF EIGHT SCHOOLS SELECTED AS OUTSTANDING. AN ATTEMPT WAS MADE TO ASSESS THE RESULTS OF THE SURVEY BY MEANS OF DISCUSSIONS WITH SCIENTISTS FROM OTHER FIELDS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010665</dc:identifier>
<dc:title>A SURVEY OF EDUCATIONAL RESEARCH AND AN APPRAISAL BY SCIENTISTS FROM OTHER FIELDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>365</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:creator scheme='personal author'>TUTTLE, FRANCIS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTITUE WAS HELD TO DEVELOP TECHNICALLY QUALIFIED TEACHERS FOR DATA PROCESSING TECHNOLOGY PROGRAMS. THIRTY-FIVE TEACHERS WERE TRAINED TO HELP ALLEVIATE A CRITICAL NEED FOR QUALIFIED COMPUTER SCIENCE TEACHERS AND AT THE SAME TIME PROVIDE STAFF MEMBERS FOR A NEW STATEWIDE, DATA-COMMUNICATIONS, COMPUTER PROCESSING TECHNICAL PROGRAM. RESULTS OF THE FIRST SUMMER SEMINAR SUBSTANTIATED THE INITIAL HYPOTHESES THAT (1) QUALITY TEACHERS IN TELECOMMUNICATIONS DATA PROCESSING CAN BE TRAINED IN 2 WEEKS PROVIDING THEY HAVE AN ADEQUATE BACKGROUND, (2) CRITERIA CAN BE ESTABLISHED FOR SELECTION OF TEACHERS TO BE TRAINED TO TEACH DATA PROCESSING TECHNOLOGY IN POST-HIGH SCHOOL PROGRAMS, AND (3) PROSPECTIVE DATA PROCESSING TEACHERS CAN DEVELOP AN UNDERSTANDING OF THE ROLE OF TECHNICIANS IN AN  AUTOMATED, INDUSTRIALIZED SOCIETY. MORE CONCLUSIVE RESEARCH FACTS WERE EXPECTED TO BE OBTAINED FROM THE SECOND SUMMER INSTITUTE. THE APPENDIXES INCLUDED A BIBLIOGRAPHY. A DATA COMMUNICATIONS GLOSSARY, AND A RESEARCH QUESTIONNAIRE FORM. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010666</dc:identifier>
<dc:title>SUMMER INSTITUTE TO TRAIN DATA PROCESSING TEACHERS FOR THE NEW OKLAHOMA STATE-WIDE COMPUTER SCIENCE SYSTEM, FINAL REPORT ON PHASE I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>210</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Early Childhood Education</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>FINDLEY, WARREN G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Univ., Athens.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EIGHTEEN PAPERS WERE PRESENTED AT A CONFERENCE ON RESEARCH AND DEVELOPMENT OF EARLY EDUCATIONAL STIMULATION. ALL DEALT WITH EARLY AND CONTINUOUS INTELLECTUAL STIMULATION OF CHILDREN, AGES 3 THROUGH 12. THE PAPERS INCLUDED WERE--(1) INTRODUCTORY COMMENTS, (2) COGNITIVE STRUCTURE AND EARLY LEARNING, (3) OBSERVATIONAL TECHNIQUES FOR APPRAISING DEVELOPMENT, (4) SCHOOLS FOR TOMMORW, (5) PSYCHOLOGICAL SCALING AND EDUCATIONAL RESEARCH, (6) RESEARCH INVOLVING THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN, (7) FINE ARTS, (8) FOREIGN LANGUAGE, (9) LISTENING, (10) MATHEMATICS, (11) PHYSICAL EDUCATION, (12) EARLY READING AND RELATED READINESS, (13) BIBLIOGRAPHY OF TYPES OF ELEMENTARY SCHOOL ORGANIZATIONS, (14) BIBLIOGRAPHY FOR SCIENCE IN CONNECTION WITH EARLY EDUCATIONAL STIMULATION, (15)  ANALYSIS AND INTERPRETATION OF RESEARCH, (16) THE STUDY OF LANGUAGE (A MULTIDISCIPLINARY SCIENCE), (17) WRITTEN COMPOSITION, AND (18) CHILD DEVELOPMENT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010667</dc:identifier>
<dc:title>TEACHERS EDUCATION CONFERENCE, PAPERS FOR PROGRAM ON THE NATURE AND IMPLICATIONS OF EARLY EDUCATIONAL STIMULATION (19TH, JANUARY 19-21, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>399</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Philosophy</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:creator scheme='personal author'>ELLSWORTH, EDWARD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>ENGLAND</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:keywords_geo>United Kingdom (England)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wheelock Coll., Boston, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATION OF THE ATTITUDES OF LEADING PUBLIC MEN IN BRITAIN CONCERNING LARGE-SCALE EDUCATIONAL OPPORTUNITY TO THE GENERAL PHILOSOPHY OF LIFE IN THE VICTORIAN PERIOD WAS STUDIED. THE EDUCATIONAL IDEOLOGIES OF BENJAMIN DISRAELI, WILLIAM E. GLADSTONE, LORD JOHN RUSSELL, AND WILLIAM LOVETT WERE ASCERTAINED. ADULT EDUCATION IN 19TH-CENTURY BRITAIN WAS EXAMINED WITH SPECIFIC REFERENCE TO THE SOCIAL PHILOSOPHY EXPOUNDED IN AND BY LITERARY AND PHILOSOPHICAL SOCIETIES, MECHANICS INSTITUTES, LYCEUMS, WORKING MEN&apos;S COLLEGES, SETTLEMENT HOUSES, AND PUBLISHING VENTURES. THE PROCEDURES USED WERE TO EXAMINE PRIVATE PAPERS, PUBLISHED WORKS, GOVERNMENT REPORTS, BIOGRAPHIES, AND MONOGRAPHS. THE RESULTS AND CONCLUSIONS WERE PRESENTED IN DETAIL. THE ROLE OF ADULT EDUCATION IN FOSTERING A COHESIVE  SOCIETY WAS EMPHASIZED. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010668</dc:identifier>
<dc:title>EDUCATION AND THE VICTORIAN MIND OF ENGLAND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Academic Aspiration</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>BOND, HORACE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Atlanta Univ., GA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MEMBERS OF THE NEGRO POPULATION OF THE UNITED STATES WHO HAD DEMONSTRATED &amp;quot;UNUSUAL ACADEMIC TALENT&amp;quot; BY RECEIVING AN ACADEMIC DOCTORAL DEGREE WERE STUDIED TO DETERMINE FACTORS THAT WOULD SERVE TO IDENTIFY ACADEMIC PROMISE AMONG UNDERPRIVILEGED GROUPS. FACTORS STUDIED INCLUDED THE IMPORTANCE OF (1) THE FAMILY, (2) THE EDUCATION AND OCCUPATION OF PARENTS, (3) THE SCHOOL, AND (4) THE PSYCHOLOGICAL AND MOTIVATIONAL CLIMATE OF THE COMMUNITY. FINDINGS SHOWED THAT (1) THERE ARE APPROXIMATELY 1,600 TO 1,800 LIVING NEGRO HOLDERS OF ACADEMIC DOCTORAL DEGREES, (2) THE PERCENTAGE OF THESE DEGREE HOLDERS WHO WERE FAMILY RELATED FAR EXCEEDED NORMAL EXPECTATION, (3) SEGREGATED HIGH SCHOOLS VARIED IN DEGREE OF DOCTORATES PRODUCED FROM ONE IN SEVEN GRADUATES TO ONE IN 200 TO 300 GRADUATES, (4)  STATE DOCTORATE PRODUCTIVITY VARIED WIDELY, AND (5) ABOUT TWO-THIRDS OF ALL NEGRO DOCTORATES WERE GRADUATED FROM PREDOMINANTLY NEGRO COLLEGES. RECOMMENDATIONS FOR IMPROVING EDUCATIONAL OPPORTUNITIES AMONG THE UNDERPRIVILEGED WERE OF A BROAD NATURE. THE AUTHOR BELIEVED THAT (1) DESEGREGATION OF SCHOOL ENROLLMENTS, AND OF TEACHING AND ADMINISTRATIVE STAFFS, SHOULD BE UNDERTAKEN AS SOON AS POSSIBLE, (2) PUBLIC SCHOOL SYSTEMS SHOULD INCLUDE SPECIALISTS IN THE ARTS OF CHARACTER BUILDING AND THE PSYCHOLOGY OF MOTIVATION, (3) SUCH EXPERIMENTAL DEVICES AS SPECIAL SHORT-TERM COACHING SHOULD BE INCORPORATED INTO THE REGULAR PRACTICE OF SCHOOLS, AND (4) A SPIRIT AND PROGRAM OF &amp;quot;UNIVERSAL REFORMISM&amp;quot; IS NEEDED TODAY. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010669</dc:identifier>
<dc:title>A STUDY OF FACTORS INVOLVED IN THE IDENTIFICATION AND ENCOURAGEMENT OF UNUSUAL ACADEMIC TALENT AMONG UNDERPRIVILEGED POPULATIONS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>269</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>MANUEL, HERSCHEL T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords>Inter American Series Test of General Ability</eric:keywords>
<eric:keywords>TEXAS</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO NEW TESTS WERE DEVELOPED IN THE INTER-AMERICAN TEST SERIES IN PARALLEL ENGLISH AND SPANISH EDITIONS. A PRESCHOOL TEST WAS ADDED TO THE TESTS OF GENERAL ABILITY AND A LEVEL 1 TEST ADDED TO THE TESTS OF READING. ALSO THE SPANISH EDITIONS OF SOME EARLIER TESTS WERE REVISED AND ADDITIONAL INTERPRETATIVE MATERIALS DEVELOPED. THE AUTHOR BELIEVED THAT THE NORMS OF THE TESTS ALREADY CONSTRUCTED SHOULD BE STRENGTHENED BY ADDITIONAL TESTING OF REFERENCE GROUPS. RELATED REPORTS ARE ED 001 702 AND ED 003 857. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010670</dc:identifier>
<dc:title>DEVELOPMENT OF INTER-AMERICAN TEST MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>School Funds</dc:subject>
<dc:subject>School Law</dc:subject>
<dc:creator scheme='personal author'>RANNEY, DAVID C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Edwardsville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS WAS MADE OF THE DETERMINANTS OF LARGE CITY EDUCATIONAL FISCAL POLICY. A WIDE RANGE OF PROBLEMS AND ISSUES WERE PRESENTED WHICH EVOLVED FROM THE METROPOLITAN CONTEXT WITHIN WHICH LARGE CITY SCHOOL SYSTEMS OPERATE. THE STUDY FOUND THAT THE FORM OF SCHOOL GOVERNMENT IN LARGE CENTRAL CITIES WAS A RELATIVELY UNIMPORTANT FACTOR IN THE SUPPORT OF PUBLIC EDUCATION. THE RELATIONSHIP BETWEEN EDUCATIONAL AND NONEDUCATIONAL EXPENDITURES, HOWEVER, WAS SIGNIFICANT. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010671</dc:identifier>
<dc:title>SCHOOL GOVERNMENT AND THE DETERMINANTS OF THE FISCAL SUPPORT FOR LARGE CITY EDUCATION SYSTEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>292</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Role Theory</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Social Structure</dc:subject>
<dc:creator scheme='personal author'>KEITH, PAT M.</dc:creator>
<dc:creator scheme='personal author'>SMITH, LOUIS M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>Kensington School MO</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint Louis Univ., MO.</dc:creator>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Graduate Inst. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEVELOPMENT AND INTEGRATION OF SOCIOPSYCHOLOGICAL ASPECTS OF SCHOOL DESIGN WERE INVESTIGATED BY FOCUSING ON THE IMPACT OF A UNIQUELY DESIGNED ELEMENTARY SCHOOL BUILDING, THE KENSINGTON SCHOOL. AN ATTEMPT WAS MADE TO SYNTHESIZE ROLE THEORY, DECISION MAKING THEORY, SOCIAL SYSTEM THEORY, AND SUCH PROBLEM AREAS AS STAFF PEER GROUPS, EDUCATIONAL INNOVATION, ADMINISTRATION, ORGANIZATION, AND SCHOOL POLICY INTO THE RESEARCH ACTIVITY. THE INVESTIGATION WAS A FORMULATIVE OR MODEL BUILDING STUDY, AND THE PRINCIPAL METHOD OF DATA COLLECTION WAS PARTICIPANT OBSERVATION. THIS WAS SUPPLEMENTED BY INFORMAL INTERVIEWS, INTENSIVE ANALYSIS OF RECORDS, AND VERBATIM ACCOUNTS OF MEETINGS. IT WAS CONCLUDED THAT, BY CONSIDERING THE UNANTICIPATED CONSEQUENCES OF PURPOSIVE ADMINISTRATIVE ACTION AND  BOTH LATENT AND MANIFEST INFORMAL GROUP INFLUENCES, THE RESEARCHERS COULD BEST SEE HOW THE RATIONAL AND INFORMAL PATTERNS OF INTERACTION OR BELIEF MEET IN THIS INNOVATIVE SITUATION AND HOW THESE PATTERNS HAVE IMPLICATIONS FOR EACH OTHER. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010672</dc:identifier>
<dc:title>SOCIAL PSYCHOLOGICAL ASPECTS OF SCHOOL BUILDING DESIGN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>475</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Continuing Education Centers</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Off Campus Facilities</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:creator scheme='personal author'>SCHRAM, LLOYD W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., Seattle.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECOMMENDATIONS WERE MADE FOR A REMOTE CONTINUING EDUCATION CENTER OPERATED BY THE UNIVERSITY OF WASHINGTON IN A SECLUDED AREA NEAR MANCHESTER, WASHINGTON, COMPLEMENTARY TO AN ADJACENT MARINE BIOLOGY RESEARCH CENTER. THE OPTIMUM CAPACITY SUGGESTED WAS FOR 60 PERSONS OVERNIGHT AND 150 FOR DAILY INSTRUCTION AND DINING. FACILITIES WOULD INCLUDE LECTURE, SEMINAR, AND COMMITTEE ROOMS, A LIBRARY, DINING ROOMS, KITCHEN, LIVING UNITS, LOUNGE AND ADMINISTRATIVE AREAS, PARKING, AND SEPARATE CABINS FOR FACULTY, RESEARCHERS, AND DISTINGUISHED VISITORS. OUTDOOR RECREATIONAL FACILITIES WOULD BE PROVIDED. FUTURE DEVELOPMENTS AND EXPANSION WERE CONSIDERED. APPENDIXES LIST AND DESCRIBE PROPOSED ROOMS, AREAS, AND SPACES, AS WELL AS ESTIMATED OCCUPANCY AND INCOME. A MAP OF THE PROPOSED SITE WAS  INCLUDED. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010673</dc:identifier>
<dc:title>REMOTE CONTINUING EDUCATION CENTER, OUTLINE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Continuing Education Centers</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:creator scheme='personal author'>SCHRAM, LLOYD W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., Seattle.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LIMITED FACILITIES HAVE BEEN RESTRICTING EXISTING AND PROPOSED PROGRAMS IN ADULT EDUCATION AT THE UNIVERSITY OF WASHINGTON. THIS REPORT DESCRIBES A CAMPUS CONTINUING EDUCATION CENTER, WHICH WOULD AID IN THE EFFECTIVE PRESENTATION OF SHORT COURSES, CONFERENCES, INSTITUTES, AND SEMINARS. SUCH A CENTER SHOULD BE ABLE TO MEET 85 PERCENT OF THE SHORT COURSE AND CONFERENCE DEMANDS MADE OF IT IN 1975 FOR INSTRUCTION, DINING, LIVING, AND PARKING. RECOMMENDED AUDITORIUMS, LECTURE ROOMS, SEMINAR ROOMS, BANQUET AND DINING ROOMS, LIVING QUARTERS, ADMINISTRATIVE AREAS, AND PARKING FACILITIES ARE DISCUSSED. THE PRIORITY OF TYPES OF FACILITY IS SUGGESTED SO THAT A CORE FACILITY MIGHT LATER BE ENLARGED TO ITS MAXIMUM EXPANSION. ESTHETIC CONSIDERATIONS ARE OF PRIMARY IMPORTANCE. ANALYSIS OF  PROJECTED PHYSICAL NEEDS, LISTS, AND DESCRIPTIONS OF SPECIFIC ROOMS ARE OUTLINED IN DETAIL IN THE APPENDIXES. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010674</dc:identifier>
<dc:title>CAMPUS CONTINUING EDUCATION CENTER, OUTLINE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:creator scheme='personal author'>CLIFFE, LIONEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tanzania (Dar es Salaam)</eric:keywords>
<eric:keywords_geo>Tanzania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kivukoni Coll., Dar es Salaam (Tanzania).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OUTLINES A PLAN FOR ADULT EDUCATION AND COMMUNITY DEVELOPMENT IN TANZANIA FOR THE CITIZENS IN A NATIONAL DEVELOPMENT PROGRAM. THE PRINCIPAL PROPOSALS ARE FOR VILLAGE AND DISTRICT TRAINING CENTERS, ADULT EDUCATION COLLEGES AT RUNGEMBA AND KIVUKONI AND A COMMUNITY DEVELOPMENT TRAINING CENTER AT TENGERU, AND THE EXTENSION OF EXTRAMURAL CLASSES. THE STAFF AND FUNDS REQUIRED TO IMPLEMENT THE PLAN ARE DISCUSSED. A SECOND SECTION BRIEFLY DECRIBES THE ORIGIN, HISTORY, AND PROGRAM OF KIVUKONI COLLEGE, A RESIDENTIAL COLLEGE FOR ADULT EDUCATION. ITS STAFF AND STUDENTS ARE LISTED. (RD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010675</dc:identifier>
<dc:title>PEOPLE&apos;S EDUCATION PLAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CORNISH, D. JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ontario (Toronto)</eric:keywords>
<eric:keywords_geo>Canada (Toronto)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Canadian Association for Adult Education, Toronto (Ontario).</dc:creator>
<dc:creator scheme='institution'>Department of Citizenship and Immigration, Ottawa (Ontario).</dc:creator>
<dc:creator scheme='institution'>Frontier Coll., Toronto (Ontario).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SEMINAR WAS CONCERNED WITH TECHNIQUES OF BASIC ADULT EDUCATION, BROAD POLICY, AND LEGISLATION. TOPICS OF ADDRESSES INCLUDED CANADIAN FACTS AND FIGURES, FRONTIER COLLEGE, ELLIOT LAKE CENTRE, LEASIDE EDUCATION ASSISTANCE PROJECT, INDIAN AFFAIRS, ADULT EDUCATION IN CALGARY, METROPOLITAN EDUCATIONAL TELEVISION ASSOCIATION, TECHNICAL AND VOCATIONAL TRAINING, PROGRAM 5, THE NEED FOR RESEARCH, AND ADULT DROPOUTS. AN APPENDIX CONTAINS RECOMMENDATIONS OF THE SEMINAR. THIS REPORT WAS PREPARED FOR PRESENTATION AT THE NATIONAL SEMINAR ON ADULT BASIC EDUCATION (TORONTO, MARCH 18-20, 1966). (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010676</dc:identifier>
<dc:title>ADULT BASIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE BY MODESTO JUNIOR COLLEGE, MODESTO, CALIFORNIA, AT THE NEW HOPE ADULT RETRAINING CENTER, PART OF THE MODESTO MULTIOCCUPATIONAL PROJECT UNDER THE MANPOWER DEVELOPMENT AND TRAINING ACT, IN WHICH TRAINEES, TEACHERS, AND ADMINISTRATORS IDENTIFIED CHARACTERISTICS OF AN EFFECTIVE ADULT BASIC EDUCATION TEACHER. STUDENT OPINIONS WERE OBTAINED THROUGH GROUP DISCUSSION, BRAINSTORMING, AND QUESTIONNAIRES. DEPTH INTERVIEWS WERE CONDUCTED WITH THE TEACHERS USING A CASE HISTORY APPROACH. TEACHERS AND ADMINISTRATORS DESCRIBED A HYPOTHETICAL TEACHER. THE STUDY SHOWED THAT MAINTAINING RESPECT FOR THE STUDENT IS OF PRIMARY IMPORTANCE. THE TEACHER MUST HAVE UNDERSTANDING, FLEXIBILITY, PATIENCE, HUMOR, PRACTICALITY, CREATIVITY, AND PREPARATION. AN INTERVIEW SCHEDULE DESIGNED FOR  SCREENING POTENTIAL TEACHERS, CALLED FOR BACKGROUND INFORMATION AND ATTITUDE MEASUREMENT OF APPLICANT REACTION TO SET SITUATIONS AND POSITION STATEMENTS. EIGHT REFERENCES WERE INCLUDED. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010677</dc:identifier>
<dc:title>BASIC EDUCATION TEACHERS--SEVEN NEEDED QUALITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:creator scheme='personal author'>JOUBERT, MADELEINE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Canada (Montreal)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Canadian Inst. for Adult Education, Montreal (Quebec).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DIRECTORY DESCRIBES, IN FRENCH, THE STRUCTURE, OBJECTIVES, ADMISSION REQUIREMENTS, AFFILIATIONS, EDUCATIONAL ACTIVITIES, AND PUBLICATIONS OF 62 ADULT EDUCATION ORGANIZATIONS AND INSTITUTIONS SERVING FRENCH-SPEAKING CANADA. IT INCLUDES DATA ON TYPE OF ORGANIZATION OR INSTITUTION, SCOPE OF ACTIVITY, REGION (WHERE SPECIFIED), FINANCIAL SUPPORT, PERSONNEL (EXCLUDING OFFICE STAFF), AND COOPERATING BODIES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010678</dc:identifier>
<dc:title>REPERTOIRE (DIRECTORY).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Adult Education Association of U.S.A., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DIRECTORY GROUPS FEDERAL ADULT EDUCATION PROGRAMS AND SERVICES ALPHABETICALLY BY ADMINISTERING AGENCIES AND LISTS, WHEREVER APPLICABLE, (1) PROGRAM TITLE, (2) NATURE AND PURPOSE OF THE PROGRAM, (3) ELIGIBLE GROUPS AND ORGANIZATIONS, (4) AMOUNT (WHEN AVAILABLE) AND NATURE OF THE FUNDS OR OTHER ASSISTANCE, (5) LEGAL AUTHORITY, (6) SOURCES OF FURTHER INFORMATION, (7) PRINTED MATERIALS AVAILABLE, AND (8) ADDITIONAL COMMENTS. AMONG THOSE REPRESENTED ARE THE HOUSING AND URBAN DEVELOPMENT, INTERIOR, JUSTICE, LABOR, AND STATE DEPARTMENTS, AND VARIOUS INDEPENDENT EXECUTIVE AGENCIES, INCLUDING THOSE REPORTING DIRECTLY TO THE PRESIDENT. LISTS OF LEGISLATION AND A LIST OF SELECT PUBLICATIONS ARE INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010679</dc:identifier>
<dc:title>FEDERAL SUPPORT FOR ADULT EDUCATION, A DIRECTORY OF PROGRAMS AND SERVICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>SENECAL, ROBERT</dc:creator>
<dc:creator scheme='personal author'>SMITH, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Inst. of Public Affairs.</dc:creator>
<dc:creator scheme='institution'>National Univ. Extension Association, Minneapolis, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONFERENCE PROCEEDINGS ON THE ROLE OF UNIVERSITY EXTENSION IN COMMUNITY DEVELOPMENT OUTLINED PRINCIPAL ISSUES AND CURRENT PROJECTS OF THE DIVISION OF COMMUNITY DEVELOPMENT OF THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION. ADULT EDUCATION WAS DISCUSSED, AS RELATED TO IMPLEMENTATION OF COMMUNITY DEVELOPMENT PROPOSALS UNDER TITLE 1 OF THE HIGHER EDUCATION ACT OF 1965. A UNIVERSITY OF OKLAHOMA PLAN FOR COMPREHENSIVE INTERDISCIPLINARY URBAN EXTENSION WORK IN TULSA WAS DESCRIBED, AS WAS A MICHIGAN STATE UNIVERSITY PROGRAM DESIGN FOR UNIVERSITY INVOLVEMENT IN SOLVING HUMAN RELATIONS PROBLEMS ON THE COMMUNITY LEVEL, COMMUNITY DEVELOPMENT ACTIVITIES OF WEST VIRGINIA UNIVERSITY THROUGH THE APPALACHIAN CENTER, AND SOUTHERN ILLINOIS UNIVERSITY AND UNIVERSITY OF WISCONSIN TRAINING PROGRAMS  FOR OFFICE OF ECONOMIC OPPORTUNITY STAFF. SUGGESTIONS FOR THE PROSPECTS AND DIRECTIONS OF UNIVERSITY-BASED COMMUNITY DEVELOPMENT PROGRAMS WERE INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010680</dc:identifier>
<dc:title>NATIONAL UNIVERSITY EXTENSION ASSOCIATION, DIVISION OF COMMUNITY DEVELOPMENT, NEW DIMENSIONS IN COMMUNITY DEVELOPMENT (51ST, ALBUQUERQUE, JULY 22-27, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Abstracting</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Learning</dc:subject>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>CARPENTER, WILLIAM L.</dc:creator>
<dc:creator scheme='personal author'>KAPOOR, SUDARSHAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS COMPILATION OF ABSTRACTS OF 78 DOCTORAL DISSERTATIONS AND MASTER&apos;S THESES PREPARED AT FLORIDA STATE UNIVERSITY IN ADULT EDUCATION AND RELATED FIELDS, 48 PERCENT COME FROM THE FIELD OF EDUCATION (EDUCATION, HOME AND FAMILY LIFE, AND SOCIAL WELFARE), 6 PERCENT FROM PSYCHOLOGY AND SOCIOLOGY, AND THE REMAINDER FROM OTHER DEPARTMENTS. RESEARCH REPORTS ARE DESCRIBED BRIEFLY AS TO PURPOSE AND METHODS, WITH A SUMMARY OF FINDINGS. AREAS COVERED ARE AGENCY AND PROGRAM ANALYSIS AND EVALUATION, PROGRAM DEVELOPMENT AND PLANNING, COMMUNITY DEVELOPMENT AND COMMUNITY SERVICES, ADULT EDUCATION PRACTICES, METHODS AND TECHNIQUES, THE ADULT EDUCATOR, CLIENTELE ANALYSIS, AND ADULT LEARNING. (FH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010681</dc:identifier>
<dc:title>GRADUATE RESEARCH IN ADULT EDUCATION AND CLOSELY RELATED FIELDS AT FLORIDA STATE UNIVERSITY, 1950-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>89</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dialects</dc:subject>
<dc:subject>Kernel Sentences</dc:subject>
<dc:subject weight='MAJOR'>Language Typology</dc:subject>
<dc:subject weight='MAJOR'>Morphology (Languages)</dc:subject>
<dc:subject>Polish</dc:subject>
<dc:subject weight='MAJOR'>Russian</dc:subject>
<dc:subject>Serbocroatian</dc:subject>
<dc:subject weight='MAJOR'>Slavic Languages</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>BIDWELL, CHARLES E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER STATES THE COMMON GRAMMATICAL FEATURES OF SLAVIC LANGUAGES AND MENTIONS MINOR VARIATIONS FROM THE PATTERN, AS THEY EXIST IN THE SEPARATE LANGUAGES AND DIALECTS. THE AUTHOR DESCRIBES BOTH COMPONENTS OF SENTENCES AND THE ORDERING OF THESE COMPONENTS. THE BASIC KERNEL SENTENCES ARE LISTED WITH THE TYPES OF CONSTITUENTS OCCURRING IN THEM, AS WELL AS THE ORDER IN WHICH THEY OCCUR. TYPES OF SENTENCES AND CLAUSES, AND WAYS OF FORMING QUESTIONS AND INDICATING NEGATION AND AGREEMENT ARE ALL CONSIDERED IN SOME DETAIL. THE AUTHOR ALSO INDICATES THE WAYS IN WHICH THE SLAVIC GROUPS (EAST, WEST, AND SOUTH SLAVIC) DIFFER FROM EACH OTHER. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010682</dc:identifier>
<dc:title>THE MORPHO-SYNTACTIC TYPOLOGY OF THE SLAVIC LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:15:16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>LEVIN, SAMUEL R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM OF THE NATURE OF LANGUAGE STRUCTURE IS CONSIDERED AND THE FORM WHICH ANY LINGUISTIC DESCRIPTION SHOULD TAKE. THE AUTHOR EXAMINES THE INFLUENCE OF THE SWISS LINGUIST, FERDINAND DE SAUSSURE, ON THE DEVELOPMENT OF AMERICAN LINGUISTICS. THE QUESTION OF &amp;quot;MENTALISM&amp;quot; IN LINGUISTICS IS REDUCED TO THE PROBLEM OF WHETHER LINGUISTIC TREATMENT SHOULD BE CONCERNED ONLY WITH THE OBJECTIVE DATA (SPEECH UTTERANCES) OR WHETHER IT SHOULD BE CONCERNED ALSO WITH VARIOUS MENTAL PROCESSES. EDWARD SAPIR&apos;S &amp;quot;MENTALISM&amp;quot; FORESHADOWED THE INTEREST IN THE MENTAL COMPONENT OF GRAMMAR WHICH CHARACTERIZES THE WORK OF TRANSFORMATIONAL LINGUISTS. CHOMSKY&apos;S TRANSFORMATION THEORY IS VIEWED AS A RETURN, WITH MODIFICATIONS, TO THE BROADER CONCERN WITH &amp;quot;LANGUAGE&amp;quot; URGED BY DE SAUSSURE, AND PURSUED  INDEPENDENTLY BY SAPIR. THIS ARTICLE IS PUBLISHED IN &amp;quot;FOUNDATIONS OF LANGUAGE,&amp;quot; VOLUME 1, 1965. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010683</dc:identifier>
<dc:title>LANGUE AND PAROLE IN AMERICAN LINGUISTICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>HASHIMOTO, A. Y.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIOUS ASPECTS OF MANDARIN CHINESE GRAMMAR HAVE BEEN EXTENSIVELY EXPLORED WITHIN THE GENERAL FRAMEWORK OF TRANSFORMATIONAL GRAMMAR IN THE PROJECT ON LINGUISTIC ANALYSIS AT OHIO STATE UNIVERSITY. THE PROBLEMS STUDIED INCLUDE SUCH GRAMMATICAL CATEGORIES AS ASPECT MARKERS, ADJECTIVES, EXISTENTIAL AND POSSESSIVE VERBS, INDEFINITE PRONOUNS, AND NUMERALS, AND DIFFERENT SIMPLE AS WELL AS SUCH COMPLEX CONSTRUCTIONS AS RESULTATIVE VERBS, THE BA, THE BEI, THE NEGATIVE, THE COMPARATIVE, THE MODIFYING CLAUSE, THE CONJUNCTION OF NP AND OF VBP, AND THE YES-NO QUESTION AND ANSWER. THE PRESENT PAPER IS A BRIEF SURVEY AND DISCUSSION OF THE RESEARCH WORK DONE SO FAR, IN THE LIGHT OF THE MANY ADVANCES IN THE UNDERSTANDING OF THE FORM OF A TRANSFORMATIONAL GRAMMAR, AS RECENTLY SUMMARIZED BY N.  CHOMSKY. THIS ARTICLE APPEARS IN THE OHIO STATE UNIVERSITY RESEARCH FOUNDATION PROJECT ON LINGUISTIC ANALYSIS, REPORT NUMBER 10. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED010684</dc:identifier>
<dc:title>A CONDENSED ACCOUNT OF SYNTACTIC ANALYSIS OF MANDARIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>English</dc:subject>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Linguistic Theory</dc:subject>
<dc:subject weight='MAJOR'>Mandarin Chinese</dc:subject>
<dc:subject>Stress (Phonology)</dc:subject>
<dc:subject weight='MAJOR'>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>LU, JOHN H.T.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT IS MADE, WITHIN THE GENERAL FRAMEWORK OF A TRANSFORMATIONAL GRAMMAR, TO ACCOUNT FOR THE PREDICTABILITY OF STRESS IN TERMS OF ITS UNDERLYING PHRASE STRUCTURES, TO PROVIDE SOME EXPLANATION FOR THE CONSTRUCTIONAL HOMONYMITY OF CONTRASTIVE STRESS IN SOME CASES, AND TO ILLUSTRATE WITH EXAMPLES FROM AMERICAN ENGLISH AND MANDARIN CHINESE SHOWING THAT THE SOLUTION PRESENTED CAN APPLY TO MORE THAN ONE NATURAL LANGUAGE. SOME CONSTITUENT STRUCTURE RULES IN ENGLISH RELATED TO THE PRESENT PROBLEM ARE GIVEN, AS WELL AS TRANSFORMATION RULES FOR CONTRASTIVE STRESS AND EMPHATIC STRESS. THIS ARTICLE APPEARS IN THE OHIO STATE UNIVERSITY RESEARCH FOUNDATION PROJECT ON LINGUISTIC ANALYSIS, REPORT NUMBER 10. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED010686</dc:identifier>
<dc:title>CONTRASTIVE STRESS AND EMPHATIC STRESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:15:46</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Linguistic Theory</dc:subject>
<dc:subject weight='MAJOR'>Semantics</dc:subject>
<dc:subject weight='MAJOR'>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>FILLMORE, C.J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SPECIFIC FAILINGS ARE DISCUSSED IN THE SEMANTIC THEORY OF KATZ AND FODOR PROPOSED WITHIN CHOMSKY&apos;S CURRENT TRANSFORMATIONAL FRAMEWORK. THE FIRST DEALS WITH THE SO-CALLED &quot;RELATIONAL&quot; CONCEPTS. FOR EXAMPLE, IT IS NOT EASY TO SEE HOW ANY SLIGHT MODIFICATION OF THE NOTION OF &quot;SEMANTIC FEATURE&quot; CAN LEAD TO THE CORRECT INTERPRETATION OF COMPARATIVE SENTENCES. THE SECOND IS THAT &quot;ENTAILMENT RULES&quot; ARE NOT PROVIDED, WHICH OPERATE IN THE FOLLOWING WAY--THERE IS A SENTENCE WHICH CANNOT BY ITSELF BE INTERPRETED BY THE ORDINARY SEMANTIC RULES. BASED ON THE GRAMMATICAL STRUCTURE OF X, THE ENTAILMENT RULES WILL CONVERT X INTO A SET OF SENTENCES Y SUCH THAT EACH OF THESE SENTENCES CAN BE INTERPRETED BY THE ORDINARY SEMANTIC RULES. EXAMPLES OF SITUATIONS IN ENGLISH CALLING FOR ENTAILMENT  RULES ARE GIVEN, NAMELY (1) THE USE OF VERBS LIKE &quot;KNOW,&quot;&quot;REALIZE,&quot; AND &quot;BE AWARE,&quot; (2) USES OF THE WORD &quot;EVEN&quot; IN SIMPLE ASSERTIONS AND COMPARATIVE CONSTRUCTIONS, (3) THE VARIOUS TYPES OF CONDITIONAL SENTENCES, AND (4) THE SEMANTIC PROPERTIES OF PAIRS OF WORDS LIKE &quot;COME&quot; VERSUS &quot;GO,&quot; AND &quot;BRING&quot; VERSUS &quot;TAKE.&quot; THE CONCLUSION THAT A SEMANTIC THEORY NEEDS AT LEAST SOME RULES OF THE ENTAILMENT TYPE HAS INTRODUCED AN IMPORTANT CONSIDERATION IN THE PERFORMANCE OF SEMANTIC ANALYSIS. THIS ARTICLE APPEARS IN THE OHIO STATE UNIVERSITY RESEARCH FOUNDATION PROJECT ON LINGUISTIC ANALYSIS, REPORT NUMBER 10. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED010687</dc:identifier>
<dc:title>ENTAILMENT RULES IN SEMANTIC THEORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:15:47</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Japanese</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>CROWLEY, DALE P.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRINCIPLES OF STRUCTURAL LINGUISTICS, THE DEVELOPMENT OF JAPANESE ORTHOGRAPHY, AND THE PSYCHOLOGY OF LEARNING ARE USED AS A BASIS FOR DEVELOPMENT OF A LINGUISTICALLY ORIENTED COURSE IN JAPANESE READING. THE FIRST PART OF THE TEXT IS DEVOTED TO THE RELATION BETWEEN READING AND LINGUISTICS. THE SECOND PART GIVES BACKGROUND MATERIAL ON JAPANESE ORTHOGRAPHY AND JAPANESE READING PEDAGOGY. THE THIRD PART IS A READING TEXT IN JAPANESE. THE TEXT CONTAINS 46 SMALL EXERCISES. EACH EXERCISE IS ACCOMPANIED BY A ROMANIZED TRANSCRIPTION. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010689</dc:identifier>
<dc:title>LINGUISTICS AND JAPANESE READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>209</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:creator scheme='personal author'>BROZ, JAMES J., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>VERBAL BEHAVIOR</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LINGUISTIC STUDIES IN CHICAGO, DETROIT, LONDON, NEW YORK CITY, AND WASHINGTON, D.C. ARE REVIEWED. THEY SUGGEST ONE OF THE CURRENT TRENDS IN DIALECT RESEARCH--NARROW LINGUISTIC, INTERDISCIPLINARY ANALYSES OF LANGUAGE VARIATION IN CITIES. ANOTHER TREND STUDIED IS THE DESCRIPTION OF THE SPEECH OF STUDENTS IN ELEMENTARY AND SECONDARY SCHOOLS, AND COLLEGES AND UNIVERSITIES, WHOSE SPEECH IS SO SEVERELY DIVERGENT AS TO CAUSE ACADEMIC FAILURE. BOTH TYPES OF STUDY OPEN THE WAY FOR INCLUDING FURTHER INVESTIGATIONS OF LANGUAGE VARIATION DESCRIPTIONS OF SOCIOLINGUISTIC PHENOMENA, INCLUDING PARALINGUISTIC FEATURES. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010690</dc:identifier>
<dc:title>TRENDS AND IMPLICATIONS OF CURRENT RESEARCH IN DIALECTOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Semantic Differential</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:creator scheme='personal author'>GROSS, HERBERT S.</dc:creator>
<dc:creator scheme='personal author'>JOHNSON, RAYMOND L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>KEYWORDS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of the Surgeon General (Army), Washington, DC.</dc:creator>
<dc:creator scheme='institution'>Washington School of Psychiatry, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Silver Spring, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SEMANTIC ANALYSIS OF DELUSIONAL CONCEPTS IN THE INTERVIEW LANGUAGE OF PSYCHOTIC PATIENT IS DESCRIBED. THE TECHNIQUE IS BASED ON THE SEMANTIC DIFFERENTIAL DEVISED BY OSGOOD, SUCI, AND TANNENBAUM. COMPUTATIONAL PROCEDURES ARE USED FOR THE DETECTION OF CLUSTERS OF KEYWORDS. THESE CLUSTERS PROVIDE A &amp;quot;NATURAL&amp;quot; CLASSIFICATION OF PEOPLE AND EVENTS, AS THEY ARE DESCRIBED IN THE COURSE OF THE INTERVIEW. THE COMPUTATIONAL PROCEDURE, AS NOW WORKED OUT, IS CONSIDERED FULLY FEASIBLE AS A ROUTINE RESEARCH TOOL. THE USE OF THE SEMANTIC DIFFERENTIAL AND THE COMPUTER ANALYSIS OF RESULTING DATA IS ECONOMICAL IN HUMAN AND MACHINE TIME, AND THE SEMANTIC RELATIONSHIPS DETECTED BY THESE METHODS ARE NOT OVERT AND OBVIOUS. THE METHODS ARE WELL-SUITED TO INTENSIVE STUDY OF A SINGLE CASE. THIS IS A  PREPUBLICATION DRAFT OF A PAPER TO BE PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (133RD, DECEMBER 29-30, 1966). (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010691</dc:identifier>
<dc:title>MODELS OF MEANING AND THE ANALYSIS OF DELUSIONAL LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Artificial Languages</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Machine Translation</dc:subject>
<dc:subject>Mathematical Logic</dc:subject>
<dc:creator scheme='personal author'>BACKER, P.O.</dc:creator>
<dc:creator scheme='personal author'>BOHNERT, H.G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Predicates</eric:keywords>
<eric:keywords>New York (Yorktown Heights)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Business Machines Corp., Yorktown Heights, NY. Thomas J. Watson Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LATEST IN A SERIES OF ENGLISH-LIKE LANGUAGES IS DESCRIBED WHICH IS TRANSLATABLE INTO FORMS OF A FIRST-ORDER PREDICATE CALCULUS NOTATION. THE STUDY IS BASED ON THE HYPOTHESIS THAT SYNTACTIC AMBIGUITY ARISING FROM DIFFERENCES IN DEEP STRUCTURE CAN BE ADEQUATELY DESCRIBED ONLY IF THE DEEP STRUCTURES CAN BE SYSTEMATICALLY REPRESENTED. THE NOTATION OF MODERN LOGIC IS CONSIDERED A SUITABLE TOOL FOR REPRESENTING ASPECTS OF GRAMMAR, SUCH AS TENSE, WHICH ARE NOT PURELY LOGICAL. BASIC PARSING ALGORITHMS ARE EMBODIED IN A COMPUTER PROGRAM, WHICH NOT ONLY REVEALS ERRORS IN ALGORITHMS BUT PROVIDES SUGGESTIONS FOR POSSIBLE SIMPLIFYING PARAPHRASES. NATURAL LANGUAGES CORRELATES OF THE LOGICAL CONCEPTS OF DEGREE, GROUPING, QUANTIFICATION, AND SCOPE HAVE BEEN EXPLORED, AND SEVERAL LONGSTANDING  SUGGESTIONS OF LOGICIANS HAVE BEEN FOLLOWED. THE LOGIC OF NATURAL GRAMMAR IS CONSIDERED A PROMISING FIELD OF INVESTIGATION FOR THEORETICAL LINGUISTICS. THIS DOCUMENT IS AVAILABLE FROM THE FEDERAL CLEARINGHOUSE AS AD 637 227. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010692</dc:identifier>
<dc:title>AUTOMATIC ENGLISH-TO-LOGIC TRANSLATION IN A SIMPLIFIED MODEL, A STUDY IN THE LOGIC OF GRAMMAR. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Legal Responsibility</dc:subject>
<dc:subject>Student College Relationship</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:creator scheme='personal author'>CALLIS, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WHETHER A COLLEGE STANDS IN RELATION TO ITS STUDENTS AS A PARENT TO A CHILD (IN LOCO PARENTIS) OR AS A PHYSICIAN TO HIS PATIENT (IN LOCO DOCTORIS) CAN BE VALIDATED BY STUDENT PERSONNEL WORKERS BY ANSWERING THE QUESTION, &amp;quot;IS THIS RELATIONSHIP NECESSARY AND DESIRABLE IN ORDER FOR THE COLLEGE TO PERFORM ITS MISSION, WHICH IS LEGALLY THAT OF EDUCATION.&amp;quot; EDUCATION IS DEFINED AS THE TRAINING OF THE MIND. THE DEVELOPMENT OF ENRICHED EMOTIONAL RELATIONSHIPS WHICH A COLLEGE HAS WITH ITS STUDENTS, THEREFORE, IS AN EDUCATIONAL ONE (BRADY AND SNOXALL, 1965) TO CARRY OUT ITS LEGAL MISSION OF EDUCATION. OPERATIONAL PROCEDURES THUS ADOPTED BY A COLLEGE MUST SUPPORT THE PURPOSE OF EDUCATION OR BE ABANDONED. AN EVALUATION OF CURRENT STUDENT PERSONNEL PRACTICES MAY INDICATE SUPPORT FOR THIS  DOCTRINE OR REVEAL GAPS IN EXISTING PROCEDURES IN SUCH AREAS AS ENRICHED EMOTIONAL CAPACITY AND SOUND ETHICAL VALUES. THE AUTHOR SUGGESTS THAT STUDENT PERSONNEL WORKERS BE LESS CONCERNED ABOUT BEING PARENTS AND MORE CONCERNED ABOUT BEING EDUCATORS. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 78, APRIL 4, 1966). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010694</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN A COLLEGE AND ITS STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Information Storage</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, GEORGIA C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kentucky (Frankfort)</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky State Dept. of Education, Frankfort.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OCCUPATIONAL INFORMATION SERVICE IN GUIDANCE FOCUSES ON THE DIFFERING NEEDS OF HIGH SCHOOL STUDENTS FOR KNOWLEDGE OF OCCUPATIONS. OCCUPATIONAL INFORMATION IS DEFINED AS ACCURATE, UP-TO-DATE TREATMENT AND INTERPRETATION OF DATA IMPORTANT TO THE PROCESS OF OCCUPATIONAL SELECTION, PREPARATION, PLACEMENT, AND ADJUSTMENT. TO MEET THE NEED FOR SUCH INFORMATION, A WELL-ORGANIZED OCCUPATIONAL INFORMATION SERVICE SHOULD BE PLANNED AND IMPLEMENTED AND BECOME AN INTEGRAL PART OF THE SCHOOL CURRICULUM. ORGANIZATION OF THE COLLECTION OF MATERIAL AS A WHOLE, IN TERMS OF WORTH, FREQUENCY OF ITEMS, AND COVERAGE AND AUTHENTICITY SHOULD BE THE GUIDING PRINCIPLES RATHER THAN MERE ACCUMULATION. THIS PRESENTATION SETS FORTH AN INFORMATION SERVICE FOR STUDENTS AS WELL AS SUGGESTING SOURCES AND  CRITERIA FOR EVALUATION OF INFORMATION. IT WAS RECOMMENDED THAT NEEDS OF USERS ARE BEST SERVED BY MATERIAL ORGANIZED AND FILED ACCORDING TO INTEREST AND ABILITY AREAS. AN OUTLINE FOR PREPARATION OF OCCUPATIONAL INFORMATION AND SUGGESTED METHODS AND TEACHING AIDS TO HELP STUDENTS UTILIZE IT IS INCLUDED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010695</dc:identifier>
<dc:title>THE ORGANIZATION, DEVELOPMENT AND IMPLEMENTATION OF AN OCCUPATIONAL INFORMATION SERVICE PROGRAM IN THE HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Development</dc:subject>
<dc:subject weight='MAJOR'>Developmental Psychology</dc:subject>
<dc:subject>Human Dignity</dc:subject>
<dc:subject>Individual Needs</dc:subject>
<dc:subject weight='MAJOR'>Personality Change</dc:subject>
<dc:subject weight='MAJOR'>Psychological Needs</dc:subject>
<dc:subject weight='MAJOR'>Self Concept</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:creator scheme='personal author'>SCHLOSSBERG, NANCY K.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THERE IS A LACK OF THEORY AND EMPIRICAL KNOWLEDGE CONCERNING ADULT DEVELOPMENT BETWEEN THE AGES OF 30 TO 60. THE POSTULATE THAT THIS PERIOD IS CHARACTERIZED BY STABILITY IS QUESTIONED. EXPLORATION TAKES PLACE ALL THROUGH LIFE. ITS QUALITY AND FOCUS MIGHT CHANGE, BUT THE PROCESS IS THE SAME. DEVELOPMENTAL MODELS COULD PROVIDE A MORE COMPREHENSIVE BACKDROP AGAINST WHICH TO EVALUATE PEOPLE IF THEY WERE CYCLICAL RATHER THAN LINEAR. A STUDY OF MALES-IN-TRANSITION, THOSE WHO REFUSE TO &quot;STAY-PUT,&quot; MIGHT GIVE US CLUES TO BETTER UNDERSTAND THOSE WHO CAN AND THOSE WHO CANNOT TRANSFORM, CHANGE, AND PROGRESS. CURRENT MODELS OF HUMAN GROWTH AND DEVELOPMENT ARE NOT DESIGNED TO EXPLAIN CHANGE AND GROWTH. THE MISSING LINK IS THE PERSISTENT TENDENCY TO BECOME MORE FIT, MORE COMPETENT. THE NEED TO  FEEL COMPETENT IS SELF-PROPELLING AND A POSITIVE EXPRESSION. COMPETENCY MUST BE CONSIDERED AS A CENTRAL CONCEPT IN UNDERSTANDING ADULT DEVELOPMENT, VIEWED IN A SOCIAL CONTEXT, AND INCLUDED IN DEVELOPMENTAL MODELS. TEN HYPOTHESES UPON WHICH TO BUILD RESEARCH ARE PRESENTED. TO FOCUS RESEARCH ON ADULTS-IN-TRANSITION WAS PROPOSED AS A BETTER WAY TO UNDERSTAND THE PROCESS OF ADULT DEVELOPMENT. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE CONFERENCE ON THE TRAINING OF COUNSELORS OF ADULTS (CHATHAM, 1965). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010696</dc:identifier>
<dc:title>ADULTS IN TRANSITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:16:21</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Students</dc:subject>
<dc:subject>College Credits</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Educational Experience</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Foreign Students</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:creator scheme='personal author'>BURNS, RICHARD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TESTS ARE MEANS AVAILABLE TO THE INDIVIDUAL TO SEEK RECOGNITION FOR LEARNING OBTAINED FROM A CORRESPONDENCE COURSE, PRIVATE INSTRUCTION, TV COURSES, ON-THE-JOB TRAINING, GROUP DISCUSSIONS, AND PRIVATE LECTURES. THE COUNCIL BELIEVES THAT ACADEMIC CREDIT BY EXAMINATION FOR THESE UNAFFILIATED STUDENTS IS THE KEY TO THE FLEXIBILITY, INNOVATION, AND INDEPENDENT STUDY THAT WILL BE ESSENTIAL IN EDUCATION IN THE FUTURE. OTHER USES OF THE TESTS INCLUDE ASSISTANCE WITH THE EVALUATION OF TRANSFER STUDENTS, EVALUATION OF FOREIGN STUDENT EDUCATIONAL BACKGROUNDS, AND INSTITUTION SELF-EVALUATION. FIVE GENERAL EXAMINATIONS COVERING ENGLISH COMPOSITION, HUMANITIES, MATHEMATICS, NATURAL SCIENCE, AND SOCIAL SCIENCE-HISTORY ARE DESIGNED TO MEASURE UNDERGRADUATE ACHIEVEMENT. FRESHMAN AND  SOPHOMORE NORMS ARE BASED ON A SAMPLE OF ENROLLEES IN 2- AND 4-YEAR COLLEGES. SPECIFIC SUBJECT EXAMINATIONS ARE DEVELOPED FOR WIDELY TAUGHT UNDERGRADUATE COURSES AND MAY BE USED TO AWARD CREDIT FOR THE COURSE IN QUESTION. THESE NORMS ARE BASED ON COLLEGE STUDENTS COMPLETING COURSES IN THE AREAS BEING TESTED. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 290, APRIL 6, 1966). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010697</dc:identifier>
<dc:title>THE COUNCIL ON COLLEGE-LEVEL EXAMINATIONS AND THE COMPREHENSIVE COLLEGE TESTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Services</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Student Employment</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, NORRIS C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>KNOWLEDGE ABOUT JOB PLACEMENT ACTIVITY AMONG SCHOOL-AGE YOUTH WAS EXPLORED IN A SURVEY OF (1) SCHOOL COUNSELOR INVOLVEMENT IN JOB PLACEMENT, (2) ROLE OF OTHER AGENCIES, AND (3) SELF-EFFORT OF STUDENTS. TWO GROUPS WERE STUDIED--(1) 947 EAST TEXAS STATE UNIVERSITY FRESHMEN AND (2) 745 ABILENE CHRISTIAN COLLEGE FRESHMEN. SEX DISTRIBUTION WAS ABOUT EQUAL. NO LOCAL INFLUENCES WERE OBSERVED IN THESE GEOGRAPHICALLY SEPARATED GROUPS. THE QUESTIONNAIRE REGARDED PART-TIME VERSUS FULL-TIME EMPLOYMENT, OCCUPATION IN WHICH EMPLOYED, AMOUNT OF EMPLOYMENT, AND THOSE WHO HELPED IN OBTAINING THE EMPLOYMENT DURING THE LAST SCHOOL YEAR AND FIRST SUMMER OUT OF SCHOOL. THE SURVEY SHOWED THAT (1) SCHOOL PERSONNEL DID LITTLE TO HELP YOUNG PEOPLE FIND JOBS, (2) STATE EMPLOYMENT AGENCIES DID LITTLE MORE,  AND (3) YOUNG PEOPLE WOULD LIKE TO WORK MORE. LESS THAN 5 PERCENT OBTAINED HELP FROM THE SCHOOLS AND STATE AGENCIES COMBINED. IMPLICATIONS STATED WERE (1) THERE IS A NEED FOR AN AGENCY TO MEET THE JOB NEEDS AND INTERESTS OF YOUNG PEOPLE, AND (2) ALTHOUGH LIMITED TO SOUTHWESTERN COLLEGE-BOUND STUDENTS, DIVERSITY OF THE AREA MAKES THE IMPLICATIONS GENERALLY VALUABLE. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 105, APRIL 5, 1966). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010698</dc:identifier>
<dc:title>A STUDY OF CERTAIN FACTORS INVOLVED IN JOB PLACEMENT ACTIVITY OF HIGH SCHOOL AGE YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Overachievement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>FORSTER, JERALD R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE QUESTION AS TO WHETHER OR NOT THE EMOTIONAL ASPECTS OF TEST INTERPRETATION MAKE IT INAPPROPRIATE FOR PROGRAMED METHODS WAS EXAMINED BY TWO METHODS OF TEST RESULT COMMUNICATION--PROGRAMED MATERIALS AND VERBAL COMMUNICATION BY A COUNSELOR. DEPENDENT VARIABLES WERE MEASURES OF EMOTIONAL AROUSAL RECORDED BY SKIN CONDUCTANCE UNITS AND THE GAIN IN SELF-ESTIMATION OCCURRING AS A RESULT OF THE TEST INTERPRETATION. ONE-HALF OF 56 MALE FRESHMEN SAMPLED FROM THE POPULATION OF OVERACHIEVERS, UNDERACHIEVERS, AND PREDICTABLE ACHIEVERS WERE RANDOMLY ASSIGNED TO THE PROGRAM METHOD, AND ONE-HALF ASSIGNED TO THE COUNSELOR INTERVIEW METHOD. ACCURACY IN SELF-ESTIMATION OF OVERACHIEVING AND UNDERACHIEVING BY PROGRAMED MATERIALS WAS SIGNIFICANTLY HIGHER THAN BY COUNSELOR INTERVIEW. UNDERACHIEVER&apos;S  AND PREDICTABLE ACHIEVER&apos;S AROUSAL WAS LOWER THAN THE OVERACHIEVER (WHO MAY FEEL THREATENED) WHEN TEST RESULTS WERE COMMUNICATED BY COUNSELORS. STUDENTS WHO COULD ACCURATELY ESTIMATE THEIR APTITUDE CITED THE SAME COMMERCIALLY PREPARED, SELF-INTERPRETATION MATERIALS. THE AUTHOR CAUTIONS SCHOOL PERSONNEL TO BE AWARE OF A STUDENT&apos;S CONCEPTION OF HIS ABILITY BEING BASED ON THE RESULTS OF ONE COMMERCIAL TEST THAT PROVIDES SELF-INTERPRETATION. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 217, APRIL 5, 1967). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010699</dc:identifier>
<dc:title>EVALUATING PROGRAMMED TEST INTERPRETATION USING EMOTIONAL AROUSAL AS A CRITERION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Human Development</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>School Nurses</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>GRAMS, ARMIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota State Dept. of Education, St. Paul.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A THEORY UPON WHICH ELEMENTARY GUIDANCE PROGRAMS CAN BE SOUNDLY DESIGNED IS PRESENTED. A MAJOR THEME IS THAT PSYCHOLOGICAL WELL-BEING OR GOOD ADJUSTMENT IS RELATED TO LEARNED, INDIVIDUAL COMPETENCIES SUCH AS COMMUNICATION AND INTERACTION IN DEPTH WITH OTHERS. THE APPROPRIATE CONCERN OF GUIDANCE THEN BECOMES TO FOSTER THESE COMPETENCIES, THUS EMOTIONALLY FREEING THE INDIVIDUAL TO LEARN IN THE CLASS ROOM. THE ROLES OF PARENTS, ELEMENTARY TEACHERS, SPECIALISTS, AND ADMINISTRATORS ARE EXAMINED FROM AN INDIVIDUAL AND TEAM VANTAGE POINT. A SUGGESTED DEMONSTRATION MODEL FOR AN ELEMENTARY GUIDANCE PROGRAM IS INCLUDED. MAJOR EMPHASIS IS THAT THE OBJECTIVE OF VASTLY IMPROVED LEARNING IN YOUNG CHILDREN CAN BE ACHIEVED ONLY AS ALL CONCERNED, INFORMED, AND RESPONSIBLE PARTIES ACCEPT THEIR  SHARE OF THE RESPONSIBILITY AND BEND EVERY EFFORT TO PROVIDE THE IMPROVED GUIDANCE FOR THE ELEMENTARY SCHOOL CHILD. THIS DOCUMENT PRESENTS A COMPREHENSIVE PHILOSOPHY AND RATIONALE FOR THE DEVELOPMENT OF GUIDANCE PROGRAMS ON THE ELEMENTARY SCHOOL LEVEL. THIS REPORT IS ALSO AVAILABLE FROM THE MINNESOTA STATE DEPARTMENT OF EDUCATION, DOCUMENTS SECTION, CENTENNIAL BUILDING, ST. PAUL, 55101. (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010700</dc:identifier>
<dc:title>FACILITATING LEARNING AND INDIVIDUAL DEVELOPMENT, TOWARD A THEORY FOR ELEMENTARY GUIDANCE. MINNESOTA GUIDANCE SERIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>224</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Expectancy Tables</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:creator scheme='personal author'>YABROFF, WILLIAM W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO HUNDRED FORTY-EIGHT NINTH-GRADE STUDENTS WERE GIVEN 4 WEEKS OF DAILY INTENSIVE GROUP GUIDANCE ON VOCATIONAL AND EDUCATIONAL PLANNING PRIOR TO EXPERIMENTAL TREATMENT. STUDENTS WERE RANDOMLY DIVIDED INTO THREE ABILITY GROUPS AND THREE TREATMENT GROUPS. THE CONTROL GROUP RECEIVED NO FURTHER TREATMENT. GROUP 1 RECEIVED TRAINING USING LOCAL PROBABILITY DATA (EXPERIENCE TABLES). GROUP 2 RECEIVED INSTRUCTION IN DECISION-MAKING USING GENERAL PROBABILITY DATA SIMILAR TO THAT PRESENTED IN THE FIRST 4 WEEKS. GROUP 1 SCORED SIGNIFICANTLY HIGHER (BEYOND .01 LEVEL) THAN GROUPS 2 AND 3 AT ALL ABILITY LEVELS IN (1) KNOWLEDGE ABOUT THE PROCESS OF DECISION-MAKING, (2) AWARENESS OF HIGH SCHOOL AND COLLEGE ALTERNATIVES, AND (3) KNOWLEDGE OF THE PROBABILITIES INVOLVED IN THESE ALTERNATIVES. NO  SIGNIFICANT DIFFERENCES BETWEEN SEXES WERE FOUND. THIS EXPERIMENT SUGGESTS THAT IN HELPING NINTH-GRADE STUDENTS LEARN DECISION-MAKING, LOCAL PROBABILITY DATA CAN BE MEANINGFUL TO STUDENTS AT ALL ABILITY LEVELS, EQUALLY EFFECTIVE WITH BOYS AND GIRLS, AND MORE EFFECTIVE THAN GERNERAL DATA OR STRUCTURED GUIDANCE UNITS ON GENERAL INFORMATION. THE AUTHOR SUGGESTS THAT USING LOCAL DATA AND ALLOWING THE STUDENT TO MAKE HIS OWN TENTATIVE INTERPRETATION MAKES THE DATA MORE PERSONAL AND STIMULATES INTENSIVE GROUP DISCUSSION ABOUT EDUCATIONAL PLANS AND PERSONAL VALUES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010701</dc:identifier>
<dc:title>AN EXPERIMENT IN TEACHING DECISION-MAKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Maturation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>DROEGE, ROBERT C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>General Aptitude Test Battery</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_test>General Aptitude Test Battery</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE DESCRIBES RESULTS OF THE FIRST IN A SERIES OF THREE LARGE-SCALE LONGITUDINAL STUDIES CONDUCTED BY THE U.S. EMPLOYMENT SERVICE TO INCREASE THE USEFULNESS OF THE GENERAL APTITUDE TEST BATTERY (GATB) FOR COUNSELING HIGH SCHOOL STUDENTS. THE FINAL SAMPLE CONSISTED OF 26,708 HIGH SCHOOL STUDENTS. ALL WERE TESTED WITH THE GATB IN 1958, AND THOSE IN THE LOWER HIGH SCHOOL GRADES WERE RETESTED IN THE 12TH GRADE. RESULTS WERE AS FOLLOWS--(1) STABILITY COEFFICIENTS WERE HIGHEST FOR THE 11TH-GRADE SAMPLE AND LOWEST FOR THE NINTH-GRADE SAMPLE, (2) INTERVAL BETWEEN INITIAL TESTING AND RETESTING HAD VERY LITTLE RELATIONSHIP TO SIZE OF PRACTICE EFFECT, (3) MATURATION INCREASES WERE LARGEST BETWEEN THE NINTH AND 12TH GRADE AND SMALLEST BETWEEN THE 11TH AND 12TH GRADE, AND (4)  OCCUPATIONAL APTITUDE PATTERN STABILITY WAS INCREASED THROUGH USE OF A &amp;quot;BAND&amp;quot; AROUND THE CUTTING SCORES. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 231, APRIL 7, 1966). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010702</dc:identifier>
<dc:title>GATB LONGITUDINAL MATURATION STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-07</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Noncollege Bound Students</dc:subject>
<dc:subject>Secondary School Curriculum</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Grossmont Union High School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBES AND EDUCATIONAL PLAN TO IMPROVE THE VOCATIONAL GUIDANCE OF AVERAGE OR NONCOLLEGE PREPARATORY HIGH SCHOOL STUDENTS. THE PROGRAM IS DESIGNED TO CREATE A POSITIVE ATTITUDE ON THE PART OF THE STUDENT TOWARD FORMAL EDUCATION, THE WORLD OF WORK, AND THE MEANS FOR SUCCEEDING IN ONE&apos;S VOCATION THROUGH EXPERIENCES WHICH WILL PROVIDE A POSITIVE AND REALISTIC SELF-CONCEPT IN REALITY TESTING SITUATIONS. A COMPLETE UNIT OF STUDY FOR USE IN THE CLASSROOM IS PRESENTED AND INCLUDES A LISTING OF ALL MATERIALS NEEDED FOR IMPLEMENTATION AS WELL AS CLASSROOM METHODS WHICH WERE UTILIZED. THE RATIONALE EMPLOYED IN DEVELOPING THE UNIT AND IMPLICATIONS FOR TEACHERS AND GUIDANCE PERSONNEL ARE DISCUSSED. PRELIMINARY RESEARCH FINDINGS SUPPORT THE METHODOLOGY OF THIS PROGRAM.  (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010703</dc:identifier>
<dc:title>STUDIES IN SUCCESS, A PROMISING APPROACH TO THE VOCATIONAL GUIDANCE OF AVERAGE HIGH SCHOOL STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>128</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>BJORK, CLARENCE M.</dc:creator>
<dc:creator scheme='personal author'>STORDAHL, KALMER E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northern Michigan Univ., Marquette. Institutional Research Office.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN 1960, THE UNIVERSITY OF NORTHERN MICHIGAN BEGAN ITS OWN PROGRAM LEADING TO A MASTER OF ARTS DEGREE. THE FOLLOWUP STUDY, CONDUCTED IN 1965 TO ASSESS THE PROGRAM&apos;S EFFECTIVENESS, COVERED GENERAL CHARACTERISTICS OF THE GRADUATES, THEIR EDUCATIONAL HISTORY AND EMPLOYMENT, AND THEIR EVALUATION OF THE PROGRAM. A QUESTIONNAIRE WAS PRETESTED WITH 30 OF THE 437 GRADUATES. FOLLOWING PRETESTING, THE QUESTIONNAIRE WAS MAILED TO THE REMAINING 407 GRADUATES, AND 349 (80 PERCENT) GRADUATES RESPONDED. RESPONSES WERE SUMMARIZED AND TABULATED, AND DATA GATHERING INSTRUMENTS AND SAMPLES OF RESPONDENTS&apos; COMMENTS WERE INCLUDED. (SK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010704</dc:identifier>
<dc:title>FOLLOW-UP STUDY OF NORTHERN MICHIGAN UNIVERSITY MASTER OF ARTS GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:creator scheme='personal author'>ELSWICK, D.E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kentucky (Frankfort)</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky State Dept. of Education, Frankfort.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS CONDUCTED TO IDENTIFY AND EVALUATE BOTH POSITIVE AND NEGATIVE SITUATIONAL FACTORS IN THE TEACHING-LEARNING PROCESS. RESPONSES WERE ANALYZED FROM 29 OF KENTUCKY&apos;S 203 COUNTY AND INDEPENDENT SCHOOL DISTRICTS, REPRESENTING 877 ELEMENTARY TEACHERS, 454 SECONDARY TEACHERS, AND 48 ADMINISTRATIVE AND SUPERVISORY PERSONNEL. THE REPORT&apos;S MAJOR SECTION, A COMPREHENSIVE STATE SUMMARY, RANKS FACTORS IN ORDER OF IMPORTANCE AS INDICATED BY THE THREE GROUPS OF RESPONDENTS. TEACHING CONDITIONS, PROFESSIONAL LEADERSHIP, ADEQUATE INSTRUCTIONAL MATERIALS, AND BUILDINGS AND FACILITIES ARE GENERALLY REGARDED AS MOST IMPORTANT. FACTORS RELATED TO SALARY ARE REGARDED AS LEAST IMPORTANT. SUMMARY RECOMMENDATIONS INCLUDE SUGGESTIONS FOR (1) DEVELOPMENT OF INSERVICE ACTIVITIES REQUESTED BY  TEACHERS, (2) BUDGET ALLOTMENTS FOR EXPENDITURES THAT WILL CONTRIBUTE MOST EFFECTIVELY TO IMPROVEMENT OF INSTRUCTION, AND (3) REFINEMENT OF THIS RESEARCH DESIGN FOR A MORE INCLUSIVE RESEARCH AND DEVELOPMENT PROJECT. A REPRESENTATIVE DISTRICT REPORT IS INCLUDED, ILLUSTRATING THE PROCEDURE FOLLOWED FOR WEIGHTING OF CODING CATEGORIES TO ALLOW RESPONSE RANKING. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010705</dc:identifier>
<dc:title>SITUATIONAL FACTORS INFLUENCING QUALITY TEACHING. EXPLORATORY PHASE--TEACHER IDENTIFICATION OF FACTORS - CONDITIONS, CLIMATE, COMPETENCIES - INFLUENCING THE TEACHING-LEARNING PROCESS IN KENTUCKY PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Specialist in Education Degrees</dc:subject>
<dc:creator scheme='personal author'>ROBBINS, GLAYDON D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Moorhead)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Moorhead State Univ., Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRACTICES OF 132 INSTITUTIONS IN 43 STATES AND THE DISTRICT OF COLUMBIA ACCREDITED TO OFFER PROGRAMS FOR THE PREPARATION OF ELEMENTARY SCHOOL PRINCIPALS AT THE GRADUATE LEVEL WERE COMPARED. EIGHTY-ONE INSTITUTIONS OFFER BOTH THE 1-YEAR MASTER&apos;S DEGREE AND THE 2-YEAR SPECIALIST IN EDUCATION DEGREE PROGRAMS, 37 OFFER THE MASTER&apos;S PROGRAM ONLY, NINE OFFER THE SPECIALIST PROGRAM ONLY, THREE OFFER NO PROGRAM, AND TWO GAVE INCOMPLETE INFORMATION. EIGHTEEN TABLES SUMMARIZE FINDINGS REGARDING THE REQUIREMENTS OF THE 207 PROGRAMS. MOST PROGRAMS INCLUDE NO THESIS OR FOREIGN LANGUAGE REQUIREMENTS, AND NO INTERNSHIP OR FIELD EXPERIENCE. THE STUDY RECOMMENDS THAT (1) A COMMON PROGRAM BE DEVELOPED IN ACCORD WITH RECOMMENDATIONS OF THE N.E.A. DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPLES, (2) THE  1-YEAR MASTER&apos;S DEGREE PROGRAM BE REPLACED BY A 2-YEAR POST-BACCALAUREATE SPECIALIST IN EDUCATION PROGRAM, (3) EMPHASIS BE GIVEN TO CURRICULUM CONTENT CONCERNED WITH ORGANIZATIONS ADMINISTRATION, RESEARCH, AND RELATED AREAS OF LEADERSHIP, AND (4) THE CONCEPT OF ELEMENTARY SCHOOL PRINCIPALS BE UPGRADED TO A POSITION REQUIRING PEOPLE WITH PERSONAL, ACADEMIC AND PROFESSIONAL QUALIFICATIONS WHICH ARE EXTRAORDINARY. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010706</dc:identifier>
<dc:title>PRESENT PRACTICES IN MASTER&apos;S DEGREE AND SPECIALIST IN EDUCATION DEGREE PROGRAMS FOR THE PREPARATION OF ELEMENTARY SCHOOL PRINCIPALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>FARNER, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (Storrs)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut Univ., Storrs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS A COMPANION ANALYSIS TO A PRIOR REPORT, AC-65-66-1, APRIL, 1966. THE SOURCE, FORMAT, AND LIMITATIONS OF THIS STUDY ARE GIVEN IN THE PREVIOUS STUDY AND NOT REPEATED HERE. CONNECTICUT UNIVERSITY IS DIVIDED INTO TWO GROUPS FOR THE STUDY, THE COLLEGE OF LIBERAL ARTS AND THE PROFESSIONAL SCHOOLS, BOTH OF WHICH ARE FURTHER DIVIDED INTO 52 MAJORS AND 64 STUDY AREAS. THE RESULTS ARE PRESENTED IN THE FORM OF A QUALITY POINT RATIO MATRIX FOR THESE MAJORS AND STUDY AREAS, COVERING THE STUDENTS&apos; ENTIRE UNIVERSITY CAREERS. THE FOLLOWING SIGNIFICANT RESULTS WERE NOTED--(1) THE OVERALL MEAN QUALITY POINT RATIO (QPR) WAS 2.47, (2) MEAN QPR&apos;S OF MAJORS RANGED FROM 2.94 IN PHILOSOPHY TO 1.99 IN AGRICULTURAL ECONOMICS, (3) IN GENERAL, MAJORS HAD HIGHER QPR&apos;S IN THEIR OWN STUDY AREAS  THAN THEY HAD IN OTHERS, (4) STUDY AREA MEAN QPR&apos;S RANGED FROM 3.27 IN MEDICAL TECHNOLOGY TO 2.00 IN SOCIAL WORK, AND IN GENERAL THE QPR&apos;S IN PROFESSIONAL SCHOOLS WERE HIGHER THAN THOSE IN THE COLLEGE OF LIBERAL ARTS AND SCIENCES, AND (5) GENERALLY, MAJORS HAD HIGHER QPR&apos;S IN THEIR OWN STUDY AREAS THAN THE REMAINING STUDENTS AS A WHOLE. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010707</dc:identifier>
<dc:title>THE UNDERGRADUATE QUALITY POINT RATIOS OF 1,612 1965 UNIVERSITY OF CONNECTICUT GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Management Teams</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Staff Development</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:creator scheme='personal author'>ANASTASIOW, NICHOLAS J.</dc:creator>
<dc:creator scheme='personal author'>FISCHLER, ABRAHAM S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Palo Alto Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CASE STUDY TECHNIQUE WAS USED TO RECORD AND ANALYZE THE FUNCTION AND EFFECT OF A FIVE-MAN ELEMENTARY PRINCIPAL TEAM OPERATION OF FIVE SCHOOLS. EACH TEAM MEMBER SHARED THE VESTED RESPONSIBILITY, ADMINISTRATION, AND INSTRUCTIONAL TASKS OF EACH SCHOOL BY PARTICIPATING IN GROUP PLANNING SESSIONS TO MAKE DECISIONS CONCERNING PROBLEMS IN THE FIVE SCHOOLS, AND BY ASSUMING RESPONSIBILITY FOR ONE OR MORE AREAS OF THE CURRICULUM IN ALL FIVE SCHOOLS. TESTS AND QUESTIONNAIRES USED TO VERIFY FINDINGS INCLUDED (1) LEADERSHIP BEHAVIOR DESCRIPTION QUESTIONNAIRE, (2) HOLLINGSHEAD TWO-FACTOR INDEX OF SOCIAL POSITION, (3) GOUGH&apos;S ADJECTIVE CHECKLIST, (4) TEACHER QUESTIONNAIRE, (5) PUPIL ACHIEVEMENT, AND (6) ATTITUDE SCORES. RESULTS SHOWED (1) THE TEAM MEMBERS WERE ABLE TO WORK EFFICIENTLY AND  EFFECTIVELY TOGETHER TO ACCOMPLISH THE ADMINISTRATIVE ACTS REQUIRED IN THE SCHOOL AND THE DISTRICT, (2) TEAM MEMBERS REALIZED A NEED FOR FURTHER, MORE SPECIALIZED TRAINING IN CURRICULUM, SUPERVISION, AND GROUP INTERACTION, (3) SLIGHTLY HIGHER INTEREST AND ACHIEVEMENT SCORES FROM THE CHILDREN AND MORE POSITIVE ATTITUDES FROM THE TEACHERS WERE OBTAINED IN THE TEAM-ADMINISTERED SCHOOLS THAN IN THE OTHER SCHOOLS IN THE DISTRICT, (4) THE STIMULATION AND INTERACTION WITH OTHER TEAM MEMBERS RESULTED IN MORE DECISIONS, (5) TEACHERS EXPRESSED CONCERN FOR NOT BEING INVOLVED IN THE DECISION-MAKING PROCESS IN EACH SCHOOL, AND (6) THE TEAM FAILED TO PROVIDE FOR SYSTEMATIC STAFF EVALUATION. (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010708</dc:identifier>
<dc:title>THE TEAMING OF PRINCIPALS PROJECT, A REPORT TO THE FUND FOR THE ADVANCEMENT OF EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>78</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Grade Point Average</dc:subject>
<dc:subject weight='MAJOR'>Grading</dc:subject>
<dc:subject weight='MAJOR'>Grouping (Instructional Purposes)</dc:subject>
<dc:subject weight='MAJOR'>Student Evaluation</dc:subject>
<dc:creator scheme='personal author'>DAVISON, HUGH M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF THE MULTITRACK, ACCELERATED, AND ENRICHMENT PROGRAMS CURRENTLY EMPLOYED IN HIGH SCHOOLS REQUIRES A CHANGE IN THE LETTER-GRADE GRADING SYSTEM. THE AUTHOR SUGGESTS ASSIGNING ROMAN NUMERALS TO THE TITLE OF THE COURSE TO DESIGNATE COURSE CONTENT DIFFICULTY OR REQUIRED STUDENT LEVEL OF PERFORMANCE. GRADE-POINT AVERAGE WOULD BE COMPUTED BY ADDING THE NUMERICAL EQUIVALENTS OF LETTER GRADES AND THE ROMAN NUMERAL AND DIVIDING THIS TOTAL BY THE SUM OF THE ROMAN NUMERALS. THIS PROCEDURE ACCOUNTS FOR THE VARIOUS SUBJECT-TO-SUBJECT LEVELS OF STUDENT PERFORMANCE WITHOUT ABANDONING FIVE-LETTER GRADES WITHIN EACH TRACK. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010709</dc:identifier>
<dc:title>THE PROBLEMS OF MARKS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:16:42</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Administrative Organization</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject weight='MAJOR'>Objectives</dc:subject>
<dc:subject weight='MAJOR'>Planning</dc:subject>
<dc:subject weight='MAJOR'>Systems Approach</dc:subject>
<dc:creator scheme='personal author'>OHM, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Conference of Professors of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONTEMPORARY SYSTEMS THEORISTS HAVE PROVIDED A HELPFUL VIEW OF THE WAY GOAL-STRUCTURE MAY SHAPE ADMINISTRATIVE BEHAVIOR IN EDUCATIONAL ORGANIZATIONS. THE &quot;TRADITIONALIST&quot; VIEW ASSIGNED ORGANIZATIONAL GOALS THE FUNCTIONS OF FORECASTING AND PLANNING. THE &quot;EMERGING MODEL&quot; VIEWED GOALS AS UNDEFINED ELEMENTS REQUIRING LITTLE SYSTEMATIC TREATMENT IN A THEORY OF ADMINISTRATION. MARCH AND SIMON, EXEMPLIFYING MODERN THINKING, CONSIDER GOALS AS BOTH OPERATIONAL, THOSE PERMITTING MEANS-END ANALYSIS, AND NONOPERATIONAL, THOSE REQUIRING SUBGOAL SPECIFICATION BEFORE MEANS-END ANALYSIS. THIS DISTINCTION PRESENTS DIFFERENCES IN THE DECISION-MAKING PROCESS AND ILLUSTRATES THE EFFECT OF GOALS ON ADMINISTRATIVE STRUCTURE. THE VIEW OF GOALS AS UNDEFINED &quot;GIVENS&quot; HAS CHANGED TO ONE OF GOALS AS  INTRINSIC FUNCTIONS IN THE ADMINISTRATIVE PROCESS. THIS PROJECT CONTINUES BY CLASSIFYING GOALS AND CONSTRAINTS SHAPING A DECISION AND EXPLORES AN IDENTIFIABLE FUNCTION IN THE SYSTEM. ALTHOUGH THE MODEL CONSTRUCTED NEEDS TESTING, &quot;DIFFERENCES AMONG ORGANIZATIONS IN THE DISTRIBUTION OF GOALS (AS CLASSIFIED BY THE MODEL) WOULD BE PRESUMED TO BE RELATED TO DIFFERENCES IN STRUCTURE AND OUTPUT.&quot; ADMINISTRATORS MUST NOT VIEW GOALS AS &quot;GIVENS&quot; BUT AS THE CENTRAL ORDERING PROCESS OF A COMPLEX SYSTEM. THIS PAPER WAS PRESENTED AT THE ANNUAL NATIONAL CONFERENCE OF PROFESSORS OF EDUCATIONAL ADMINISTRATION (20TH, INDIANA UNIVERSITY, AUGUST 25, 1966). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010710</dc:identifier>
<dc:title>ORGANIZATIONAL GOALS--A SYSTEMS APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:16:44</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>MCCARTY, DONALD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Educational Research Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH TO TEST A MODEL WHICH CORRELATES THE TYPES OF SCHOOL LEADERSHIP AND THE COMMUNITY POWER STRUCTURE WITH THE SYSTEM OF EDUCATION IS PRESENTED. INTERVIEWERS GATHERED DATA FROM 23 BOARDS OF EDUCATION IN NEW YORK. THREE PROFESSIONAL JUDGES INDEPENDENTLY CLASSIFIED EACH BOARD ACCORDING TO THE FOLLOWING THREE-PART MODEL--(1) THE COMMUNITY POWER STRUCTURE WAS EITHER DOMINATED (ELITE), FACTIONAL, PLURALISTIC, OR INERT, (2) THE SCHOOL BOARDS WERE EITHER DOMINATED, FACTIONAL, STATUS CONGRUENT, OR SANCTIONING, AND (3) THE ROLE OF THE SUPERINTENDENT WAS EITHER SERVANT, POLITICAL MANIPULATOR, PROFESSIONAL ADVISER, OR DECISION MAKER. THE DATA SHOW THAT A BOARD OF EDUCATION EXHIBITS THE SAME TYPE OF POWER STRUCTURE AS ITS COMMUNITY, AND THE SUPERINTENDENT&apos;S ROLE IS A DIRECT FUNCTION OF  BOTH. A DOMINATED COMMUNITY STRUCTURE RESULTS IN A DOMINATED BOARD WHICH CAUSES THE SUPERINTENDENT TO ASSUME THE ROLE OF SERVANT. THIS MODEL IS HELPFUL IN ANALYZING THE FOLLOWING CAUSATIONS IN THE DECISION-MAKING PROCESS--(1) DOMINATED BOARDS TURN TO ONE MEMBER FOR DECISIONS, (2) FACTIONAL BOARDS DEPEND UPON THE MAJORITY FOR DECISIONS, (3) STATUS CONGRUENT BOARDS DEPEND UPON EXTENSIVE DISCUSSION, AND (4) SANCTIONING BOARDS DEPEND UPON THE RECOMMENDATION OF THE SUPERINTENDENT. AN INTERVIEWER REPORT OF ONE OF THE 23 BOARDS OF EDUCATION STUDIED IS APPENDED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE ANNUAL CONFERENCE OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 17, 1966). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010711</dc:identifier>
<dc:title>MYTHS AND REALITY IN SCHOOL BOARD RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Braille</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Large Type Materials</dc:subject>
<dc:subject>Partial Vision</dc:subject>
<dc:subject>Printing</dc:subject>
<dc:subject>Private Agencies</dc:subject>
<dc:subject>Talking Books</dc:subject>
<dc:subject>Textbook Publications</dc:subject>
<dc:type></dc:type>
<eric:keywords>Kentucky (Louisville)</eric:keywords>
<eric:keywords_geo>Kentucky (Louisville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Printing House for the Blind, Louisville, KY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUNDED IN 1858, THE AMERICAN PRINTING HOUSE (APH) FOR THE BLIND IN LOUISVILLE, KENTUCKY, IS THE WORLD&apos;S LARGEST PUBLISHER OF LITERATURE FOR THE BLIND. IN 1965-66 THE OPERATING BUDGET EXCEEDED $3 MILLION, AND THERE WERE 440 PART-TIME EMPLOYEES. A HISTORY OF THE DEVELOPMENT AND GROWTH OF APH INCLUDES CONTROVERSY RESULTING IN THE FINAL CHOICE OF STANDARD ENGLISH BRAILLE GRADE 2 AS THE STANDARD TYPE FOR THE ENGLISH-SPEAKING WORLD. FEDERAL LEGISLATION SUPPORTING APH HAS INCREASED FROM $10,000 PROVIDED BY THE ACT OF 1879 TO $935,000 FOR EDUCATIONAL MATERIAL PLUS $75,000 FOR ADVISORY AND CONSULTANT SERVICES IN 1966. APH KEEPS ABREAST OF INK PRINT PUBLICATIONS SO THAT BRAILLE EDITIONS MAY BE ISSUED AT THE SAME TIME. IN ADDITION, SCHOOLS AND STATE DEPARTMENTS OF EDUCATION MAY REQUEST  BRAILLE EDITIONS OF OTHER BOOKS AND MATERIALS. ALSO PUBLISHED ARE TALKING BOOKS, LARGE TYPE BOOKS, TANGIBLE MATERIALS, BRAILLE MUSIC, AND LITERATURE FOR ADULT BLIND. RESEARCH IN THE EDUCATION OF BLIND CHILDREN IS CONDUCTED BY THE DEPARTMENT OF EDUCATIONAL RESEARCH. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010712</dc:identifier>
<dc:title>AMERICAN PRINTING HOUSE FOR THE BLIND, INC., ITS HISTORY, PURPOSES AND POLICIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:creator scheme='personal author'>SIMCHES, RAPHAEL F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN ADDRESS, THE AUTHOR ANTICIPATED BARRIERS AND PROBLEMS WHICH MIGHT ARISE WHEN JULY 1, 1966, LEGISLATION BECAME EFFECTIVE, REQUIRING SCHOOL DISTRICTS TO PROVIDE APPROPRIATE EDUCATION FOR EMOTIONALLY DISTURBED CHILDREN. ASPECTS INCLUDED ARE PROBLEMS OF DEFINITION AND DIAGNOSIS, COMMUNITY RESPONSIBILITIES IN PROVIDING COOPERATIVE MEDICAL AND SOCIAL SERVICES, VARYING DIRECTIONS OF SCHOOL PROGRAM ORGANIZATION, AND THE UNRESOLVED QUESTIONS OF RECRUITMENT, PREPARATION, AND CERTIFICATION OF TEACHERS. THIS PAPER WAS PREPARED FOR THE ANNUAL NEW YORK CONGRESS FOR MENTAL HEALTH (1ST, OCTOBER 16, 1965). (GW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010713</dc:identifier>
<dc:title>A MAGNA CARTA FOR THE EMOTIONALLY DISTURBED CHILD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Board of Education, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ASSIST SCHOOL SYSTEMS IN SETTING UP CLASSES FOR THE EMOTIONALLY HANDICAPPED, THE LEGAL BASIS FOR MICHIGAN STATE-APPROVED PROGRAMS IS IDENTIFIED, STATE RULES AND REGULATIONS ARE REVIEWED, AND RELATIONSHIPS TO OTHER SCHOOL AND COMMUNITY SERVICES ARE INDICATED. INCLUDED ARE PROGRAMS AND THEIR GOALS, AND ADMINISTRATIVE DEFINITIONS AND PROCEDURES. DETAILED DESCRIPTIONS OF SUCH CLASSES, STEPS TO PROGRAM APPROVAL, AND SUPERVISION REQUIREMENTS ARE GIVEN. RELEVANT STATE STATUTES ARE CITED. SIXTEEN REFERENCES ARE INCLUDED IN THE BIBLIOGRAPHY. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010714</dc:identifier>
<dc:title>THE MICHIGAN PROGRAM FOR THE EDUCATION OF EMOTIONALLY DISTURBED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Multiple Disabilities</dc:subject>
<dc:subject>Physical Characteristics</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Special Health Problems</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>BODAHL, ELEANOR</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Idaho (Boise)</eric:keywords>
<eric:keywords_geo>Idaho (Boise)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Idaho State Dept. of Education, Boise.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION IS PROVIDED IN THIS BOOKLET ABOUT THE CRIPPLED AND HEALTH IMPAIRED, SPEECH IMPAIRED, HEARING IMPAIRED, DEAF, BLIND, PARTIALLY SEEING, EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED, EDUCABLE MENTALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, MULTIPLE HANDICAPPED, AND GIFTED. FOR EACH EXCEPTIONALITY, A DEFINITION, INCIDENCE FIGURES, AND CHARACTERISTICS ARE GIVEN. SEVEN GENERAL REFERENCES ARE ALSO PRESENTED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010715</dc:identifier>
<dc:title>GUIDELINES FOR THE REFERRAL OF CHILDREN WHO ARE SUSPECTED OR KNOWN TO BE EXCEPTIONAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cerebral Palsy</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>SIMCHES, RAPHAEL F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MANY CHILDREN WITH CEREBRAL PALSY HAVE VARIOUS PERCEPTUAL HANDICAPS WHICH RESULT FROM THE NEUROLOGICAL IMPAIRMENT. TEACHING AIDS ARE DESCRIBED BY (1) NAME, (2) MATERIALS NEEDED IN CONSTRUCTION, (3) PICTORIAL REPRESENTATION, (4) EXPLANATION OF USE, AND (5) THE CONTRIBUTOR&apos;S NAME. CATEGORIES OF AIDS INCLUDE (1) SENSORY DEVELOPMENT, (2) VERBAL DEVELOPMENT, (3) NUMBER DEVELOPMENT, AND (4) PHYSICAL EQUIPMENT AND FACILITIES. ADDITIONAL SOURCES ARE LISTED. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010716</dc:identifier>
<dc:title>TEACHING AIDS FOR CHILDREN WITH CEREBRAL PALSY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>Minimal Brain Dysfunction</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>State Standards</dc:subject>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEXAS STATE STANDARDS FOR SPECIAL CLASSES FOR MINIMALLY BRAIN-INJURED CHILDREN INCLUDE STUDY OF THE CHILD BY A PLACEMENT COMMITTEE AND A PSYCHOLOGICAL REEVALUATION OF THE CHILD EVERY 3 YEARS. CRITERIA FOR ADMISSION TO SPECIAL EDUCATION CLASSES AND MINIMALLY BRAIN-INJURED CLASSES, INSTRUCTIONS FOR ESTABLISHING AND OPERATING SPECIAL EDUCATION CLASSES, AND RECORDS TO BE KEPT AVAILABLE FOR REVIEW BY TEXAS EDUCATION AGENCY REPRESENTATIVES ARE LISTED. CLASS SIZES ARE SPECIFIED. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010717</dc:identifier>
<dc:title>GUIDELINES FOR IMPLEMENTATION OF THE PROGRAM FOR MINIMALLY BRAIN-INJURED CHILDREN, A SUPPLEMENT TO THE ADMINISTRATIVE GUIDE AND STATE PLAN FOR SPECIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Deaf Blind</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Homebound</dc:subject>
<dc:subject>Hospitalized Children</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Minimal Brain Dysfunction</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Partial Vision</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BULLETIN INCLUDES INFORMATION FOR THE INITIATION, ORGANIZATION, AND OPERATION OF SPECIAL EDUCATION PROGRAMS IN TEXAS. PROGRAMS DESCRIBED ARE FOR THE BLIND, PARTIALLY SIGHTED, PHYSICALLY HANDICAPPED, HOMEBOUND OR HOSPITALIZED, MINIMALLY BRAIN-INJURED, DEAF AND SEVERELY HARD OF HEARING, EDUCABLE MENTALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, SPEECH AND HEARING THERAPY, EMOTIONALLY DISTURBED CHILDREN, PRESCHOOL DEAF CHILDREN, AND DEAF-BLIND OR NONSPEAKING BLIND CHILDREN. IN ADDITION TO PROGRAM DESCRIPTIONS, INFORMATION IS GIVEN ABOUT LOCAL PLANNING, PSYCHOLOGICAL REPORTING, TEXTBOOKS, TEACHER CERTIFICATION, AND TRANSPORTATION. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010718</dc:identifier>
<dc:title>STATE PLAN FOR SPECIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Home Instruction</dc:subject>
<dc:subject>Homebound</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Perceptual Handicaps</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:type></dc:type>
<eric:keywords>La Grange Area Department of Special Education IL</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>La Grange Area Dept. of Special Education, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LA GRANGE AREA DEPARTMENT OF SPECIAL EDUCATION SERVES 16 SCHOOL DISTRICTS. POLICIES OF THE DEPARTMENT ARE LISTED. FUNCTIONS OF THE DIRECTOR, SECRETARY, AND COORDINATOR-SUPERVISOR ARE DETAILED. QUALIFICATION FOR ADMISSION TO SPECIAL EDUCATION CLASSES, GOALS OF THESE CLASSES, AND INFORMATION ABOUT EXISTING CLASSES ARE PRESENTED FOR EXCEPTIONALITY AREAS, WHICH INCLUDE BLIND, EDUCABLE MENTALLY HANDICAPPED, HOSPITALIZED AND HOMEBOUND, HEARING IMPAIRED, PHYSICALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, EMOTIONALLY AND SOCIALLY MALADJUSTED, AND PERCEPTUALLY HANDICAPPED. DESCRIPTIONS OF PROGRAMS OF PSYCHOLOGICAL SERVICES, SOCIAL WORK SERVICES, AND PREVOCATIONAL SERVICES ARE INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010719</dc:identifier>
<dc:title>THE LA GRANGE AREA DEPARTMENT OF SPECIAL EDUCATION HANDBOOK, 1965-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Boarding Homes</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Special Schools</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PHYSICALLY AND/OR MENTALLY HANDICAPPED CHILDREN MAY NEED PLACEMENT IN BOARDING HOMES WHEN TRANSPORTATION BETWEEN CHILD&apos;S HOME AND SCHOOL IS NOT POSSIBLE. PROVISIONS OF WISCONSIN STATUTES ARE OUTLINED. POLICIES AND PROCEDURES FOR ENROLLMENT IN SPECIAL CLASSES AND RESPONSIBILITIES OF THE BUREAU FOR HANDICAPPED CHILDREN AND OTHER AGENCIES ARE LISTED. PLANNING PROCEDURES AND REIMBURSEMENTS FOR BOARDING CARE AND SOCIAL SERVICE ARE SPECIFIED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010720</dc:identifier>
<dc:title>ADMINISTRATION OF BOARDING HOMES FOR HANDICAPPED CHILDREN, POLICIES AND PROCEDURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development Centers</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVISIONS FOR PILOT CHILD CARE CENTERS FOR PHYSICALLY HANDICAPPED AND MENTALLY RETARDED MINORS WERE MADE BY THE CALIFORNIA STATE LEGISLATURE IN 1959. ADDITIONAL FUNDS WERE PROVIDED IN 1961 AND 1965. BY NOVEMBER 1965, FOUR CENTERS WERE IN OPERATION AND FOUR MORE CENTERS WERE BEING ESTABLISHED. THESE EIGHT CENTERS SERVED 348 HANDICAPPED CHILDREN. AN ADVISORY COMMITTEE RECOMMENDED (1) REMOVAL OF THE CEILING ON THE NUMBER OF CENTERS AND (2) ADDITIONAL FINANCIAL SUPPORT. PROBLEMS OF STAFFING, TRANSPORTATION, AVAILABLE SPACE, LENGTH OF ACTIVITY TIME, FEES PAID BY PARENTS, EQUIPMENT, AND THE GREAT NUMBERS OF CHILDREN NOT SERVED BY THE PROGRAMS WERE ALSO NOTED. APPLICATION REQUIREMENTS FOR A DEVELOPMENT CENTER AND MINUTES OF THE ADVISORY COMMITTEE WERE INCLUDED. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010721</dc:identifier>
<dc:title>DEVELOPMENT CENTERS FOR HANDICAPPED MINORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperating Teachers</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>HALLMAN, CLEMENS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CLOSE COOPERATION IS NEEDED BETWEEN SCHOOLS AND COLLEGES ENGAGED IN PREPARING FOREIGN LANGUAGE TEACHERS IF STUDENT TEACHING IS TO BE AN EFFECTIVE PHASE OF THIS TRAINING. MEANINGFUL SUPERVISION OF THE STUDENT TEACHER REQUIRES LONG-RANGE PLANNING BETWEEN THE SUPERVISING TEACHER IN THE COLLEGE AND THE COOPERATING TEACHER IN THE SCHOOL WHO, AS LIAISON, ORIENTS THE STUDENT TEACHER INTO ALL PHASES OF THE SCHOOL PROGRAM. BOTH COLLEGE AND SCHOOL FACULTY SHARE THE RESPONSIBILITY FOR PROVIDING THE STUDENT TEACHER WITH PRACTICAL KNOWLEDGE AND EXPERIENCE IN CONTROLLING CLASSES, SELECTING AND PRESENTING MATERIALS OF DIFFERENT AGE AND ABILITY GROUPS, PROVIDING INDIVIDUAL HELP TO STUDENTS, EVALUATING STUDENTS PROGRESS, PLANNING, CONSTRUCTING LESSON PLANS, MOTIVATING STUDENTS, AND UNDERSTANDING  THE TERM &amp;quot;PROFESSIONAL&amp;quot; IN ITS RELATIONSHIP TO PUPILS AND FACULTY. THE DOCUMENT INCLUDES A CHECK LIST FOR LESSON OBSERVATIONS AND AN APPENDIX ON THE DUTIES AND EVALUATION OF THE COOPERATING TEACHER. THIS PAPER IS BASED ON A TALK BY PROFESSOR HALLMAN AT THE CENTRAL INDIANA CONFERENCE FOR SUPERVISING TEACHERS (INDIANAPOLIS, OCTOBER 9, 1965). (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010722</dc:identifier>
<dc:title>THE ROLE OF THE COOPERATING TEACHER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-09</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Achievement</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Development</dc:subject>
<dc:subject>Failure</dc:subject>
<dc:subject weight='MAJOR'>Language Enrollment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject weight='MAJOR'>Language Skills</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>DUSEL, JOHN P.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A &quot;COURSE DROPOUT&quot; IS A STUDENT WHO DROPS HIS STUDY OF A FOREIGN LANGUAGE AFTER 2 YEARS IN HIGH SCHOOL. HE FULFILLS HIS MINIMUM FOREIGN LANGUAGE REQUIREMENT FOR COLLEGE ENTRANCE, BUT DOES NOT HAVE A SUFFICIENT MASTERY TO BE EFFECTIVE IN THE LANGUAGE ARTS. THE TREMENDOUS ATTRITION RATE AMONG SECONDARY SCHOOL FOREIGN LANGUAGE STUDENTS HAS MANY CAUSES--INCONSISTENT TEACHING METHODS, POORLY TRAINED OR UNENTHUSIASTIC TEACHERS WHO DO NOT ENCOURAGE STUDENTS TO ENROLL IN ELECTIVE ADVANCED CLASSES, BAD CLASS PROGRAMING, AND UNWISE COUNSELING ARE ONLY A FEW. PERHAPS THE CHIEF CAUSE IS THE FALSE ASSUMPTION THAT PROFICIENCY CAN BE ACHIEVED IN 2 YEARS OF HIGH SCHOOL, ALTHOUGH IT IS KNOWN THAT FLUENCY INCREASES ONLY WITH CONTINUED LANGUAGE STUDY AND PRACTICE. CERTAIN MEASURES ARE NEEDED TO  CURTAIL THE ATTRITION RATE AND TO ENCOURAGE COURSES OF LANGUAGE STUDY THAT BEGIN IN THE SIXTH GRADE AND CONTINUE THROUGH HIGH SCHOOL. THIS ARTICLE IS PUBLISHED IN &quot;FOREIGN LANGUAGE NEWSLETTER,&quot; VOLUME 14, NUMBER 57, MAY 1966. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010723</dc:identifier>
<dc:title>WHY THE FL DROPOUTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:17:04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BASSECHES, MAURICE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM OF CURRICULUM REVISION, INITIATED IN 1962, HAS RESULTED IN A CURRICULUM GUIDE WHICH DELINEATES THE AIMS, TECHNIQUES, CONTENT, AND SCOPE OF SPANISH INSTRUCTION AT EACH LEVEL OF A FIVE-LEVEL SEQUENCE IN THE SECONDARY SCHOOLS OF NEW YORK CITY. A MODIFIED AUDIOLINGUAL APPROACH IS STRESSED AND SPECIFIC TECHNIQUES ARE SUGGESTED FOR THE TEACHING OF LISTENING, SPEAKING, READING, AND WRITING SKILLS, AND FOR THE PRESENTATION OF CULTURE TOPICS. CHECKLISTS OF MINIMAL VOCABULARY ITEMS AND GRAMMATICAL STRUCTURES ARE GIVEN FOR EACH LEVEL. OTHER SUBJECTS DETAILED ARE THE TAPE RECORDER, THE LANGUAGE LABORATORY, TESTING, AUDIOVISUAL AIDS, THE ADVANCED PLACEMENT PROGRAM, PROGRAMED INSTRUCTION, TEAM TEACHING, AND THE EVALUATION OF FOREIGN LANGUAGE PROGRAMS. THIS GUIDE IS ALSO AVAILABLE  FROM THE BOARD OF EDUCATION OF THE CITY OF NEW YORK, PUBLICATION SALES OFFICE, 110 LIVINGSTON ST., BROOKLYN, NEW YORK 11201. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010724</dc:identifier>
<dc:title>NEW YORK CITY FOREIGN LANGUAGE PROGRAMS FOR SECONDARY SCHOOLS. SPANISH, LEVELS 1-5.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>274</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Flexible Schedules</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Enrollment</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Time Blocks</dc:subject>
<dc:creator scheme='personal author'>HOYE, ALMON</dc:creator>
<dc:type></dc:type>
<eric:keywords>FOLWELL MULTIPLE VARIABLE PROGRAM</eric:keywords>
<eric:keywords>RAMSEY MULTIPLE SCHEDULE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON THE PREMISES THAT LENGTH OF CLASSES MAY VARY, THAT TEAM TEACHING AND SPECIAL CLASS GROUPING MAY BE BETTER SUITED FOR STUDY, AND THAT STUDENTS NEED MORE OPPORTUNITY TO EXPLORE CREATIVELY AND INDEPENDENTLY SUBJECTS NOT USUALLY IN CONVENTIONAL SCHEDULES, CERTAIN NEW SCHEDULAR DESIGNS HAVE BEEN INITIATED IN MINNEAPOLIS JUNIOR HIGH SCHOOLS. A STARTLING RISE IN FOREIGN LANGUAGE ENROLLMENTS RESULTED FROM THESE EXPERIMENTAL PROGRAMS. THE RAMSEY MULTIPLE SCHEDULE ALLOWS COMBINATIONS OF CONVENTIONAL CLASS PERIODS AND SIX FLEXIBLE PERIODS, AND PERMITS INDIVIDUAL STUDENTS TO ELECT ADDITIONAL STUDY SUBJECTS AND ACCELERATED CLASSES. THE FOLWELL MULTIPLE VARIABLE PROGRAM INTRODUCED IN 1965-66 ALLOWS FOUR OR FIVE BLOCK CLASSES WITHIN THE MASTER SCHEDULE, AND STUDENTS, MEMBERS OF TEAMS,  ARE SCHEDULED IN 4-HOUR TIME BLOCKS WITH TEAMS OF TEACHERS WHO PLAN PROGRAM VARIATIONS OF THE TIME BLOCK. HOYE&apos;S FLUID BLOCK SCHEDULE, WHICH IS SIMPLER AND HAS MORE VARIABILITY, BREAKS THE DAY INTO LARGE BLOCKS OF TIME INSTEAD OF CONVENTIONAL PERIODS, AND PERMITS TIME MODULE VARIATIONS, SPECIAL GROUPING, INDEPENDENT STUDY, TEAM TEACHING, AND BETTER PLANNING FOR THE NEEDS OF THE STUDENTS. THIS ARTICLE IS PUBLISHED IN &amp;quot;MINNESOTA FORIEGN LANGUAGE BULLETIN,&amp;quot; VOLUME 6, NUMBER 4, 1966. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010725</dc:identifier>
<dc:title>CAN FLEXIBLE SCHEDULES AFFECT FOREIGN LANGUAGE ENROLLMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>MILDENBERGER, KENNETH</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modern Language Association of America, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESPITE CONSIDERABLE PROGRESS IN FOREIGN LANGUAGE TEACHING, CERTAIN FUNDAMENTAL PROBLEMS REMAIN UNRESOLVED BECAUSE NO INTEGRATED NATIONAL EFFORT HAS BEEN MADE TO CONSOLIDATE WHAT HAS BEEN DONE AND OFFER IT IN USABLE FORM TO SCHOOL SYSTEMS. ONE SUCH PROBLEM IS CURRICULUM DEVELOPMENT IN LANGUAGE PROGRAMS. A 1965 CONFERENCE ON DEFINITIONS OF LEVELS IN LANGUAGE LEARNING PROPOSED A 3-YEAR PROJECT TO MOBILIZE RESOURCES INTO A COHERENT PLAN FOR CURRICULAR REFORM WHICH WOULD PROVIDE FOR BOTH SHORT-RANGE CHANGES AND BASES FOR RESEARCH. A SET OF TOOL PUBLICATIONS WOULD BE PUBLISHED, INCLUDING A BASIC &amp;quot;CURRICULUM RATIONALE&amp;quot; TO DETAIL THE LANGUAGE CURRICULUM&apos;S RELATION TO THE SCHOOL SYSTEM AND TO OTHER DISCIPLINES, THREE &amp;quot;CURRICULUM PLANNING GUIDES&amp;quot; TO RESPOND TO THE SPECIAL PROBLEMS OF  FRENCH, SPANISH, AND GERMAN, AND A &amp;quot;DOCUMENTATION BANK&amp;quot; WHEREIN ALL BIBLIOGRAPHIES WOULD BE RECORDED AND CLASSIFIED FOR REFERENCE IN FUTURE RESEARCH. ALSO IN THE SCHEDULE ARE PLANS TO IDENTIFY THE PROBLEMS FOR RESEARCH AND EXPERIMENTATION, TO ENCOURAGE INSTITUTES FOR CONSULTANTS, TO INITIATE A NEWSLETTER, AND TO STAGE A CONCENTRATED INFORMATION CAMPAIGN. INCLUDED IN THIS PROPOSAL DOCUMENT ARE A DETAILED STATEMENT OF THE OBJECTIVES AND ISSUES IN THE &amp;quot;RATIONALE&amp;quot; AND AN OUTLINE OF A SAMPLE &amp;quot;CURRICULUM PLANNING GUIDE.&amp;quot; (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010726</dc:identifier>
<dc:title>A PROGRAM FOR EXPEDITING CURRICULAR PLANNING IN MODERN FOREIGN LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject weight='MAJOR'>Cultural Context</dc:subject>
<dc:subject weight='MAJOR'>Greek</dc:subject>
<dc:subject weight='MAJOR'>Greek Civilization</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:creator scheme='personal author'>SHRIVER, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE A KNOWLEDGE OF CLASSICAL GREEK IS NECESSARY FOR UNDERSTANDING MODERN THOUGHT AND LITERATURE, IT SHOULD BE PART OF THE SECONDARY SCHOOL CURRICULUM. A PROBLEM IS GETTING TEACHERS OF GREEK, AND PROBABLY MOST OF THE TEACHING SHOULD BE DONE BY COLLEGE PROFESSORS WHO TEACH THE HIGHLY MOTIVATED STUDENTS IN THE HIGH SCHOOL. AN ELEMENTARY COURSE SHOULD BE ORGANIZED SO THAT THE STUDENT LEARNS GREEK ANALYTICALLY BY STUDYING NEW POINTS OF GRAMMAR ONLY AS THEY OCCUR IN THE LITERATURE HE READS. EVEN MORE IMPORTANT IS A &quot;CULTURE COURSE&quot; WITH LECTURES GIVEN BY TEACHERS FROM VARIOUS DEPARTMENTS, SUCH AS ART, HISTORY, AND PHILOSOPHY. GREEK MYTHOLOGY, GREEK RELIGION, GREEK LITERARY GENRES, AND GREEK SCIENCE AND MATHEMATICS ALL ARE MOST RELEVANT TO A STUDENT&apos;S UNDERSTANDING OF &quot;THE  INTERRELATIONS AND UNITIES OF HIS OWN CULTURE BOTH IN SPACE AND TIME.&quot; SUCH A COURSE WOULD NOT NECESSITATE A KNOWLEDGE OF GREEK LANGUAGE. ALSO VALUABLE WOULD BE A COURSE IN GREEK (AND LATIN) ETYMOLOGY. FUNDAMENTALLY, HOWEVER, A COURSE IN GREEK THOUGHT AND LITERATURE WOULD SERVE TO EDUCATE A STUDENT RATHER THAN ONLY TRAIN HIM FOR A SPECIAL PROFESSION. THIS ARTICLE IS PUBLISHED IN &quot;THE ARCH,&quot; VOLUME 13, NUMBER 2, WINTER ISSUE, 1966. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010727</dc:identifier>
<dc:title>WHY NOT GREEK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:17:10</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Faculty</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject weight='MAJOR'>Doctoral Programs</dc:subject>
<dc:subject weight='MAJOR'>Graduate Study</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>TURNER, DAYMOND E., JR.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ADDITIONAL DOCTORAL PROGRAMS ARE NEEDED IN MODERN FOREIGN LANGUAGES. CURRENT PRODUCTION OF GRADUATE DEGREES APPEARS SCARCELY ADEQUATE FOR REPLACING FACULTY WHO ANNUALLY LEAVE TEACHING BECAUSE OF DEATH, ILLNESS, RETIREMENT, OR CHANGE OF VOCATION. THE SUPPLY WILL HARDLY KEEP PACE WITH THE DEMAND CREATED BY THE ESTABLISHMENT OF NEW INSTITUTIONS OF HIGHER LEARNING AND THE GROWTH OF EXISTING ONES. NEW DOCTORAL PROGRAMS SHOULD PRODUCE TEACHER-SCHOLARS (1) WHO CAN UNDERSTAND, SPEAK, AND WRITE, AS WELL AS READ, ENGLISH AND THE MAJOR FOREIGN LANGUAGES WITH NEARLY NATIVE FLUENCY, (2) WHO HAVE BROAD UNDERSTANDING OF LINGUISTIC STRUCTURE, LITERATURE, AND THE CULTURE WHICH PRODUCED THEM, AND (3) WHO HAVE MASTERED THE TECHNIQUES OF THE EFFECTIVE TRANSMISSION OF THE HERITAGE OF THEIR DISCIPLINE  THROUGH CLASSROOM PRESENTATION AND PUBLICATION. IN ONE OF THE MORE IMPORTANT WORLD LANGUAGES, THIS PROGRAM WILL REQUIRE (1) A MINIMUM SENIOR STAFF OF 10, (2) ABOUT 60 UNDERGRADUATE AND GRADUATE COURSES, (3) SECRETARIAL, LABORATORY, MAINTENANCE, AND CUSTODIAL PERSONNEL, (4) ADEQUATE FLOOR SPACE, AND (5) GENEROUS SUPPORT FOR LIBRARY DEVELOPMENT, RESEARCH, PUBLICATION, TRAVEL, AND GRADUATE SCHOLARSHIPS. AT A MEDIUM-SIZED INSTITUTION, IT IMPLIES (IN 1966 DOLLARS) AN ANNUAL BUDGET PER LANGUAGE IN EXCESS OF $340,000. THIS ARTICLE IS PUBLISHED IN &quot;JOURNAL OF HIGHER EDUCATION,&quot; VOLUME 37, NUMBER 5, MAY, 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010728</dc:identifier>
<dc:title>NEW GRADUATE PROGRAMS IN MODERN FOREIGN LANGUAGES, WHY THEY ARE NEEDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:17:13</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>BARDIN, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FLES PROGRAM OFFERS STUDENTS THE OPPORTUNITY TO BEGIN THE STUDY OF A FOREIGN LANGUAGE EARLY, AND THUS BENEFIT FROM A LONG SEQUENCE OF STUDY WHICH WILL ENABLE THEM TO ACHIEVE CONTROL OVER THE LANGUAGE. FACTORS WHICH SHOULD BE CONSIDERED IN PLANNING A FLES PROGRAM ARE GRADE LEVEL AT WHICH INSTRUCTION IS TO BEGIN, TIME TO BE ALLOTTED TO INSTRUCTION, LANGUAGE TO BE TAUGHT, QUALIFICATIONS OF THE FLES TEACHER, SUPPORT AND COST OF THE PROGRAM, COORDINATION AND SUPERVISION OF THE PROGRAM, PROVISION FOR CONTINUITY, PROVISION OF APPROPRIATE INSTRUCTIONAL MATERIALS AND TEACHING AIDS, EVALUATION OF THE PROGRAM, DETERMINATION OF THE STRUCTUAL CONTENT OF THE PROGRAM, AND CORRELATION OF THE FLES PROGRAM WITH OTHER SUBJECT AREAS IN THE ELEMENTARY SCHOOLS. THE PRIMARY OBJECTIVES OF FLES PROGRAM  ARE LINGUISTIC, AND A SECONDARY AIM IS THE DEVELOPMENT OF CULTURAL AWARENESS. THE METHODOLOGY USED IN FLES CLASSES IS DESIGNED TO ACHIEVE THESE AIMS. (PART II OF THE DOCUMENT CONTAINS AN OUTLINE OF RECOMMENDED STRUCTURES TO BE TAUGHT IN THE FLES PROGRAM. PART III CONTAINS SAMPLE LESSONS.) (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010729</dc:identifier>
<dc:title>FRENCH FOR ELEMENTARY SCHOOLS, A TEACHING GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Centers</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Linear Programing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Videotape Recorders</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>ESTARELLAS, JUAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Barbara)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>FLORIDA ATLANTIC UNIVERSITY</eric:keywords>
<eric:keywords_geo>California (Santa Barbara)</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Association of Educational Broadcasters, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PAST EFFORTS TO USE PROGRAMED INSTRUCTION IN FOREIGN LANGUAGES HAVE PRODUCED VARYING RESULTS. TELEVISION, AS A POSSIBLE SELF-INSTRUCTIONAL MACHINE, HAS BEEN NEGLECTED IN THESE EFFORTS, EVEN THOUGH IT OFFERS UNLIMITED POSSIBILITIES FOR BOTH THE PROGRAMER AND THE STUDENT. CRITICS OF TV SAY THAT PROGRAMING IS DIFFICULT AND EXPENSIVE, THOUGH THIS WAS FOUND TO BE UNTRUE IN THE LANGUAGE LABORATORY AT FLORIDA ATLANTIC UNIVERSITY. IN AN EFFORT TO LEARN MORE ABOUT SELF-INSTRUCTION IN FOREIGN LANGUAGES, STAFF MEMBERS OF THE DEPARTMENTS OF LANGUAGES AND LINGUISTICS AND OF LEARNING RESOURCES PREPARED A PROGRAMED TV SERIES IN SPANISH. AN AMPEX VR 1500 VIDEOTAPE RECORDER WAS USED TO RECORD THE PROGRAM, WHICH CONSISTED OF 6,000 FRAMES AND SOME LIVE PERFORMANCE. THE PROBLEM OF SELF-PACING WAS  SOLVED BY EQUIPPING EACH STUDENT BOOTH IN THE LAB SO THAT A STUDENT COULD SELECT, START, STOP, REVIEW, OR ACCELERATE ACCORDING TO HIS OWN REQUIREMENTS. THE PROGRAM IS BEING USED WITH EXPERIMENTAL GROUPS AND WILL BE EVALUATED DURING THE COMING YEAR. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE ANNUAL INSTRUCTIONAL TELEVISION CONFERENCE OF THE NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS (4TH, SANTA BARBARA, APRIL 3-5, 1966). (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010730</dc:identifier>
<dc:title>PROGRAMMED TV INSTRUCTION IN A FOREIGN LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Centers</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Dial Access Information Systems</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Laboratory Equipment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:creator scheme='personal author'>ESTARELLAS, JUAN</dc:creator>
<dc:creator scheme='personal author'>REGAN, TIMOTHY F., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA ATLANTIC UNIVERSITY</eric:keywords>
<eric:keywords>REMOTE PROGRAM STORAGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LANGUAGE LABORATORIES HAVE CHANGED FROM SIMPLE INSTALLATIONS, EQUIPPED WITH RECORD PLAYERS OR TAPE RECORDERS, TO COMPLEX INSTALLATIONS WITH FACILITIES FOR SELF-INSTRUCTION, DIAL SELECTION OF AUDIO PROGRAMS, REMOTE STORAGE OF TAPES, AND EVEN RECEPTION OF TV. LANGUAGE LABORATORIES OF THE FUTURE MUST HAVE THE CAPABILITY OF BEING OPERATED EFFICIENTLY ON A PARTIAL OR TOTAL SELF-INSTRUCTIONAL BASIS, AND MUST BE FLEXIBLE ENOUGH TO PERMIT THE USE OF A VARIETY OF TEACHING TECHNIQUES AND MATERIALS. THE AUDIO-VIDEO LABORATORY MEETS THESE REQUIREMENTS. A LAB OF THIS TYPE WAS INSTALLED AT FLORIDA ATLANTIC UNIVERSITY AFTER SELF-INSTRUCTIONAL AND AUDIO-VIDEO MATERIALS HAD BEEN DEVELOPED BY STAFF MEMBERS AND ELECTRONIC STUDIES HAD BEEN MADE BY THE ENGINEERING STAFF OF CONTINUOUS PROGRESS  EDUCATION. IT IS EQUIPPED WITH 40 POSITIONS WITH FACILITIES FOR DIAL SELECTION OF ANY OF 100 AUDIO PROGRAMS FROM A REMOTE LIBRARY. TEN BOOTHS CAN BE USED INDEPENDENTLY OF THE CONSOLE TO RECORD AUDIO PROGRAMS AND RESPONSES ON REMOTELY LOCATED TAPE RECORDERS. TEN POSITIONS ARE EQUIPPED FOR VIDEO RECEPTION. IT IS EXPECTED THAT THIS LABORATORY WILL PROVIDE TEACHING MACHINE CAPABILITIES FOR THE LANGUAGE PROGRAM AT FLORIDA ATLANTIC UNIVERSITY. PLANS FOR FUTURE EXPANSION OF THE LABORATORY INCLUDE INSTALLATION OF DIAL FACILITIES IN DORMITORIES AND LIBRARY, AND ADPATATION TO A COMPUTER SYSTEM. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;FLORIDA FL REPORTER,&amp;quot; WINTER, 1965-1966. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010731</dc:identifier>
<dc:title>TOMORROW&apos;S LANGUAGE LAB TODAY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Community Colleges</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Full Time Students</dc:subject>
<dc:subject>Part Time Students</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>METCALF, ALAN W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Office of the State Superintendent of Public Instruction, Olympia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TABULATION SHOWS STUDENT CHARACTERISTICS OF 30,951 STUDENTS IN 15 COMMUNITY COLLEGES LOCATED IN THE STATE OF WASHINGTON IN FALL 1964. TABLES INTERSPERSED WITH THE TEXT CALL ATTENTION TO PATTERNS AND TRENDS IN STUDENT TYPES (ACADEMIC, VOCATIONAL, OR ADULT), SEX AND AGE GROUPS, STUDY LOADS, RESIDENCY, COMMUTING DISTANCE, PREVIOUS EDUCATION, AND EDUCATIONAL PLANS, ENROLLMENT PATTERNS ARE ANALYZED FOR FULL- AND PART-TIME, ACADEMIC, VOCATIONAL, AND ADULT STUDENTS ON A COLLEGE-BY-COLLEGE BASIS. A SEPARATE TABLE IS INCLUDED FOR EACH COLLEGE, CATEGORIZING STUDENTS ACCORDING TO SEX, STUDENT TYPE, AND AGE GROUP. A SUMMARY IS INCLUDED, CREATING A HYPOTHETICALLY TYPICAL WASHINGTON COLLEGE AND PRESENTING ITS STUDENTS&apos; CHARACTERISTICS BASED ON STATEWIDE DATA. ACADEMIC STUDENTS ACCOUNTED FOR  87.4 PERCENT OF THE POPULATION, VOCATIONAL - 12.3 PERCENT, AND ADULT EDUCATION - 0.3 PERCENT OF THE FULL-TIME STUDENTS. MEDIAN AGE IS 19 YEARS FOR FULL-TIME STUDENTS. EIGHTY-TWO PERCENT OF THE FULL-TIME STUDENTS INDICATE THEY PLAN TO GO ON TO A 4-YEAR INSTITUTION, AND 28 PERCENT OF THE PART-TIME STUDENTS EXPRESSED THIS DESIRE. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010732</dc:identifier>
<dc:title>COMMUNITY COLLEGE STUDENT CHARACTERISTICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Science Programs</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>COOPER, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DETERMINE CALIFORNIA&apos;S NEEDS FOR TRAINING OF PHOTO-OPTICS INSTRUMENTATION TECHNICIANS, PERSONAL INTERVIEWS WERE CONDUCTED IN 100 FIRMS AND AGENCIES MANUFACTURING OR USING SUCH EQUIPMENT. IT WAS DETERMINED THAT THE TRAINING NEEDED COULD SUITABLY BE PROVIDED AT THE JUNIOR COLLEGE LEVEL AND THAT COSTS WOULD NOT BE PROHIBITIVE. SPECIFIC SUBJECT AREAS REQUIRED FOR TRAINING INCLUDE MATHEMATICS THROUGH TRIGONOMETRY, DRAFTING, PHYSICS, OPTICS, PHOTO PROCESSING, BASIC ELECTRONICS, AND MECHANICAL ASSEMBLY, PLUS ENGLISH, COMMUNICATION, AND REPORT WRITING. EMPLOYMENT POSITIONS ARE ESTIMATED AT 450 IN THE STATE, WITH OVER 600 ADDITIONAL NEEDED IN THE NEXT 5 YEARS. COOPERATIVE WORK-STUDY PROGRAMS WERE APPROVED BY THE INTERVIEWER. LOS ANGELES, CITRUS-PASADENA, AND FOOTHILL-SAN MATEO  AREAS WERE IDENTIFIED AS SUITABLE FOR SUCH PROGRAMS. INCLUDED ARE DETAILED DISCUSSIONS, A BIBLIOGRAPHY, JOB DESCRIPTIONS, AND INFORMATION AS TO CURRENT OFFERINGS IN RELATED FIELDS. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010733</dc:identifier>
<dc:title>PHOTO-OPTICS--A SURVEY TO DETERMINE THE FEASIBILITY OF OFFERING A JUNIOR COLLEGE PROGRAM FOR PHOTO-OPTICS INSTRUMENTATION TECHNICIANS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academic Probation</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BISSIRI, AUGUST</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ANALYSIS OF THE RECORDS OF 387 STUDENTS ADMITTED TO LOS ANGELES CITY COLLEGE (LACC) AFTER DISQUALIFICATION FROM VARIOUS COLLEGES, INCLUDING LACC, PROVIDES GUIDELINES FOR USE IN COUNSELING DISQUALIFIED STUDENTS. AS COMPARED TO THE TOTAL SCHOOL POPULATION, THESE STUDENTS TEND TO BE SLIGHTLY OLDER, THERE ARE MORE MALES, THEY ALL HAVE HAD PREVIOUS COLLEGE ATTENDANCE, THEY COME FROM THE SAME HIGH SCHOOLS, AND 65 PERCENT OF BOTH GROUPS SCORE BELOW THE 50TH PERCENTILE ON ENTRANCE TESTS. CHANCES OF SUCCESS APPEAR BETTER FOR A READMITTED STUDENT (52 PERCENT) THAN FOR A REGULAR FRESHMAN STUDENT (45 PERCENT). MORE STUDENTS WHO HAD COMPLETED OVER 21 UNITS BEFORE DISQUALIFICATION SUCCEEDED THAN DID THOSE COMPLETING LESS. FORMER STUDENTS OF LACC AND OTHER JUNIOR COLLEGES STAND THE LEAST CHANCE  OF SUCCESS. THOSE STUDENTS WHO SHOWED HIGH PERFORMANCE IN HIGH SCHOOL ACHIEVEMENT AND WERE READMITTED FROM CALIFORNIA STATE COLLEGES AND UNIVERSITIES HAD A VERY HIGH LEVEL OF SUCCESS. STUDENTS 18 YEARS OLD AND THOSE OVER 30 WERE VERY SUCCESSFUL. THERE IS NO EVIDENCE OF A RELATIONSHIP BETWEEN SIZE OF GRADE POINT DEFICIENCY AND SUCCESS AFTER READMISSION, NOR OF VALUE IN THE PRACTICE OF REQUIRING THE STUDENT TO STAY OUT OF SCHOOL FOR A SEMESTER BEFORE READMISSION. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010734</dc:identifier>
<dc:title>DISQUALIFIED STUDENTS ADMITTED TO THE FALL, 1965 SEMESTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Withdrawal (Education)</dc:subject>
<dc:creator scheme='personal author'>FITCH, NAOMI</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stockton)</eric:keywords>
<eric:keywords_geo>California (Stockton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Joaquin Delta Coll., Stockton, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CUMMULATIVE GRADE POINT AVERAGES OF 3,455 STUDENTS (FALL 1965) ARE COMPARED WITH OCCUPATIONAL GOALS, AND VERBAL AND QUANTITATIVE ABILITY STANINES. IN THE VARIOUS CATEGORIES (AGRICULTURE, BUSINESS, ENGINEERING, HEALTH), TERMINAL STUDENTS ARE REPRESENTED SEPARATE FROM TRANSFER STUDENTS. FREQUENCY DISTRIBUTIONS ARE ALSO INCLUDED FOR HIGH SCHOOL ORIGIN, SEX, WITHDRAWALS, AND STANINES. STUDENTS WHO EARN UNSATISFACTORY GRADES MAY BE FOUND AT ALL LEVELS OF THE SCHOLASTIC APTITUDE SCALE. SIXTY-FIVE PERCENT OF THE STUDENTS WHO WITHDREW IN THEIR FIRST SEMESTER HAD STANINES OF FIVE OR ABOVE ON THE VERBAL SECTION OF THE ENTRANCE EXAMINATION. WOMEN EARN A 10 PERCENT HIGHER GRADE POINT AVERAGE THAN MEN. ALSO INCLUDED IN THIS REPORT IS A SUMMARY OF A QUESTIONNAIRE SENT TO 1,600 FRESHMEN  INQUIRING ABOUT THEIR JUNIOR COLLEGE EXPERIENCES. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010736</dc:identifier>
<dc:title>THEY CAME TO DELTA COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Terminal Education</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>CARHART, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Concord)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 11TH ANNUAL REPORT OF CHARACTERISTICS OF STUDENTS AT DIABLO VALLEY COLLEGE INCLUDES SEPARATE INFORMATION CONCERNING DAY AND EVENING STUDENTS ON EDUCATIONAL BACKGROUND, FAMILY, EMPLOYMENT, RESIDENCE, ASPIRATIONS, AND TEST SCORES AT ENTRANCE. DETAILED TABULAR PRESENTATIONS ARE MADE IN 30 CATEGORIES. THE TYPICAL EVENING STUDENT IS SUMMARIZED AS MALE, FROM 21 TO 40 YEARS OF AGE, WORKING 40 OR MORE HOURS WEEKLY AS A CRAFTSMAN, BUSINESSMAN, OR PROFESSIONAL, A NONVETERAN, ENROLLED IN THREE TO SIX UNITS, WITH FEWER THAN 30 UNITS COMPLETED. TRENDS NOTED AMONG DAY STUDENTS INCLUDE INCREASES IN RECENCY OF HIGH SCHOOL GRADUATION, GENERAL AND VOCATIONAL STUDENTS, STUDENTS WITH MINIMAL CLASS LOADS, STUDENTS PLANNING TO GRADUATE, WORKING STUDENTS, FOREIGN STUDENTS, AND YOUNGER STUDENTS.  RELATIVELY STABLE STUDENT CHARACTERISTICS INCLUDE SCHOOL AND COLLEGE ABILITY TEST SCORES, WHICH ARE CONSIDERABLY ABOVE CALIFORNIA JUNIOR COLLEGE NORMS, CLASSIFICATION BY GRADE LEVEL. DECREASES WERE NOTED IN VETERANS AND MARRIED STUDENTS. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010737</dc:identifier>
<dc:title>THEY CAME TO DIABLO VALLEY COLLEGE, DAY AND EVENING, FALL SEMESTER, 1965. 11TH ANNUAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Students</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SENSOR, PHYLLIS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Riverside)</eric:keywords>
<eric:keywords_geo>California (Riverside)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Riverside City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY DEFINED A MATURE WOMAN AS BEING 25 YEARS OLD OR OLDER OR MARRIED. DATA WERE COLLECTED ON 225 MATURE WOMEN ATTENDING RIVERSIDE CITY COLLEGE DURING THE 1964 SPRING SEMESTER, INCLUDING DATE OF BIRTH, MARITAL STATUS, ACADEMIC SUCCESS, TEST SCORES, GRADE POINT AVERAGE, UNITS OF STUDY, MAJOR, AND SCHOOLS OF TRANSFER. A QUESTIONNAIRE WAS SENT TO A RANDOM SAMPLE OF THIS GROUP. THE RESPONSES INDICATE THAT THE BASIC PROBLEM ENCOUNTERED BY THESE WOMEN WAS LACK OF TIME FOR BOTH HOME DUTIES AND STUDY. THEIR GRADE POINT AVERAGE WAS 0.5 HIGHER THAN THAT OF THE TOTAL STUDENT BODY, AND MOST INDICATED NO FINANCIAL PROBLEM. MORE CLASSES FROM 10 AM TO 2 PM, MORE 1 1/2-HOUR CLASSES, AND A SCHOOL NURSERY WOULD ALLEVIATE MANY OF THE TIME PROBLEMS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010739</dc:identifier>
<dc:title>A STUDY OF THE MATURE WOMEN STUDENTS ATTENDING DAY CLASSES AT RIVERSIDE CITY COLLEGE DURING THE SPRING SEMESTER, 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>College Transfer Students</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject weight='MAJOR'>Followup Studies</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Student Adjustment</dc:subject>
<dc:subject weight='MAJOR'>Transfer Students</dc:subject>
<dc:subject weight='MAJOR'>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>HILLS, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN REVIEWING FINDINGS OF RESEARCH CONDUCTED FROM 1928 THROUGH 1964 RELATIVE TO THE SUCCESS OF JUNIOR COLLEGE TRANSFER STUDENTS, THE AUTHOR CONCLUDES THAT TRANSFER STUDENTS SHOULD EXPECT TO SUFFER AN APPRECIABLE DROP IN GRADES IN THE FIRST SEMESTER AFTER TRANSFER, THAT THEIR GRADES TEND TO IMPROVE IN DIRECT RELATION TO THEIR LENGTH OF SCHOOLING, AND THAT NATIVE STUDENTS AS A GROUP PERFORM BETTER THAN DO TRANSFER STUDENTS. HE CONCLUDES THAT THE STUDENT WHO PLANS TO EARN A DEGREE AT THE BACHELOR&apos;S LEVEL SHOULD BE WARNED OF THE PROBABILITY THAT HE WILL SUFFER A POTENTIALLY SEVERE TRANSFER SHOCK, THAT HE WILL ENCOUNTER GREATER DIFFICULTY THAN THE NATIVE STUDENT, AND THAT HE WILL BE LESS LIKELY TO GRADUATE IN THE NORMAL TIME. AS EVIDENCE FOR HIS CONCLUSIONS, THE AUTHOR CITES 24 STUDIES  AND REPORTS. THIS ARTICLE IS PUBLISHED IN &quot;THE JOURNAL OF EXPERIMENTAL EDUCATION,&quot; VOLUME 33, NUMBER 3, SPRING 1965. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010740</dc:identifier>
<dc:title>TRANSFER SHOCK--THE ACADEMIC PERFORMANCE OF THE JUNIOR COLLEGE TRANSFER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:17:32</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Transfer Students</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BASHAW, W.L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CENTRAL PREDICTION SYSTEM</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DESCRIBES A MODEL, &amp;quot;CENTRAL PREDICTION SYSTEM,&amp;quot; FOR PREDICTING SUCCESS IN ONE OF SEVERAL SENIOR COLLEGES ON THE BASES OF TEST SCORES AND ACHIEVEMENT IN ONE OF SEVERAL JUNIOR COLLEGES. BASED ON ANALYSES OF THE 1962 JUNIOR CLASS AT THE UNIVERSITY OF FLORIDA AND THE FLORIDA STATE UNIVERSITY, TABLES WERE DEVELOPED FOR APPLICATION OF WEIGHTS AND PREDICTOR EQUATIONS TO INDIVIDUAL STUDENT SITUATIONS. THE AUTHOR INDICATES THAT THE SUGGESTED MODEL MAY BE APPLIED TO HIGH SCHOOL-COLLEGE PREDICTION AND JUNIOR COLLEGE-SENIOR COLLEGE PREDICTION. THIS ARTICLE IS PUBLISHED IN &amp;quot;COLLEGE AND UNIVERSITY,&amp;quot; VOLUME 40, SPRING, 1965. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010741</dc:identifier>
<dc:title>CENTRAL PREDICTION AND THE JUNIOR COLLEGE TRANSFER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Behavior</dc:subject>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Community</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Discipline</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Traditional Schools</dc:subject>
<dc:creator scheme='personal author'>WAX, MURRAY</dc:creator>
<dc:creator scheme='personal author'>WAX, ROSALIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIVIDUAL ACHIEVEMENT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas Univ., Lawrence.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES THE IMPACT OF TRADITION ON THE CONCEPTUALIZATION OF THE NATURE OF EDUCATIONAL PROCESSES. IT INDICATES RESEARCHES AND ANALYSES IN EDUCATION HAVE ASSUMED THAT IT IS NECESSARY TO STUDY ONLY INDIVIDUAL BEHAVIOR IN LEARNING SITUATIONS, THAT ALL EDUCATIONAL EXPERIENCES AND FORMAL EDUCATION ARE SYNONYMOUS, AND THAT THE TEACHER ALONE EDUCATES THE CHILD. MODERN SCHOOL SYSTEMS FAIL TO ACKNOWLEDGE THE ROLE OF THE SCHOOL IN SOCIETY AND THE INFLUENCE OF SOCIAL FACTORS ON INDIVIDUAL LEARNING BEHAVIOR. RESEARCH IN EDUCATION IS TOTALLY INADEQUATE BECAUSE OF THE FAILURE TO INCLUDE INFORMATION ABOUT THE SOCIAL ROLES IN THE SCHOOL SETTING, OF THE TEACHERS, THE PUPILS, AND THE LAY PUBLIC. TRADITION HAS TWO COMPONENTS. &amp;quot;GREAT TRADITION&amp;quot; IS MANIFESTED IN CURRENT EDUCATIONAL  THEORY AND PRACTICE. &amp;quot;LITTLE TRADITION&amp;quot; IS THE VALUE SYSTEM OF THE LOCAL COMMUNITY. RECENT DEVELOPMENTS IN EDUCATION HAVE CLASSED EDUCATION AS ONE OF THE GREAT SOCIAL MOVEMENTS. CONSEQUENTLY, CONSIDERABLE TENSION HAS ARISEN BETWEEN THE &amp;quot;GREAT TRADITIONS&amp;quot; OF THE EDUCATIONAL INSTITUTION AND THE &amp;quot;LITTLE TRADITIONS&amp;quot; OF THE COMMUNITY CONCERNING THE PROCESSES OF CHILD REARING. WHILE CONSIDERABLE EMPHASIS IS BEING PLACED ON CURRICULAR ACTIVITIES, LITTLE RECOGNITION IS GIVEN TO SOCIETAL VALUES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010742</dc:identifier>
<dc:title>GREAT TRADITION, LITTLE TRADITION, AND FORMAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Early Childhood Education</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Volunteers</dc:subject>
<dc:creator scheme='personal author'>SHALEN, MARCIA</dc:creator>
<dc:type></dc:type>
<eric:keywords>READING HELP PROGRAM</eric:keywords>
<eric:keywords>CONVERSATIONAL ENGLISH PROGRAM</eric:keywords>
<eric:keywords>SCHOOL VOLUNTEER PROGRAM</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEW YORK CITY SCHOOL VOLUNTEER PROGRAM HAS BEEN IN OPERATION SINCE 1956 TO RECRUIT, TRAIN, AND SUPERVISE LAY CITIZENS IN ASSISTING TEACHERS AND TUTORING STUDENTS ON A REGULAR WEEKLY OR BIWEEKLY BASIS DURING THE 9-MONTH SCHOOL YEAR. THE DOCUMENT DESCRIBES (1) THE STRUCTURE AND SERVICES OF THAT PROGRAM, (2) THE SELECTION OF SCHOOLS, (3) THE INTERVIEWING, TRAINING, PLACEMENT, AND SUPERVISION OF THE APPLICANTS, AND (4) A DESCRIPTION OF THE PRESENT OFFERINGS, DISCUSSED WITH RESPECT TO THEIR HISTORY, VOLUNTEER TRAINING NEEDED, PROGRAM PHILOSOPHY, AND WORK OF THE VOLUNTEERS. THOSE OFFERINGS WHICH ARE DISCUSSED INCLUDE &amp;quot;THE READING HELP PROGRAM,&amp;quot;&amp;quot;THE CONVERSATIONAL ENGLISH PROGRAM,&amp;quot; AND &amp;quot;THE EARLY CHILDHOOD PROGRAM.&amp;quot; A NEW &amp;quot;SUMMER PROGRAM&amp;quot; IS BRIEFLY PRESENTED. THE SCHOOL VOLUNTEER  PROGRAM PROVIDES SERVICES FOR CHILDREN IN PREKINDERGARTEN THROUGH HIGH SCHOOL. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010743</dc:identifier>
<dc:title>THE SCHOOL VOLUNTEER PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>KNOWLTON, CLARK S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW MEXICO SCHOOLS</eric:keywords>
<eric:keywords>Texas</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE PROBLEMS RATHER THAN THE ASSETS ASSOCIATED WITH BILINGUALISM IN NEW MEXICO AND TEXAS SCHOOLS. HE STATES THAT MANY SPANISH-SPEAKING STUDENTS DO NOT LEARN BECAUSE THE SCHOOLS ARE BIASED AGAINST THEM IN THE FOLLOWING WAYS--(1) THE LOW TAXING ABILITY OF THE COMMUNITY PROVIDES ONLY FOR ILL-STAFFED AND ILL-EQUIPPED SCHOOLS, (2) THE STUDENTS CANNOT LEARN OTHER SUBJECT MATTER, AS EXPECTED, BEFORE THEY MASTER ENGLISH, AND (3) SPANISH-SPEAKING CHILDREN LEARN TO REGARD THEIR NATIVE LANGUAGE AND CULTURE AS INFERIOR TO THAT OF THE ANGLO-AMERICANS. THE AUTHOR CONCLUDES THAT THE SCHOOLS SHOULD TEACH THESE STUDENTS IN THEIR NATIVE LANGUAGE WHILE THEY ARE MASTERING ENGLISH, TO ENABLE THEM TO LEARN OTHER SUBJECT MATTER EARLIER AND DEVELOP AN APPRECIATION OF THEIR NATIVE  LANGUAGE AND CULTURE. HE SUGGESTS THAT CREATIVE SYNTHESIS OF THE SOUTHWEST CULTURES WILL PRODUCE CLASSROOMS IN WHICH THE FULLEST POTENTIAL OF THE ANGLO-AMERICAN, MEXICAN-AMERICAN, AND INDIAN CULTURES WILL BE ATTAINED. THIS IS A SPEECH PREPARED FOR DELIVERY TO THE MEETING OF STAFF AND FACULTY OF ANTHONY SCHOOL DISTRICT (ANTHONY, NEW MEXICO, DECEMBER 8, 1965). (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010744</dc:identifier>
<dc:title>BILINGUALISM--A PROBLEM OR AN ASSET.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Instruction</dc:subject>
<dc:creator scheme='personal author'>SHIELDS, VIRGINIA</dc:creator>
<dc:type></dc:type>
<eric:keywords>MIAMI LINGUISTIC READERS</eric:keywords>
<eric:keywords>FRIES AMERICAN ENGLISH SERIES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Collier County Board of Public Instruction, Naples, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT ANALYZES A PROGRAM OF ORAL EXPRESSION, PROVIDED IN COLLIER COUNTY, FLORIDA, TO ASSIST MIGRANT CHILDREN IN (1) SPEAKING ENGLISH FLUENTLY, (2) USING WORDS CORRECTLY, (3) DEVELOPING CORRECT SPEECH HABITS, AND (4) ENCOURAGING SPEECH AND LANGUAGE INTEREST ALONG WITH SELF-EVALUATION AND IMPROVEMENT. DISCUSSED ARE THE PROGRAM&apos;S GOALS AND THE MATERIALS USED, THE &amp;quot;MIAMI LINGUISTIC READERS&amp;quot; AND THE &amp;quot;FRIES AMERICAN ENGLISH SERIES.&amp;quot; THE PUBLICATION PRESENTS OUTLINES WHICH INCLUDE LANGUAGE DEVELOPMENT, CHORAL READING, AND SPEAKING EXPERIENCES DEVELOPED FOR THE LOWER ELEMENTARY GRADES (1-3), THE UPPER ELEMENTARY GRADES (4-6), THE JUNIOR HIGH GRADES (7-8), AND THE HIGH SCHOOL GRADES (9-12). FUNDAMENTALS OF SPEECH ARE SUBSTITUTED FOR CHORAL READING IN THE HIGH SCHOOL GRADES.  (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010745</dc:identifier>
<dc:title>ORAL EXPRESSION, REMEDIAL SPEECH AND ENGLISH FOR THE MIGRANT CHILD, GRADES ONE - TWELVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Migrant Education</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>VITO, LAWRENCE</dc:creator>
<dc:type></dc:type>
<eric:keywords>FRIES AMERICAN ENGLISH SERIES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Collier County Board of Public Instruction, Naples, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROVISIONAL GUIDE FOR TEACHING ENGLISH TO NON-ENGLISH SPEAKING MIGRANTS PRESENTS THE USUAL ENGLISH LINGUISTIC PROBLEMS OF SPANISH-SPEAKING LEARNERS--CONSONANT SOUND PROBLEMS, VOWEL SOUND PROBLEMS, CONSONANT CLUSTER PROBLEMS, LANGUAGE RHYTHM PROBLEMS, AND INTONATION PROBLEMS. AIDS TO SPANISH USAGE AND PRONUNCIATION, INCLUDING VOWEL SOUNDS, CONSONANTS, SYLLABLE STRESS AND DIVISION, AND DIPHTHONGS, ARE DISCUSSED, AND TEACHING MATERIALS AND TEACHER GUIDELINES ARE RECOMMENDED. INCLUDED ARE ENGLISH-SPANISH COMPARISONS FOR NAMES OF CHILDREN, FAMILIAR CLASSROOM EXPRESSIONS, AND FORMAL EXPRESSIONS USED WITH ADULTS. BOOKS I AND II OF FRIES AMERICAN ENGLISH SERIES IN IDENTIFICATION OF PATTERNS ARE OUTLINED. A SHORT BIBLIOGRAPHY IS INCLUDED. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010746</dc:identifier>
<dc:title>THE TEACHING OF ENGLISH TO NON-ENGLISH-SPEAKING MIGRANTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Migrant Education</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:creator scheme='personal author'>CROFT, FRED A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR EXAMINES THE FEDERAL AND THE INDIANA STATE LAWS CONTROLLING MIGRANT EDUCATION. HE DISCUSSES BOTH THE TEXAS MIGRANT SCHOOL PROJECT OF THE LOWER RIO GRANDE VALLEY AND THE PROBLEMS WHICH IT PRESENTS TO INDIANA SCHOOLS. THE PAPER ALSO LISTS THE PROBLEMS RELATED TO AND THE ELEMENTS WHICH SHOULD BE CONSIDERED IN CURRICULUM DEVELOPMENT FOR MIGRANT STUDENTS. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010747</dc:identifier>
<dc:title>SOME NEW APPROACHES TO MIGRANT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Language Fluency</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>MAREAN, JOHN H.</dc:creator>
<dc:creator scheme='personal author'>SMITH, PHILIP D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DOCUMENT CONTAINS TWO SPEECHES--ONE ON TEACHING ENGLISH TO INDIAN STUDENTS AND THE OTHER ON A TECHNIQUE FOR TEACHING SCIENCE. THE FIRST DISCUSSES THE PHONOLOGY OF THE ENGLISH LANGUAGE, LEARNING THEORIES, VOCABULARY DEVELOPMENT, AND INDIAN STUDENTS&apos; LANGUAGE FLUENCY. THE SECOND DISCUSSES VOCABULARY PROBLEMS INVOLVED WITH TEACHING SCIENCE TO INDIAN STUDENTS, AND SUGGESTS AN UNTESTED METHOD FOR TEACHING THEM SCIENCE. THIS PRESENTATION WAS DELIVERED TO THE ANNUAL SEMINAR &amp;quot;PROBLEMS IN INDIAN EDUCATION&amp;quot; (2ND, UNIVERSITY OF NEVADA, JULY 16-17, 1964). (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010748</dc:identifier>
<dc:title>ENGLISH AS A SECOND LANGUAGE AND A TECHNIQUE FOR TEACHING SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>POEHLMAN, C.H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER DISCUSSES PROBLEMS INVOLVED WITH TEACHING INDIAN STUDENTS IN PUBLIC SCHOOLS. THESE PROBLEMS ARISE FROM THE STUDENTS&apos; LIMITED USE OF THE ENGLISH LANGUAGE AND FROM THE DIFFERENCES BETWEEN EACH OF THE INDIAN CULTURES, AS WELL AS BETWEEN INDIAN CULTURES AND AMERICAN CULTURE. METHODS FOR TEACHING THESE STUDENTS ARE ALSO SUGGESTED. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010749</dc:identifier>
<dc:title>THE PROBLEM OF AIDING TODAY&apos;S INDIAN TEEN AGE STUDENT TO BE PREPARED FOR TOMORROW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Counseling Techniques</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>POEHLMAN, C.H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT SUGGESTS CONCEPTS TO USE IN COUNSELING INDIAN YOUTHS AND ADULTS, AND RECOMMENDS WAYS TO UTILIZE THOSE CONCEPTS. CULTURAL DIFFERENCES, LANGUAGE DIFFERENCES, AND EARLY CHILDHOOD SOCIALIZATION ARE DISCUSSED. EMPHASIS IS PLACED ON HELPING THE INDIAN TO UNDERSTAND THE AMERICAN CULTURE AND GUIDING HIM TOWARD A VOCATION. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010750</dc:identifier>
<dc:title>SUGGESTED TECHNIQUES IN GUIDANCE AND COUNSELING WITH INDIAN YOUTH AND ADULTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Day Schools</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Public Facilities</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:creator scheme='personal author'>HAGLUND, E.A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES THE PROBLEM OF DESEGREGATION IN THE NEVADA PUBLIC SCHOOLS. HISTORICALLY, THE INDIAN WAS NOT ABLE TO PARTICIPATE IN THE ENCROACHING CULTURE OF THE WHITE MAN AND LITTLE ATTEMPT WAS MADE TO ENCULTURATE HIM. HE BECAME AN OBJECT OF SUBJUGATION AND EXPLOITATION. AS LATE AS 1930, THE INDIAN DID NOT HAVE THE CAPACITY OR THE NEED TO BE EDUCATED WITH WHITE CHILDREN, WHICH JUSTIFIED SEGREGATED SCHOOLS. THE AUTHOR POINTS OUT THAT IT IS NOW REALIZED ALL PEOPLE HAVE EQUAL, INNATE EDUCATIONAL POTENTIAL. THUS, IN THE 1940&apos;S, NEVADA BEGAN A PROGRAM TO INTEGRATE THE INDIAN CHILDREN INTO THE PUBLIC SCHOOLS. TODAY, ONLY ONE STATE-SUPPORTED INDIAN SCHOOL REMAINS, WHICH SERVES THE SPECIAL EDUCATIONAL NEEDS OF INDIANS FROM A FIVE-STATE AREA. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010751</dc:identifier>
<dc:title>INDIAN INTEGRATION IN NEVADA PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropout Programs</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>FRY, EDWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords>JOB CORPS</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BRIEF DESCRIPTION OF THE KILMER JOB CORPS CENTER AND OF THE READING PROGRAM CONDUCTED AT THE CENTER IS PRESENTED. THE TOPICS DISCUSSED INCLUDE THE POPULATION OF THE JOB CORPS CAMP, THE TIME ALLOTED TO VARIOUS TRAINING ACTIVITIES, THE TEACHING STAFF, THE EQUIPMENT OF THE READING CLINIC, THE ACTIVITIES OBSERVED IN FOUR CLASSROOMS, A LIST OF UNITS FROM THE SCHOOL OF COMMERCIAL TECHNOLOGY WHERE PRINTERS WERE TRAINED, AND THE GENERAL EDUCATIONAL DEVELOPMENT PROGRAM WHERE STUDENTS CAME TO STUDY FOR A HIGH SCHOOL EQUIVALENCY EXAMINATION. SOME OF THE PROBLEMS OF OPERATING A JOB CORPS CENTER, PARTICULARLY THOSE RELATED TO READING INSTRUCTION, ARE EXAMINED. THE PROBLEMS MENTIONED INCLUDE THE CREATION OF THE BEST TEACHING-LEARNING SITUATION FOR THE ENROLLEES, THE ELIMINATION OF THE HIGH  DROPOUT RATE, THE CONTROL OF THE CONSTANT CHANGES MADE IN THE ORGANIZATIONAL PATTERNS AND PERSONNEL, THE EXPENDITURE OF ALLOTTED MONEY, AND THE RELATIONSHIP BETWEEN THE BUSINESS ORGANIZATION RUNNING THE CAMP AND THE UNIVERSITY CONSULTANTS. INFORMAL CONCLUSIONS ARE OFFERED. THIS PAPER WAS PRESENTED TO THE ANNUAL MEETING, NATIONAL READING CONFERENCE, &amp;quot;JUNIOR COLLEGE AND ADULT READING PROGRAMS--EXPANDING FIELDS&amp;quot; (16TH, ST. PETERSBURG, DECEMBER 1-3, 1966). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010752</dc:identifier>
<dc:title>A JOB CORPS CENTER READING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Adult Students</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>NICHOLSON, EUNICE</dc:creator>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FACTORS WHICH MIGHT HAVE CAUSED ADULTS TO DROP OUT OF AN ADULT BASIC EDUCATION PROGRAM WERE EXAMINED. THIS ADULT PROGRAM WAS CONDUCTED IN A SMALL CITY IN WISCONSIN FROM JANUARY TO JUNE, 1966. TWO TEACHERS, A READING TEACHER AND AN ENGLISH TEACHER, HELD CLASS TWICE A WEEK FOR 50 SESSIONS. THIRTY-EIGHT ADULTS RANGING IN AGE FROM 18 TO 60 WERE DIVIDED INTO TWO GROUPS ACCORDING TO READING LEVELS. SIXTEEN ADULTS COMPLETED THE 50 SESSIONS OR 100 HOURS. DATA WERE GATHERED BY MEANS OF A QUESTIONNAIRE, AND PERSONAL INTERVIEWS WITH 10 OF THE 22 DROPOUTS. THE CHANGE TO DAYLIGHT SAVING TIME, PAYMENT FOR CHILD CARE AND TRANSPORTATION, AND CHANGE IN JOB WERE FACTORS AFFECTING STUDENTS&apos; NONCOMPLETION OF THE PROGRAM. RESULTS CONFIRMED THE FINDINGS OF THE NATIONAL OPINION RESEARCH CENTER THAT  ADULTS OF THE LOWER SOCIOECONOMIC CLASS DROP OUT OF ADULT EDUCATION CLASSES MAINLY FOR EXTERNAL OR SITUATIONAL REASONS. IMPLICATIONS ARE DISCUSSED, AND RECOMMENDATIONS AND REFERENCES INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE ANNUAL MEETING (16TH, ST. PETERSBURG, DECEMBER 1-3, 1966). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010753</dc:identifier>
<dc:title>A STUDY OF DROPOUTS FROM ADULT LITERACY PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Interest Research</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Recreational Reading</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>ENNIS, PHILIP H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Opinion Research Center, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FINDINGS OF A PILOT STUDY OF THE PERSONAL USE OF BOOKS BY ADULTS IN THE UNITED STATES AND OF THE FACTORS WHICH INFLUENCE THEIR READING ARE PRESENTED. CHAPTER I, &amp;quot;READING--A PERSONAL VIEW,&amp;quot; PRESENTS EXCERPTS OF INTERVIEWS WITH BUSINESSMEN, HOUSEWIVES, AND STUDENTS OF THE CHICAGO AREA WHO WERE CHOSEN AT RANDOM AND WHO WERE WILLING TO SPEND SEVERAL HOURS TALKING ABOUT THE INFLUENCE OF BOOKS IN THEIR LIVES. CHAPTER II, &amp;quot;PATTERNS OF READING--QUANTITATIVE,&amp;quot; ILLUSTRATES AND ANALYZES THE VARIOUS COMBINATIONS OF EXPERIENCES IN CHILDHOOD AND ADULT LIFE WHICH EITHER DRAW PEOPLE TO BOOK READING OR PREVENT THEM FROM BECOMING BOOK READERS. THE AMOUNT OF READING, SOURCES OF BOOKS, EDUCATION AND INCOME DIFFERENCES, AND TYPES OF READING PREFERRED ARE A FEW OF THE MANY READING INFLUENCES  DISCUSSED. CHAPTER III, &amp;quot;THE AVAILABILITY OF BOOKS,&amp;quot; DOCUMENTS THE VARIATION AMONG COMMUNITIES IN BOOK AVAILABILITY AND CONSIDERS THE PROBLEMS OF ASSEMBLING AND INTERPRETING THE DATA REQUIRED FOR SUCH DOCUMENTATION. THE FOLLOWING QUESTIONS ARE DISCUSSED--(1) WHAT ARE THE COMPONENTS OF THE BOOK AVAILABILITY CONCEPT, (2) HOW DO COMMUNITIES VARY IN BOOK AVAILABILITY, (3) WHAT DIFFERENCES IN BOOK READING RESULT FROM THESE VARIATIONS, AND (4) WHAT ACCOUNTS FOR THE DIFFERENCES IN SUPPLIES OF BOOKS IN VARIOUS COMMUNITIES. EXAMPLES OF QUESTIONNAIRE WORDINGS USED, TABLES SHOWING BOOK AVAILABILITY, A GRAPH ILLUSTRATING THE RELATIONSHIP BETWEEN BOOK AND STATIONERY STORE SALES AND BOOKSTORE SALES, AND A LIST OF THE CITIES INVOLVED IN THE NATIONAL OPINION RESEARCH CENTER&apos;S 1946 LIBRARY STUDY ARE  APPENDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010754</dc:identifier>
<dc:title>ADULT BOOK READING IN THE UNITED STATES, A PRELIMINARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Interest Research</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>MCCROSSAN, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Graduate School of Library Science.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ASPECTS OF READING RELATED TO CULTURALLY DISADVANTAGED ADULTS AND CHILDREN ARE SURVEYED. THE MAIN TOPICS OF DISCUSSION BASED ON RESEARCH AND LITERATURE ARE READING ABILITY OF DISADVANTAGED ADULTS, READING ABILITY OF DISADVANTAGED CHILDREN, CAUSES OF READING PROBLEMS AMONT THE DISADVANTAGED, READING INTERESTS, LIBRARY USE BY DISADVANTAGED ADULTS, AND THE KINDS OF READING PREFERRED BY DISADVANTAGED ADULTS. CULTURALLY DEPRIVED PEOPLE ARE DEFINED AS THOSE AMERICANS WHO BELONG TO THE LOWER SOCIOECONOMIC GROUP AND WHO HAVE FEWER OPPORTUNITIES THAN THE AVERAGE CITIZEN. RESEARCH ON THE READING ABILITY OF DISADVANTAGED ADULTS HAS SHOWN THAT THEY READ LESS THAN MORE EDUCATED PEOPLE AND COMPRISE A LARGE NUMBER OF THE AMERICAN FUNCTIONAL ILLITERATES. CORRELATIONS WERE FOUND BETWEEN  CHILDREN&apos;S READING ACHIEVEMENT AND SOCIOECONOMIC STATUS. THE HOME ENVIRONMENT OF LOWER CLASS CHILDREN CONTRIBUTES TO READING RETARDATION. ADULTS WHO HAVE HAD MORE EDUCATIONAL TRAINING TEND TO MAKE GREATER USE OF LIBRARY FACILITIES. LOWER CLASS PEOPLE READ MAGAZINES AND PAPERS SOMEWHAT LESS THAN THOSE FROM HIGHER CLASSES. DIFFERENCES, HOWEVER, ARE NOT AS GREAT AS THOSE FOUND IN BOOK READING. A POSITIVE CORRELATION EXISTS BETWEEN FICTION READING AND INCOME LEVEL, AND BETWEEN CHOICE OF AUTHORS AND SOCIOECONOMIC LEVEL. LOWER CLASS PEOPLE TEND TO READ THE NEWSPAPER FOR ENTERTAINMENT, SENSATIONAL NEWS, AND PICTORIAL MATERIAL. RECOMMENDATIONS FOR LIBRARIES ARE MADE. A BIBLIOGRAPHY, GENERAL REFERENCES, AND TABLES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010755</dc:identifier>
<dc:title>THE READING OF THE CULTURALLY DISADVANTAGED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:creator scheme='personal author'>NEWPORT, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Spache Readability Formula</eric:keywords>
<eric:keywords>Yoakam Readability Formula</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE OF THE READABILITY LEVELS OF NINE CONTINUOUS SERIES OF ELEMENTARY SCHOOL SCIENCE TEXTBOOKS, GRADES 1-6. THE FOLLOWING SCIENCE SERIES WERE EVALUATED--ALLYN AND BACON, AMERICAN BOOK COMPANY, GINN, HARPER AND ROW, HEATH, LYONS AND CARNAHAN, MACMILLAN, SINGER, AND WINSTON. THE SPACHE FORMULA (SAFIER METHOD) WAS APPLIED TO TEXTBOOKS FOR GRADES 1, 2, AND 3. THE YOAKAM FORMULA WAS USED FOR GRADES 4, 5, AND 6. RESULTS OF THE READABILITY STUDIES ARE PRESENTED IN TABULAR FORM AND DISCUSSED. READING LEVELS FOR FOURTH-, FIFTH-, AND SIXTH-GRADE TEXTS ARE REPORTED TO BE TOO HIGH BECAUSE THE WORD LIST ON WHICH THE YOAKAM FORMULA IS BASED IS SOMEWHAT OUTDATED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN &amp;quot;ELEMENTARY SCHOOL JOURNAL,&amp;quot; 66, OCTOBER 1965.  (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010756</dc:identifier>
<dc:title>THE READABILITY OF SCIENCE TEXTBOOKS FOR ELEMENTARY SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:creator scheme='personal author'>SUMMERS, EDWARD G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANNOTATED BIBLIOGRAPHY OF SELECTED RESEARCH RELATED TO TEACHING READING IN THE SECONDARY SCHOOL IS PRESENTED AS A SUPPLEMENT TO THE LISTING OF RESEARCH WHICH COVERED THE PERIOD 1900-1960. THE RESEARCH INCLUDED WAS PUBLISHED IN THE &amp;quot;READING TEACHER&amp;quot; RESEARCH TISSUES FOR 1962, 1963, AND 1964. THE CATEGORIES CONDENSED FROM THE PREVIOUS LISTING ARE RESEARCH COMPILATIONS IN READING, TEACHERS OF READING, READING ACHIEVEMENT, TESTS AND MEASUREMENT, PREDISPOSING FACTORS IN READING, READING SKILLS AND TEACHING PROCEDURES, READING IN HIGH SCHOOL, READING IN JUNIOR HIGH SCHOOL, READING IN THE CONTENT FIELDS, MASS MEDIA AND READING, READABILITY, READING MATERIALS, READING DIFFICULTIES, AND READING INTERESTS, HABITS, AND TASTES. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010758</dc:identifier>
<dc:title>AN ANNOTATED BIBLIOGRAPHY OF SELECTED RESEARCH RELATED TO TEACHING READING IN THE SECONDARY SCHOOL, SUPPLEMENT 1961-1963. PRELIMINARY DRAFT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Emotional Adjustment</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:creator scheme='personal author'>BALOW, BRUCE</dc:creator>
<dc:creator scheme='personal author'>BLOMQUIST, MARLYS</dc:creator>
<dc:type></dc:type>
<eric:keywords>University of Minnesota</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRESENT STUDY WAS DESIGNED TO OBTAIN AN OVERVIEW OF THE SOCIAL AND PSYCHOLOGICAL STATUS OF YOUNG ADULTS WHO HAD BEEN DIAGNOSED AS SEVERLY DISABLED READERS IN THEIR ELEMENTARY SCHOOL YEARS. OCCUPATIONAL POSITION, LEVEL OF EDUCATION, LEVEL OF READING SKILL, EDUCATIONAL STATUS, ATTITUDES TOWARD READING AND REMEDIAL HELP, AND MARITAL STATUS WERE ASSESSED BY TELEPHONE INTERVIEWS AND A TESTING SESSION. THE SAMPLE, 32 MALES BETWEEN THE AGES 20 AND 26, WAS STUDIED INITIALLY AT THE UNIVERSITY OF MINNESOTA PSYCHO-EDUCATIONAL CLINIC DURING THE YEARS 1948 TO 1953. SELECTION OF THE SAMPLE WAS BASED ON SEX, AGE, CLINICAL DIAGNOSTIC CLASSIFICATION, INTELLIGENCE, AND AMOUNT OF RETARDATION IN READING. ONLY THOSE PUPILS IN A 50-MILE RADIUS, WITH NO PRIMARY EMOTIONAL DISTURBANCES OR OTHER  HANDICAPPING CONDITIONS, AND WITH IQ&apos;S IN THE AVERAGE RANGE WERE INCLUDED IN THE STUDY. TELEPHONE INTERVIEWS WERE COMPLETED WITH 23 SUBJECTS, AND THE TESTS OF CURRENT READING AND EMOTIONAL STATUS WERE GIVEN TO NINE OF THESE SUBJECTS. THREE GROUPS OF SUBJECTS WERE DESCRIBED--GROUP I, THOSE WHO COMPLETED THE TELEPHONE INTERVIEW AND WHO AGREED TO COME IN FOR TESTING, GROUP II, THOSE WHO COMPLETED THE TELEPHONE INTERVIEW BUT REFUSED TO COME IN FOR TESTING, AND GROUP III, THOSE WHO WERE UNAVAILABLE FOR INTERVIEW. RESULTS OF THE STUDY ARE DISCUSSED, ADDITIONAL RESEARCH IS SUGGESTED, AND TABLES AND REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN &amp;quot;ELEMENTARY SCHOOL JOURNAL,&amp;quot; 66, OCTOBER 1965. (SP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010759</dc:identifier>
<dc:title>YOUNG ADULTS TEN TO FIFTEEN YEARS AFTER SEVERE READING DISABILITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Beginning Reading</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject weight='MAJOR'>Handicapped Children</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject weight='MAJOR'>Lay Teachers</dc:subject>
<dc:subject weight='MAJOR'>Mental Retardation</dc:subject>
<dc:subject weight='MAJOR'>Programed Tutoring</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject weight='MAJOR'>Slow Learners</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>ELLSON, D.G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEN EXPERIMENTS ON THE DEVELOPMENT AND TESTING OF THE PROGRAMED TUTORING TECHNIQUE AND ITS APPLICATION TO THE TEACHING OF BEGINNING READING ARE SUMMARIZED. THE BEHAVIOR OF PROFESSIONALLY UNTRAINED PERSONS IN THIS TECHNIQUE WAS PROGRAMED IN AGREEMENT WITH PRINCIPLES OF LEARNING AND PROGRAMED INSTRUCTION FOR INDIVIDUAL TEACHING. FOUR HUNDRED CHILDREN, INCLUDING RETARDED CHILDREN, SLOW READERS, AND UNSELECTED POPULATIONS OF CHILDREN IN KINDERGARTEN AND FIRST GRADE, WERE TUTORED FOR PERIODS RANGING UP TO NINE SEMESTERS. WITH A FEW EXCEPTIONS, INCLUDING ONE &quot;NORMAL&quot; FIRST GRADER AND SEVERAL CHILDREN WITH IQ&apos;S BELOW 50, NO TUTORED CHILD FAILED TO READ. PROGRAMED TUTORING WAS FOUND TO BE MOST SUCCESSFUL WHEN USED AS A SUPPLEMENT TO AND COORDINATED WITH REGULAR CLASSROOM TEACHING. WHEN  USED THIS WAY, IT PRODUCED SIGNIFICANT IMPROVEMENT ON STANDARD TESTS WHICH REQUIRED SIGHT-READING, COMPREHENSION, AND WORD ANALYSIS. TABLES, FIGURES, APPENDIXES, AND REFERENCES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN &quot;READING RESEARCH QUARTERLY,&quot; VOLUME 1, NUMBER 1, FALL, 1965. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010760</dc:identifier>
<dc:title>PROGRAMED TUTORING--A TEACHING AID AND A RESEARCH TOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:18:03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Mathematics Education</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>LOCKARD, J. DAVID</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for the Advancement of Science, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION CONCERNING CURRENT PROJECTS TO DEVELOP SCIENCE AND MATHEMATICS CURRICULAR MATERIALS IS PRESENTED. PROJECTS FROM THE UNITED STATES AND MORE THAN 25 OTHER COUNTRIES ARE INCLUDED. EACH PROJECT IS LISTED SEPARATELY. INFORMATION FOR EACH PROJECT INCLUDES--(1) TITLE, (2) PRINCIPAL ORIGINATORS, (3) PROJECT DIRECTOR, (4) ADDRESS OF THE PROJECT HEADQUARTERS, (5) PROFESSIONAL STAFF, (6) PROJECT SUPPORT, (7) PURPOSES AND OBJECTIVES, (8) SPECIFIC SUBJECT AND GRADE LEVEL, (9) MATERIALS THAT HAVE BEEN PRODUCED, (10) HOW PROJECT MATERIALS ARE BEING USED, (11) LANGUAGE IN WHICH MATERIALS HAVE BEEN WRITTEN, (12) LANGUAGES INTO WHICH MATERIALS HAVE BEEN OR WILL BE PRINTED IN TRANSLATIONS, (13) ADDITIONAL MATERIALS PRESENTLY BEING DEVELOPED, (14) MATERIALS AVAILABLE FREE, (15)  PURCHASABLE MATERIALS, (16) SPECIFIC PLANS FOR EVALUATION OF MATERIALS, (17) SPECIFIC PLANS FOR TEACHER PREPARATION, AND (18) FUTURE PLANS. COPIES OF THIS 1966 REPORT MAY ALSO BE OBTAINED FROM THE CLEARINGHOUSE ON SCIENCE AND MATHEMATICS CURRICULAR DEVELOPMENTS, SCIENCE TEACHING CENTER, UNIVERSITY OF MARYLAND, COLLEGE PARK, MARYLAND 20740. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010761</dc:identifier>
<dc:title>REPORT OF THE INTERNATIONAL CLEARINGHOUSE ON SCIENCE AND MATHEMATICS CURRICULAR DEVELOPMENTS 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>312</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, NORMAN D.</dc:creator>
<dc:creator scheme='personal author'>GOODE, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Chapel Hill)</eric:keywords>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Dept. of Public Instruction, Raleigh.</dc:creator>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF THE STATUS OF HIGH SCHOOL PHYSICS AND THE QUALIFICATIONS OF INSERVICE AND NEW PHYSICS TEACHERS IN NORTH CAROLINA IS PRESENTED. ALL SECONDARY SCHOOLS IN THE STATE WERE INCLUDED IN THE SURVEY. A RANDOM SAMPLE OF 88 TEACHERS WAS SELECTED FOR THE ANALYSIS OF THE QUALIFICATIONS OF PHYSICS TEACHERS. DATA WERE OBTAINED FROM THE BIENNIAL REPORTS OF THE PUBLIC SCHOOLS, TEACHER TRANSCRIPTS, AND TEACHER CERTIFICATION RECORDS. GRAPHS, TABLES, AND PERCENTAGES WERE USED TO INTERPRET FINDINGS. THE NUMBER OF SCHOOLS OFFERING PHYSICS AND THE NUMBER OF STUDENTS ENROLLED IN PHYSICS HAS SLOWLY INCREASED. MOST SCHOOLS WERE TEACHING ONE CLASS OF PHYSICS. THE MAJORITY OF THE TEACHERS WERE NOT ADEQUATELY PREPARED. FEW TEACHERS WERE BEING PREPARED OR CERTIFIED FOR SPECIALIZATION IN  PHYSICS. THIS PAPER WAS PRESENTED AT THE ANNUAL CONFERENCE ON RECENT ADVANCEMENTS IN PHYSICS (4TH, CHAPEL HILL, DECEMBER 28, 1965). (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010762</dc:identifier>
<dc:title>THE STATUS OF PHYSICS TEACHING IN NORTH CAROLINA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Large Group Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:creator scheme='personal author'>WINTER, STEPHEN S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rochester Univ., NY.</dc:creator>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo. Coll. at Buffalo. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS IN EXPERIMENTAL LARGE GROUP-SMALL GROUP CHEMISTRY CLASSES WERE COMPARED TO STUDENTS IN CONVENTIONALLY ORGANIZED CHEMISTRY CLASSES FOR GAIN IN KNOWLEDGE OF CHEMISTRY AND OTHER LEARNING OUTCOMES. THE 1,241 STUDENTS INVOLVED IN THE INVESTIGATION WERE ENROLLED IN 14 URBAN, SUBURBAN, AND RURAL SCHOOLS. EXPERIMENTAL CLASSES RANGED IN SIZE FROM 78 TO 153 STUDENTS FOR LARGE GROUP INSTRUCTION AND FROM 7 TO 32 FOR SMALL GROUP ACTIVITIES. DATA WERE OBTAINED FROM STUDENT RECORDS, THE REGENTS EXAMINATION, AND TESTS CONSTRUCTED FOR THE STUDY. STUDENTS WERE PRETESTED FOR KNOWLEDGE OF CHEMISTRY, SCIENCE INTEREST, SCIENCE REASONING AND UNDERSTANDING, AND SCHOLASTIC ABILITY. THEY WERE TESTED FOR ACHIEVEMENT AFTER EACH OF SIX UNITS AND AT THE END OF THE YEAR FOR SCIENCE INTERESTS, AND  SCIENCE REASONING AND UNDERSTANDING. DIFFERENCES IN THE EFFECTIVENESS OF THE TWO PATTERNS OF INSTRUCTION WERE DETERMINED BY ANALYSIS OF COVARIANCE. REGRESSION ANALYSIS WAS USED TO RELATE SUCCESS OF DIFFERENT TYPES OF STUDENTS TO THE TWO PATTERNS OF INSTRUCTION. ACHIEVEMENT OF THE EXPERIMENTAL STUDENTS WAS SIGNIFICANTLY HIGHER THAN ACHIEVEMENT OF STUDENTS IN CONVENTIONAL GROUPS ON THE REGENTS EXAMINATION AND THE UNIT TESTS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010763</dc:identifier>
<dc:title>A STUDY OF LARGE GROUP-SMALL GROUP INSTRUCTION IN REGENTS CHEMISTRY COMPARED TO CONVENTIONAL INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>128</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Irvine)</eric:keywords>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>California (Irvine)</eric:keywords_geo>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Commission on Coll. Physics, Ann Arbor, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ROLE OF THE COMPUTER IN UNDERGRADUATE PHYSICS INSTRUCTION IS PRESENTED. MAJOR TOPICS INCLUDED IN THE REPORT ARE CURRICULAR ADMINISTRATIVE PROBLEMS, PEDAGOGICAL TECHNIQUES, AND SYSTEMS AND EQUIPMENT. INFORMATION RELATED TO LINGUISTICS MODE COMPUTER SYSTEMS, REMOTE CONSOLE EQUIPMENT, LINGUISTICS MODE PHYSICS PROGRAMS, COMPUTATIONAL MODE PHYSICS PROGRAMS, AND COMPUTATIONAL MODE COMPUTER LANGUAGES ARE INCLUDED IN THE REPORT. SEVERAL EXISTING UNIVERSITY COMPUTER-ASSISTED LEARNING SYSTEMS AND PROGRAMS ARE DESCRIBED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010764</dc:identifier>
<dc:title>THE COMPUTER IN PHYSICS INSTRUCTION, REPORT OF THE CONFERENCE ON USES OF THE COMPUTER IN UNDERGRADUATE PHYSICS INSTRUCTION (UNIVERSITY OF CALIFORNIA, IRVINE, NOVEMBER 4-6, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>97</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>POSTLETHWAIT, S.N.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Purdue Univ., Lafayette, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF AUDIOTUTORIAL TECHNIQUES FOR TEACHING INTRODUCTORY COLLEGE BOTANY IS DESCRIBED. SPECIFIC PRACTICES USED AT PURDUE UNIVERSITY TO ILLUSTRATE DIFFERENT FACETS OF THE APPROACH ARE ANALYZED. INCLUDED ARE INDEPENDENT STUDY SESSIONS, SMALL ASSEMBLY SESSIONS, GENERAL ASSEMBLY SESSIONS, AND HOME STUDY SESSIONS. ILLUSTRATIONS AND SPECIFICATIONS OF PHYSICAL FACILITIES AND EQUIPMENT USED AT PURDUE ARE ALSO DESCRIBED. PRACTICAL SUGGESTIONS RELATED TO THE EFFICIENT USE OF STAFF, STUDENT READING ASSIGNMENTS, GRADING, AND THE PREPARATION OF AUDIOTUTORIAL LESSONS ARE INCLUDED. AUDIOTUTORIAL INSTRUCTION IS COMPARED TO CONVENTIONAL INSTRUCTION IN TERMS OF RELATIVE COSTS AND EFFECTIVENESS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010765</dc:identifier>
<dc:title>INTEGRATED EXPERIENCE APPROACH TO LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>124</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Mathematics Education</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>HICKLIN, CHARLES R.</dc:creator>
<dc:creator scheme='personal author'>SANDS, THEODORE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois State University</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Univ., Normal.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SELF-INSTRUCTIONAL SCIENCE MATERIALS FOR GIFTED PRIMARY STUDENTS WERE DEVELOPED AND USED WITH FIRST- AND SECOND-GRADE STUDENTS. UNITS ON ATOMIC STRUCTURE, THE NATURE OF MOLECULES, MEASUREMENT, AND MATHEMATICS WERE DEVELOPED, USED, EVALUATED, AND REVISED OVER A 2-YEAR PERIOD. LESSONS WERE PRESENTED THROUGH THE USE OF TAPE PLAYERS, ILLUSTRATIVE MATERIALS, AND WORKBOOKS. STUDENTS WERE SELECTED ON THE BASIS OF IQ SCORES AND ASSIGNED TO TWO GROUPS. EACH GROUP USED THE MATERIALS FOR ONE-HALF OF THE EXPERIMENTAL PERIOD. ALL STUDENTS WERE PRETESTED, TESTED AT THE END OF THE FOURTH WEEK, AND POST-TESTED FOR ACHIEVEMENT WITH INSTRUMENTS DEVELPED FOR THE STUDY. OTHER DATA WERE OBTAINED FROM TEACHER EVALUATION FORMS AND QUESTIONNAIRES COMPLETED BY TEACHERS AND PARENTS. ANALYSIS OF COVARIANCE  WAS USED TO COMPARE PRETEST AND POST-TEST SCORES OF STUDENTS IN THE TWO GROUPS. NONPARAMETRIC TECHNIQUES WERE USED TO CHECK SCORE DISTRIBUTIONS FOR GROUPS WITH NONSIGNIFICANT F VALUES. SIGNIFICANT GAINS, AT THE .05 LEVEL, WERE OBTAINED FOR THE UNITS CONCERNED WITH MATHEMATICS, ATOMS, AND MEASUREMENT. A MAJORITY OF THE PARENTS FAVORED THE USE OF THE MATERIALS AND INDICATED THAT THE CHILDREN DEVELOPED INTEREST THROUGH THEIR STUDIES. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010766</dc:identifier>
<dc:title>THE DEVELOPMENT AND TESTING OF INSTRUCTIONAL MATERIALS FOR GIFTED PRIMARY PUPILS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Public Speaking</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>EISS, ALBERT F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>SHELL COMPANIES FOUNDATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TEXT OF SPEECHES AND DISCUSSION GROUP REPORTS FROM THREE CONFERENCES CONCERNED WITH COLLEGE SCIENCE PROGRAMS ARE INCLUDED IN THIS PUBLICATION. THE SPEECHES ARE DIRECTED TO SUCH TOPICS AS (1) THE UNITY OF SCIENCE, (2) CHANGES IN SCIENCE EDUCATION, (3) SCIENCE AS A PART OF GENERAL EDUCATION, AND (4) THE RELATIONSHIP OF THE SCIENTIFIC ENDEAVOR TO MANKIND. REPORTS AND SHORT ADDRESSES FROM DISCUSSION GROUPS INCLUDE (1) SCIENCE IN GENERAL EDUCATION, (2) SCIENCE FOR ELEMENTARY TEACHERS, AND (3) PREPARATION OF COLLEGE MAJORS IN THE SCIENCES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010767</dc:identifier>
<dc:title>VIEWPOINTS ON UNDERGRADUATE COLLEGE SCIENCE PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biological Sciences</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>PORTER, T.R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Chemical Education Materials Study</eric:keywords>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>Iowa (Des Moines)</eric:keywords>
<eric:keywords>PHYSICAL SCIENCE STUDY COMMITTEE</eric:keywords>
<eric:keywords>CHEMICAL BOND APPROACH</eric:keywords>
<eric:keywords_geo>Iowa (Des Moines)</eric:keywords_geo>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Dept. of Public Instruction, Des Moines.</dc:creator>
<dc:creator scheme='institution'>Iowa Univ., Iowa City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION WAS COLLECTED BY QUESTIONNAIRE FROM SUPERVISORS AND SCIENCE TEACHERS IN 51 SCHOOLS THROUGHOUT IOWA TO DETERMINE THE STATUS OF SCIENCE PROGRAMS IN IOWA SENIOR HIGH SCHOOLS. EQUAL NUMBERS OF SMALL-, MEDIUM-, AND LARGE-SIZED SCHOOLS WERE SELECTED. DATA COLLECTED AND ANALYZED INCLUDED (1) THE AVAILABILITY OF EQUIPMENT, SUPPLIES, BOOKS, AND VISUAL AIDS, (2) CURRICULUM DEVELOPMENT ACTIVITIES, (3) PRESENCE OF SCIENCE CONSULTANTS AND INSERVICE TRAINING PROGRAMS, (4) CLASSROOM TEACHING PRACTICES IN USE, (5) TEACHER QUALIFICATIONS, (6) COURSES OFFERED, AND (7) INDIVIDUAL COURSE CONTENT. SIMILAR REPORTS HAVE BEEN RELEASED ON THE STATUS OF SCIENCE IN THE ELEMENTARY SCHOOLS AND IN THE JUNIOR HIGH SCHOOLS OF IOWA. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010768</dc:identifier>
<dc:title>THE STATUS OF SCIENCE IN THE PUBLIC SCHOOLS OF IOWA. PART III, SENIOR HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>PORTER, T.R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>Iowa (Des Moines)</eric:keywords>
<eric:keywords_geo>Iowa (Des Moines)</eric:keywords_geo>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Dept. of Public Instruction, Des Moines.</dc:creator>
<dc:creator scheme='institution'>Iowa Univ., Iowa City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION WAS COLLECTED BY QUESTIONNAIRE FROM SUPERVISORS AND SCIENCE TEACHERS IN 51 SCHOOLS THROUGHOUT IOWA TO DETERMINE THE STATUS OF SCIENCE PROGRAMS IN IOWA ELEMENTARY SCHOOLS. EQUAL NUMBERS OF SMALL-, MEDIUM-, AND LARGE-SIZED SCHOOLS WERE SELECTED. DATA COLLECTED AND ANALYZED INCLUDED (1) THE AVAILABILITY OF EQUIPMENT, SUPPLIES, BOOKS, AND VISUAL AIDS, (2) CURRICULUM DEVELOPMENT ACTIVITIES, (3) PRESENCE OF SCIENCE SUPERVISORS AND INSERVICE TRAINING PROGRAMS, (4) CLASSROOM TEACHING PRACTICES IN USE, (5) TEACHER QUALIFICATIONS, AND (6) COURSE CONTENT. SIMILAR REPORTS HAVE BEEN RELEASED ON THE STATUS OF SCIENCE IN THE JUNIOR HIGH SCHOOLS AND SENIOR HIGH SCHOOLS OF IOWA. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010770</dc:identifier>
<dc:title>THE STATUS OF SCIENCE IN THE PUBLIC SCHOOLS OF IOWA. PART I, ELEMENTARY SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>IMPELLITTERI, JOSEPH T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IDENTIFY FACTORS RELATED TO PERSISTENCE IN TEACHING, THE FOURTH OF A SERIES OF LONGITUDINAL QUESTIONNAIRE STUDIES OF CUNY GRADUATES COMPARED 169 MEN AND WOMEN WHO CONTINUED TO TEACH TO (1) 117 WHO TAUGHT, LEFT, AND RETURNED, AND (2) 338 WHO TAUGHT, THEN LEFT THE PROFESSION. GREATER PERSISTENCE IN TEACHING WAS FOUND AMONG MEN RATHER THAN WOMEN, OLDER RATHER THAN YOUNGER PERSONS, UNMARRIED RATHER THAN MARRIED WOMEN, SECONDARY SCHOOL RATHER THAN ELEMENTARY SCHOOL TEACHERS, THOSE MORE SATISFIED WITH THEIR TEACHING EXPERIENCES, AND AMONG WOMEN WHOSE HUSBANDS EARN LESS THAN $10,000 A YEAR. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010771</dc:identifier>
<dc:title>TEACHER EDUCATION GRADUATES OF 1954--THEIR CAREERS TEN YEARS AFTER GRADUATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUPPLY AND DEMAND DATA ON SECONDARY SCHOOL HOME ECONOMICS TEACHERS IN NEW YORK STATE WERE FURNISHED BY QUESTIONNAIRE RESPONSES FROM 82 PERCENT OF 783 SCHOOL ADMINISTRATORS. FIVE HUNDRED REPLACEMENT TEACHERS AND 497 NEW TEACHERS WILL BE NEEDED DURING THE PERIOD 1964-68. CERTIFICATION STATUS AND EDUCATIONAL BACKGROUND INFORMATION WAS FURNISHED BY QUESTIONNAIRE RESPONSES FROM 80 PERCENT OF 1,964 HOME ECONOMICS TEACHERS. ONE-HALF HELD PERMANENT CERTIFICATES, ONE-THIRD HELD PROVISIONAL CERTIFICATES, WHILE THE REMAINING ONE-SIXTH WERE NOT CERTIFIED (HALF OF THEM BECAUSE DEGREES WERE EARNED OUT OF STATE). A LACK OF ACCESSIBLE, LOW TUITION PROGRAMS IN HOME ECONOMICS WAS CITED. IF THE SHORTAGE IS NOT TO BECOME GREAT, MORE HOME ECONOMICS PROGRAMS MUST BE SET UP. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010772</dc:identifier>
<dc:title>A STUDY OF SUPPLY AND DEMAND FOR NEW YORK TEACHERS OF HOME ECONOMICS, WITH IMPLICATIONS FOR TEACHER PREPARATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Personnel Policy</dc:subject>
<dc:subject>Public School Teachers</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:subject>Welfare</dc:subject>
<dc:creator scheme='personal author'>GOLDMAN, LOUIS A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Federation of Teachers, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COMPREHENSIVE HANDBOOK EXPLAINS THE MAJOR BENEFITS PROVIDED BY THE NEW YORK CITY TEACHERS&apos; RETIREMENT SYSTEM. PROCEDURES ARE GIVEN FOR CALCULATING RETIREMENT ALLOWANCES UNDER THE VARIOUS PLANS AVAILABLE AND DEATH BENEFITS EITHER BEFORE OR AFTER RETIREMENT. SOCIAL SECURITY PROVISIONS, TAXES ON RETIREMENT INCOME, LOAN PRIVILEGES, WORK AFTER RETIREMENT, AND PERTINENT COURT DECISIONS AND THEIR IMPLICATIONS FOR PENSION MATTERS ARE DISCUSSED. THIS HANDBOOK IS ALSO AVAILABLE FROM THE UNITED FEDERATION OF TEACHERS, LOCAL 2, 300 PARK AVENUE SOUTH, NEW YORK CITY. (HF)</dc:description>
<dc:identifier scheme='eric_accno'>ED010773</dc:identifier>
<dc:title>PENSIONS FOR TEACHERS, A PRACTICAL HANDBOOK ON PENSIONS AND RELATED SUBJECTS FOR TEACHERS IN PUBLIC SCHOOLS AND MUNICIPAL COLLEGES OF THE CITY OF NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>153</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Personnel Policy</dc:subject>
<dc:subject>Public School Teachers</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:subject>Welfare</dc:subject>
<dc:creator scheme='personal author'>BURTON, DONALD B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Federation of Teachers, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PROVIDE TEACHERS WITH INFORMATION FOR USE IN NEGOTIATION WITH BOARDS OF EDUCATION, DATA ON FRINGE BENEFITS AND WORKING CONDITIONS FROM 415 OF THE 600 SCHOOL DISTRICTS IN 48 STATES THAT ENROLL AT LEAST 6,000 PUPILS ARE PRESENTED. FRINGE BENEFIT INFORMATION COVERS SICK LEAVE, PERSONAL OR EMERGENCY LEAVE, SABBATICAL LEAVE, SEVERANCE OR TERMINAL PAY, AND INSURANCE PROGRAMS. WORKING CONDITIONS DISCUSSED INCLUDE DUTY-FREE LUNCH PERIODS, TEACHER AIDES, LENGTH OF SCHOOL YEAR AND SCHOOL DAY, AND ASSIGNED HOURS PER TEACHER PER DAY. AMONG THE MAJOR FINDINGS WERE (1) 60 PERCENT OF THE SCHOOL SYSTEMS ALLOW 10 DAYS OF SICK LEAVE PER YEAR, AND 15 PERCENT ALLOW 15 DAYS, (2) 58 PERCENT PROVIDE A FULLY PAID PERSONAL OR EMERGENCY LEAVE, (3) 70 PERCENT OF THE EARNED SABBATICALS WERE NEVER GRANTED  IN THE 219 SCHOOL SYSTEMS THAT PROVIDE FOR PAID SABBATICALS, (4) ABOUT 10 PERCENT OF THE SCHOOL DISTRICTS HAVE PROVISIONS FOR SEVERANCE PAY, (5) 42 PERCENT OFFER HOSPITAL INSURANCE, AND (6) 59 PERCENT OF THE ELEMENTARY SCHOOLS, 65 PERCENT OF THE JUNIOR HIGH SCHOOLS, AND 67 PERCENT OF THE SENIOR HIGH SCHOOLS HAVE A 30-MINUTE, DUTY-FREE LUNCH PERIOD, (7) 41 PERCENT OF THE SCHOOL SYSTEMS HAVE SOME TEACHER AIDE PROGRAM, AND (8) 190 DAYS OF TEACHER ATTENDANCE IS GENERALLY CONTRACTED FOR. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010774</dc:identifier>
<dc:title>A SURVEY OF PERSONNEL WELFARE PROVISIONS FOR PUBLIC SCHOOL TEACHERS...IN PUBLIC SCHOOL SYSTEMS ENROLLING 6,000 OR MORE PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Minority Group Teachers</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:creator scheme='personal author'>GREENSTEIN, RAYMOND</dc:creator>
<dc:creator scheme='personal author'>TIRADO, MOISES</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT RECRUITED TEACHERS OF PUERTO RICAN EXTRACTION IN ORDER TO IMPROVE THE ETHNIC COMPOSITION OF SCHOOL STAFFS, TO PROVIDE NEW INSIGHTS AND APPROACHES TO EDUCATIONAL PROBLEMS, AND TO GIVE PUERTO RICAN CHILDREN THE BENEFIT OF ASSOCIATION WITH TEACHERS OF SIMILAR BACKGROUND. THREE HUNDRED APPLICANTS RESPONDED TO AN INITIAL RECRUITMENT CAMPAIGN, HANDLED THROUGH NEWSPAPERS, 1/2-HOUR PROGRAMS ON SPANISH LANGUAGE RADIO AND TV, AND REPRESENTATIVES OF PUERTO RICAN COMMUNITY AGENCIES. THOSE WHO LACKED A BACCALAUREATE DEGREE WERE IN MANY CASES PLACED AS SCHOOL SECRETARIES, PAROCHIAL SCHOOL TEACHERS, AND COMMUNITY DAY CENTER WORKERS. THE CENTER FOR URBAN EDUCATION (CUE), A REGIONAL EDUCATIONAL LABORATORY, PROVIDED FUNDS TO ENABLE DEGREE HOLDERS WITH INADEQUATE ENGLISH TO STUDY  SPEECH AND COMPOSITION AT LONG ISLAND UNIVERSITY. CUE AND THE BOARD OF EDUCATION JOINED IN UNDERWRITING TUITION AT FOUR UNIVERSITIES FOR CANDIDATES LACKING SPECIFIC EDUCATION COURSES. OF THE 108 ELIGIBLE APPLICANTS, 69 BECAME ACTIVE PARTICIPANTS. NINE ARE TEACHING, AND THE OTHERS ARE AT VARIOUS STAGES OF PREPARATION, HELPED BY COUNSELING BY THE P.R.I.M.A. STAFF. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED010775</dc:identifier>
<dc:title>OPERATION P.R.I.M.A. - RECLAIM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Public Schools, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROGRESS IN DEVELOPING PROGRAMS TO STIMULATE AND COORDINATE EDUCATIONAL INNOVATION AND EXPERIMENTATION WITHIN THE SCHOOL SYSTEM IS REPORTED. DESCRIBED ARE (1) CHANGES IN THE ORGANIZATION OF THE OFFICE OF PROGRAM DEVELOPMENT, (2) INDIVIDUAL EXPERIMENTAL PROGRAMS IN SPECIFIC CURRICULUMS, (3) MODEL DEMONSTRATION SUBSYSTEM PROGRAMS (EXPERIMENTAL SCHOOLS FROM PREKINDERGARTEN THROUGH HIGH SCHOOL), (4) THE PREPARATION AND IMPLEMENTATION OF PROGRAMS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, AND (5) PLANS FOR THE HARVARD-BOSTON AND SUBSYSTEM SUMMER PROGRAMS TO BEGIN IN JUNE 1966. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010776</dc:identifier>
<dc:title>BOSTON SCHOOL COMMITTEE, OFFICE OF PROGRAM DEVELOPMENT PROGRESS REPORT, MARCH 1965 TO MAY 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Speech Habits</dc:subject>
<dc:creator scheme='personal author'>BAILEY, BERYL L.</dc:creator>
<dc:creator scheme='personal author'>GUSSOW, JOAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PARTICIPANTS IN THE CONFERENCE ON LANGUAGE DEVELOPMENT IN DISADVANTAGED CHILDREN AGREED THAT THE BASIC LANGUAGE GOAL FOR DISADVANTAGED CHILDREN SHOULD BE LITERACY IN STANDARD ENGLISH SO THAT THEY WILL BECOME EMPLOYABLE. THEY ALSO FELT THAT ATTENTION SHOULD BE GIVEN TO HOW LIMITED LANGUAGE USAGE CONSTRAINS THE CHILDREN&apos;S INTELLECTUAL DEVELOPMENT AND SOCIAL MOBILITY. PRIORITIES SHOULD BE ESTABLISHED IN THE ANALYTIC AND DESCRIPTIVE RESEARCH OF THE FORM AND FUNCTION OF LANGUAGE AMONG THESE CHILDREN, IN THE MODELS FOR THE ROLES AND THE RANGE OF SPEECH PATTERNS OFFERED BY THE COMMUNITY (HOME, SCHOOL, AND NEIGHBORHOOD), AND IN THE PROPER PLACE FOR CHANGE (IN THE CHILD, SCHOOL, OR SOCIETY). A DESCRIPTIVE LIST OF ESSENTIAL AREAS FOR RESEARCH WAS PROPOSED, INCLUDING (1) STUDIES OF THE  DEVELOPMENT OF LANGUAGE AND ITS RELATIONSHIP TO COGNITIVE PROCESSES AND THE LEARNING FUNCTION, (2) INVESTIGATIONS OF ATTITUDES TOWARD DIALECT AND BILINGUALISM, (3) STUDIES OF THE MOTIVES AND PROCEDURES FOR CHANGE, AND (4) EVALUATIONS OF THE RELEVANCE OF THE RELIANCE UPON LANGUAGE IN THE SCHOOL CURRICULUMS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010777</dc:identifier>
<dc:title>SUMMARY OF THE PROCEEDINGS OF THE WORKING CONFERENCE ON LANGUAGE DEVELOPMENT IN DISADVANTAGED CHILDREN (1ST, OCTOBER 20-22, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Preparation</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Scholarships</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>MITMAN, BETTY A.</dc:creator>
<dc:creator scheme='personal author'>TUTTLE, MARY E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mount Holyoke Coll., South Hadley, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN 8-WEEK SUMMER PROGRAM TO PROVIDE A TRANSITIONAL EXPERIENCE FOR 69 GIFTED CULTURALLY DISADVANTAGED GIRLS (GRADES 8 TO 11) WHO WERE GIVEN CONDITIONAL SCHOLARSHIPS TO INDEPENDENT HIGH SCHOOLS CONSISTED OF INTENSIVE TUTORING IN ENGLISH, READING, AND MATHEMATICS. A PROFESSIONAL TEACHING STAFF WAS ASSISTED BY UNDERGRADUATE RESIDENT TUTORS, WHO ACTED AS COUNSELORS AS WELL. ENGLISH AND READING CURRICULUMS WERE COMPLEMENTARY, WITH MUCH OVERLAPPING MATERIAL, AND INCLUDED LITERARY ANALYSIS, COMPOSITION, VOCABULARY BUILDING, COMPREHENSION, AND STUDY SKILLS, BASIC REMEDIAL WORK WAS NECESSARY TO TEACH THE GIRLS NOTETAKING AND TO LENGTHEN THEIR ATTENTION SPAN. THE MATHEMATICS CURRICULUMS WERE DIVIDED INTO ALGEBRA AND PREALGEBRA COURSES, WITH GIRLS GROUPED ACCORDING TO PERFORMANCE ON  DIAGNOSTIC AND READING TESTS. STUDENT PROGRESS WAS EVALUATED BY THE FACULTY, BUT NO GRADES WERE GIVEN. A REGULAR PROGRAM OF ATHLETIC, CULTURAL, AND SOCIAL EVENTS ALSO WAS SCHEDULED. OF THE 69 GIRLS WHO FINISHED THE PROGRAM, 63 ENTERED THE INDEPENDENT HIGH SCHOOLS. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010778</dc:identifier>
<dc:title>A BETTER CHANCE, ABC REPORT 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>126</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, CLARA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minneapolis Public Schools, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM IN LOW-INCOME AREAS IN MINNEAPOLIS PROVIDED THE SERVICES OF HIGH SCHOOL COUNSELORS TO GRADUATES AND DROPOUTS BY (1) OFFERING VOCATIONAL GUIDANCE TO UNEMPLOYED GRADUATES AND ACTIVELY ASSISTING IN JOB PLACEMENT, (2) ENCOURAGING THE RETURN OF DROPOUTS TO SCHOOL AND ASSISTING IN THEIR READJUSTMENT TO ACADEMIC LIFE, (3) ORGANIZING DATA ON CLIENTS FOR USE IN CURRENT AND FUTURE STUDIES, INCLUDING CURRICULUM REFORMS, AND (4) ORGANIZING A SEPARATE SUMMER PROGRAM TO INDUCE DROPOUTS TO RESUME SCHOOLING. RESPONSE TO THE PROGRAM WAS ENCOURAGING, WITH THE COUNSELORS MAKING NEARLY 3,000 INDIVIDUAL CONTACTS IN THE INITIAL 6-MONTH PERIOD. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010779</dc:identifier>
<dc:title>PROJECT 13.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:creator scheme='personal author'>FEUERSTEIN, REUVEN</dc:creator>
<dc:creator scheme='personal author'>HAMBURGER, MARTIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Israel (Jerusalem)</eric:keywords>
<eric:keywords_geo>Israel (Jerusalem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Youth Aliya, Jerusalem (Israel).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE REDEVELOPMENT AND ENRICHMENT PROCEDURES USED TO INDUCE CHANGES IN THE LEARNING PROCESS OF ADOLESCENTS (AGES 12-15) WILL BE EVALUATED. THE EXTENT OF MODIFICATION AND THE BEST ENVIRONMENT FOR CHANGE ARE SECONDARY INTERESTS. INSTRUMENTAL ENRICHMENT, A CONSCIOUS RELEARNING OF LEARNING SETS, IS THE PROPOSED TECHNIQUE FOR ACHIEVING COGNITIVE REDEVELOPMENT. SOME DEGREE OF INDUCED REGRESSION WILL ACCOMPANY THIS METHOD TO ALLOW GRADUAL, NONTHREATENING LEARNING. TWO GROUPS WILL BE FORMED, EACH GROUP CONSISTING OF SUBGROUPS DIVIDED BY THE VARIABLES, &amp;quot;DEEPLY DEPRIVED&amp;quot; AND &amp;quot;SIGNIFICANTLY DEPRIVED.&amp;quot; GROUP &amp;quot;A&amp;quot; WILL HAVE 150 STUDENTS LIVING IN A YOUTH VILLIAGE. GROUP &amp;quot;B&amp;quot; WILL HAVE 120 STUDENTS ATTENDING A DAY CENTER. IT IS HYPOTHESIZED THAT THE RESIDENTIAL SETTING WILL BE MORE EFFECTIVE IN  RECONSTRUCTING THE IMPORTANT LIFE STAGES DURING WHICH THE COGNITIVE PROCESSES DISTORTED BY CULTURAL DEPRIVATION CAN BE RELEARNED. BOTH GROUPS WILL BE DIVIDED EQUALLY BY SEX AND PROPORTIONALLY BY THE AMOUNT OF INSTRUCTIONAL ENRICHMENT RECEIVED (ALL OR NONE). EACH GROUP WILL PARTICIPATE IN THE PROJECT FOR 2 YEARS AND WILL BE EVALUATED 2 YEARS AFTER THE PROGRAM&apos;S COMPLETION. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010780</dc:identifier>
<dc:title>PROPOSAL TO STUDY THE PROCESS OF REDEVELOPMENT IN SEVERAL GROUPS OF DEPRIVED EARLY ADOLESCENTS IN BOTH RESIDENTIAL AND NON-RESIDENTIAL SETTINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject weight='MAJOR'>Cultural Differences</dc:subject>
<dc:subject weight='MAJOR'>Disadvantaged</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Social Differences</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject weight='MAJOR'>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>HAUBRICH, VERNON F.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TEACHER AND THE SCHOOL SYSTEM SERVE AS THE KEY MEDIATORS IN THE ACCULTURATION OF STUDENTS FROM DEVIANT SUBCULTURES. HOWEVER, THE TEACHER&apos;S COMMITMENT TO THE ETHICS OF WORK AND COMPETITION, HER FUTURE-ORIENTED VALUE SYSTEM, AND HER CONCEPT OF A FATHER-DOMINATED NUCLEAR FAMILY STRUCTURE TEND TO ALIENATE HER FROM HER STUDENTS. AS A RESULT, MANY INDIAN AND EAST HARLEM CHILDREN, WHOSE CULTURE IS DIFFERENT FROM HERS, MAY NEVER ACQUIRE THE TOOLS FOR FULL ACCULTURATION. ALIENATION BETWEEN STUDENT AND TEACHER IS FURTHER REINFORCED BY THE CHILD&apos;S CONCEPT OF THE TEACHER AS A SUCCESS IN A HOSTILE CULTURE AND BY THE TEACHER&apos;S MATERIALISTIC MOTIVATION FOR CHOOSING HER PROFESSION. MOREOVER, THE EDUCATOR&apos;S OPPORTUNITY FOR PERSONAL, INDIVIDUAL EVALUATION OF STUDENTS IS OFTEN LIMITED BY  ADMINISTRATIVE PROSCRIPTIONS. SEVERAL IMPORTANT STEPS IN TEACHER EDUCATION CAN ASSURE A MORE SUCCESSFUL CULTURAL BRIDGE BETWEEN STUDENT AND SCHOOL PERSONNEL. THE STAFF SHOULD UNDERSTAND AND ACCEPT THE PRESENCE OF ALIEN SUBCULTURES IN THEIR SCHOOL AND INITIATE MEASURES FOR PARENT COOPERATION AND STUDENT PARTICIPATION IN PROGRAMS FOR DEVELOPING SKILLS AND RAISING THE ASPIRATION LEVEL. TEACHERS SHOULD ALSO EXHIBIT FLEXIBILITY IN RECOGNIZING AND REWARDING EVIDENCES OF NONVERBAL ACHIEVEMENT. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010781</dc:identifier>
<dc:title>CROSS-CULTURAL APPROACHES TO BEHAVIOR AND LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:18:35</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Intellectual Experience</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>CONNERS, C. KEITH</dc:creator>
<dc:creator scheme='personal author'>EISENBERG, LEON</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Johns Hopkins Univ., Baltimore, MD. School of Medicine.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CLASSROOM OBSERVATIONS OF 38 HEADSTART TEACHERS, TAKEN ON FOUR OCCASIONS BY FOUR DIFFERENT OBSERVERS, WERE SCORED FOR SUCH CONTENT CHARACTERISTICS AS (1) AMOUNT AND KIND OF COMMUNICATION WITH THE CHILDREN, (2) STRESS ON OBEDIENCE OR INTELLECTUAL VALUES, AND (3) PHYSICAL-MOTOR SKILLS. THESE SCORES WERE COMPARED WITH THE CHILDREN&apos;S INTELLECTUAL GROWTH DURING THE 6-WEEK PROGRAM AS MEASURED BY THE PEABODY PICTURE VOCABULARY TEST. CHILDREN WERE FOUND TO RESPOND POSITIVELY TO TEACHERS WHO CONCENTRATED ON INTELLECTUAL ACTIVITIES, BUT SHOWED LITTLE VERBAL GROWTH IN CLASSROOMS WHERE TEACHERS STRESSED &amp;quot;MATERIALS AND PROPERTY.&amp;quot; WHEN THERE WERE MANY TEACHER COMMUNICATIONS, IQ INCREASED, ALTHOUGH THOSE COMMUNICATIONS THAT WERE CORRECTIONS AND OBEDIENCE DIRECTIVES PRODUCED A SMALLER INCREASE.  TEACHERS WHO WERE SCORED AS &amp;quot;WARM, ACTIVE, VARIED, AND FLEXIBLE&amp;quot; ALSO CONTRIBUTED TO IQ DEVELOPMENT. THE RESULTS SUGGEST THAT WHEN CHILDREN ARE REWARDED BY A WARM TEACHER RESPONSE THEY ADOPT THE TEACHER&apos;S VALUES. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010782</dc:identifier>
<dc:title>THE EFFECT OF TEACHER BEHAVIOR ON VERBAL INTELLIGENCE IN OPERATION HEADSTART CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Agencies</dc:subject>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>City Government</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employment Programs</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Welfare Services</dc:subject>
<dc:creator scheme='personal author'>SVIRIDOFF, MITCHELL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A HUMAN RESOURCES ADMINISTRATION (HRA) SHOULD BE CREATED TO PROVIDE EVERY LOW-INCOME RESIDENT WITH USEFUL EMPLOYMENT AT AN ADEQUATE INCOME, AN EDUCATION, AND AN OPPORTUNITY TO PARTICIPATE IN AND RECEIVE SERVICES FROM PROGRAMS ESTABLISHED TO HELP HIM. AN ADMINISTRATOR, RESPONSIBLE TO THE MAYOR, WOULD OVERSEE THE CREATION OF POLICY FOR THE PROGRAM AND THE COORDINATION OF THE SERVICES. WITHIN HRA, A DEPARTMENT OF COMMUNITY DEVELOPMENT WOULD COORDINATE COMMUNITY ACTION PROGRAMS. RECRUITMENT, TRAINING, AND JOB PLACEMENT ACTIVITIES WOULD BE DIRECTED BY A DEPARTMENT OF MANPOWER AND CAREER DEVELOPMENT, AND AN OFFICE OF EDUCATION LIAISON WOULD BE RESPONSIBLE FOR DEVELOPING CLOSE RELATIONSHIPS BETWEEN THE CITY ADMINISTRATION AND THE BOARDS OF EDUCATION AND HIGHER EDUCATION. THE WELFARE  DEPARTMENT AND THE YOUTH BOARD WOULD REMAIN AS THEY ARE PRESENTLY ORGANIZED. TO CARRY OUT THIS PROGRAM EFFECTIVELY, A PROGRAM-PLANNING-BUDGET SYSTEM SHOULD BE ESTABLISHED TO COORDINATE THE BUDGETING WITH THE GOALS OF THE PROGRAM. IN ADDITION, HRA SHOULD ADMINISTER THE HUMAN RESOURCES ASPECTS OF A DEMONSTRATION CITIES PROGRAM WHEN FUNDS BECOME AVAILABLE. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010783</dc:identifier>
<dc:title>DEVELOPING NEW YORK CITY&amp;apos;S HUMAN RESOURCES, VOLUME 1, JUNE, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Neighborhood Schools</dc:subject>
<dc:subject>Parent Teacher Cooperation</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>School Construction</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>School Zoning</dc:subject>
<dc:subject>Transfer Policy</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:creator scheme='personal author'>HARLEM PARENTS COMMITTEE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN REVIEWING THE PROGRESS REPORT OF THE BOARD OF EDUCATION COMMISSION ON SCHOOL INTEGRATION, THE HARLEM PARENTS COMMITTEE, WHICH FEELS THAT A RACIALLY INTEGRATED SCHOOL IS NECESSARY FOR QUALITY EDUCATION, FINDS THAT THE COMMISSION&apos;S RECOMMENDATIONS HAVE NOT BEEN CARRIED OUT ADEQUATELY. THE BOARD&apos;S PROGRAMS TO DEVELOP QUALITY EDUCATION ARE STILL INADEQUATE BECAUSE THE PROPORTIONAL INCREASE OF SEGREGATION IN THE SCHOOLS IS GREATER THAN THE RISE IN THE NUMBER OF MINORITY GROUP STUDENTS. IN ADDITION, THE CONTINUING MAINTENANCE OF THE NEIGHBORHOOD SCHOOL SYSTEM AND THE PESSIMISTIC ATTITUDE OF THE STAFF IN MANY SCHOOLS HAVE BEEN FURTHER IMPEDIMENTS TO INTEGRATION. MOREOVER, THE BOARD&apos;S OPEN ENROLLMENT AND FREE TRANSFER PLANS SUFFER FROM POOR PARENT-FACULTY ORIENTATION. THE FREE CHOICE  POLICY IS LIMITED BY THE NUMBER OF AVAILABLE OPENINGS, PLACES THE BURDEN OF TRAVEL AND ADJUSTMENT ON THE DISADVANTAGED CHILD, ASSUMES PARENTS ARE QUALIFIED TO MAKE SUCH AN EDUCATIONAL DECISION, AND MAINTAINS THE PRESENTLY SEGREGATED SCHOOLS. ZONING AND CONSTRUCTION PLANS STILL FAVOR NEIGHBORHOOD SCHOOL AND LIMIT INTEGRATION AND OPEN ENROLLMENT OPPORTUNITIES. SOME ORGANIZATIONAL AND CURRICULUM PROGRAMS WHICH HAVE BEEN SUCCESSFUL, EVEN IN THEIR PRESENTLY LIMITED APPLICATIONS, ARE SPECIAL SERVICE SCHOOLS, ALL-DAY NEIGHBORHOOD SCHOOLS, AND &amp;quot;MORE EFFECTIVE SCHOOLS.&amp;quot; THIS REPORT IS ALSO AVAILABLE FROM THE HARLEM PARENTS COMMITTEE, LINCOLN STATION, POST OFFICE BOX 164, NEW YORK CITY, 10037. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010784</dc:identifier>
<dc:title>THE EDUCATION OF MINORITY GROUP CHILDREN IN THE NEW YORK CITY PUBLIC SCHOOLS, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Farm Occupations</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>WEILER, WARREN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEACHER EDUCATORS AND STATE SUPERVISORS FROM THE CENTRAL STATES PARTICIPATED IN A 3-DAY SEMINAR. TEXTS OF THE FOLLOWING TALKS WERE GIVEN--&amp;quot;NEW OPPORTUNITIES IN AGRICULTURAL EDUCATION,&amp;quot; BY HOMER E. EDWARDS, &amp;quot;OBJECTIVES, GOALS, OR FUNDAMENTALS OF HIGH SCHOOL INSTRUCTIONAL PROGRAM,&amp;quot; BY RAY AGAN, &amp;quot;TEACHING BASIC PRODUCTION AGRICULTURE,&amp;quot; BY HAROLD SHOAF, &amp;quot;AGRICULTURAL OCCUPATIONAL OPPORTUNITIES,&amp;quot; BY GILBERT GUILER, &amp;quot;AGRICULTURAL OCCUPATION EXPERIENCE PROGRAM,&amp;quot; BY KENNETH E. JAMES, &amp;quot;WHO ARE THE DISADVANTAGED,&amp;quot; BY GERALD R. FULLER, &amp;quot;REPORT OF PROJECT REDY,&amp;quot; BY LLOYD J. PHIPPS, AND &amp;quot;LOOKING AHEAD TO PROGRAMING SPECIAL REPORTS IN VOCATIONAL AGRICULTURE FOR DISADVANTAGED YOUTH,&amp;quot; BY CLIFFORD E. MINTON. SUMMARIES OF A SYMPOSIUM ON &amp;quot;A CRITICAL LOOK AT OUR VOCATIONAL AGRICULTURE PROGRAM FOR  ADULTS&amp;quot; AND REPORTS ON PANEL DISCUSSIONS AND SPECIAL GROUP MEETINGS WERE ALSO INCLUDED. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010785</dc:identifier>
<dc:title>IMPLEMENTING THE VOCATIONAL EDUCATION ACT OF 1963, CENTRAL STATES SEMINAR IN AGRICULTURAL EDUCATION (CHICAGO, MARCH 14-17, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Agricultural Education</dc:subject>
<dc:subject>College Attendance</dc:subject>
<dc:subject weight='MAJOR'>Farm Occupations</dc:subject>
<dc:subject weight='MAJOR'>High School Graduates</dc:subject>
<dc:subject weight='MAJOR'>Off Farm Agricultural Occupations</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:subject weight='MAJOR'>Vocational Followup</dc:subject>
<dc:creator scheme='personal author'>EDINGTON, EVERETT D.</dc:creator>
<dc:creator scheme='personal author'>HILL, RONALD E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OVER A 5-YEAR PERIOD, 4,631 VOCATIONAL AGRICULTURE GRADUATES FROM 127 OF OKLAHOMA&apos;S 383 HIGH SCHOOLS WITH A PROGRAM IN THIS AREA WERE STUDIED TO DETERMINE THE EXTENT TO WHICH THEY WERE TAKING UP FARMING AS AN OCCUPATION OR WERE ENTERING THE RAPIDLY EXPANDING FIELD OF &quot;AGRIBUSINESS,&quot; AND TO WHAT EXTENT THESE GRADUATES WERE USING THIS VOCATIONAL AGRICULTURE TRAINING. THE NUMBER OF GRADUATES IN 1959 WAS 893, COMPARED WITH 950 IN 1963. IT WAS FOUND THAT ABOUT 18 PERCENT OF ALL THE GRADUATES WERE FARMING, ALMOST 11 PERCENT WERE IN OFF-FARM AGRICULTURAL OCCUPATIONS, AND ABOUT 12 PERCENT WERE ENROLLED IN AGRICULTURAL OCCUPATIONS. THE HIGHER THE &quot;FUTURE FARMERS OF AMERICA&quot; DEGREE ACHIEVED, THE GREATER CHANCE OF THE GRADUATE ENTERING FARMING AS WELL AS A POST-HIGH SCHOOL EDUCATIONAL  INSTITUTION, REMAINING A STATE RESIDENT, AND BEING EMPLOYED. THE PRESENT PROGRAM APPEARS TO BE MEETING THE NEEDS OF BOTH THE 29 PERCENT WHO ARE EITHER FARMING OR IN OFF-FARM OCCUPATIONS AND THE 12 PERCENT ENROLLED IN AGRICULTURAL COLLEGES, BUT NOT THE LARGER GROUP OF STUDENTS. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010786</dc:identifier>
<dc:title>THE PRESENT OCCUPATIONAL STATUS OF OKLAHOMA HIGH SCHOOL VOCATIONAL AGRICULTURE GRADUATES OVER THE PAST FIVE YEAR PERIOD FROM 1959 TO 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:18:43</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEJUL1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>MILLER, MARK</dc:creator>
<dc:creator scheme='personal author'>ROSENQUIST, BARBARA</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Champaign)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Board of Vocational Education and Rehabilitation, Springfield.</dc:creator>
<dc:creator scheme='institution'>Illinois Univ., Champaign.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIFTEEN COLLEGE STUDENTS ENROLLED IN TWO CLASSES (GENERAL ELECTRICITY AND INTRODUCTION TO ELECTRONIC THEORY AND PRACTICE) WERE STUDIED FOR ONE SEMESTER TO (1) EVALUATE THE EFFECTIVENESS OF USING THE AUTOTUTOR MARK II WHICH HAD BEEN PROGRAMED TO PERMIT INDIVIDUAL STUDY OF THE ABSTRACT THEORIES OF ELECTRICITY AND CURRENT APPLICATIONS IN INDUSTRY AND IN TEACHER TRAINING, AND (2) EVALUATE INITIAL LEARNER ATTITUDE TOWARD PROGRAMED INSTRUCTION AND SUBSEQUENT ATTITUDE SHIFT AS A RESULT OF CONTINUED EXPOSURE TO THIS INSTRUCTIONAL TECHNIQUE. THE STUDENTS WERE SEPARATED INTO THREE GROUPS--LECTURE-LABORATORY, PROGRAMED INSTRUCTION, AND CONTROL GROUP. THE AMOUNT AN INDIVIDUAL GAINED WAS COMPARED TO THE AMOUNT HE POSSIBLY COULD HAVE GAINED. NO SIGNIFICANT DIFFERENCE IN ACHIEVEMENT WAS NOTED  IN THE THREE GROUPS AS MEASURED BY GROWTH. TABLES OF RAW DATA ARE INCLUDED. THE ATTITUDE EVALUATION STUDY OF THE PROGRAMED INSTRUCTION GROUP SHOWED A SHIFT FROM A HIGHLY POSITIVE TO A DEFINITELY NEGATIVE REACTION. THE STUDENTS WERE MOST CRITICAL OF PROGRAMED INSTRUCTION IN THE AREAS OF TEACHING SLOW LEARNERS AND QUALITY OF EXPLANATION. THE TEACHING MACHINE FAILED TO HELP THE STUDENTS BUILD DESIRABLE ATTITUDES TOWARD PROGRAMED INSTRUCTION. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010787</dc:identifier>
<dc:title>THE EFFECTS OF PROGRAMED INSTRUCTION ON ATTITUDE AND ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Farmer Education</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:creator scheme='personal author'>PHIPPS, LLOYD J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PILOT PROGRAMS WERE CONDUCTED TO DEVELOP AND TEST INNOVATIONS IN AGRICULTURAL EDUCATION THAT WOULD (1) IMPROVE AGRICULTURAL EDUCATION FOR FARMERS AND PROSPECTIVE FARMERS, AND (2) PROVIDE AGRICULTURAL EDUCATION PROGRAMS FOR OCCUPATIONS OTHER THAN FARMING IN WHICH KNOWLEDGE AND SKILL IN AGRICULTURAL SUBJECTS ARE NECESSARY FOR SUCCESSFUL EMPLOYMENT. PILOT CENTERS WERE ESTABLISHED IN HIGH SCHOOLS OF ST. ELMO, OLNEY, CISSNA PARK, AND WOODSTOCK, ILLINOIS. THE DESCRIPTION OF EACH PROGRAM GIVES INFORMATION ON (1) THE VOCATIONAL AGRICULTURE PROGRAMS PRIOR TO 1964-65, WITH A CORE OF INSTRUCTIONAL COURSES OFFERED IN EACH SCHOOL AND ALSO SPECIALIZED COURSES FOR THE JUNIOR AND SENIOR HIGH SCHOOL LEVELS, (2) SUPERVISED AGRICULTURAL EXPERIENCE PROGRAMS, WITH OCCUPATIONAL OBJECTIVES AND STEPS IN  ESTABLISHING PUPILS IN PROGRAMS, (3) ADULT EDUCATION, (4) THE COMMUNITY SURVEY, AND (5) THE AGRICULTURAL ADVISORY COUNCIL. RECOMMENDATIONS EMPHASIZED THE NEED FOR SCHOOL-COMMUNITY COOPERATION. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010788</dc:identifier>
<dc:title>ILLINOIS AGRICULTURAL EDUCATION CURRICULUM RESEARCH PROJECT. INTERIM REPORT, NUMBER 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Skills</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Occupational Clusters</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>BARWICK, RALPH P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEWARK</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Delaware Univ., Newark.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES OF THIS STUDY WERE TO (1) IDENTIFY PRESENT AND EMERGING AGRICULTURAL OCCUPATIONS OTHER THAN FARMING FOR WHICH VOCATIONAL AGRICULTURAL EDUCATION IS NEEDED AND (2) DETERMINE THE NUMBER OF PERSONS PRESENTLY EMPLOYED AND NEEDED IN THE FUTURE. BUSINESSES IN THE STATE IN WHICH EMPLOYEES WOULD FIND A KNOWLEDGE OF AGRICULTURE USEFUL OR NECESSARY WERE SELECTED AND STRATIFIED INTO 55 OCCUPATIONAL SUBFAMILIES ACCORDING TO THE TYPE OF BUSINESS AND GEOGRAPHICAL SUBDIVISION, THEN INTO EIGHT OCCUPATIONAL FAMILIES. THE DISPROPORTIONATE RANDOM SAMPLE METHOD WAS USED IN DRAWING THE SAMPLE. DATA WERE OBTAINED THROUGH INTERVIEWS WITH RESPONSIBLE PERSONS REPRESENTING 267 OF THE 2,053 BUSINESSES EMPLOYING 32,776 PERSONS. IT WAS ESTIMATED THAT 5,050 PERSONS WERE EMPLOYED WHO WOULD FIND  THE KNOWLEDGE OF AGRICULTURE USEFUL OR NECESSARY IN THEIR OCCUPATION, AND THAT 2,154 ADDITIONAL AND REPLACEMENT EMPLOYEES WOULD BE NEEDED DURING THE NEXT 5 YEARS. TABLES EXPLAIN THE NEEDS OR LACK OF NEEDS OF VARIOUS OCCUPATIONAL FAMILIES. OF THE 5,050 PERSONS NEEDING AGRICULTURAL COMPETENCIES, 2,610 OR 51.7 PERCENT WERE EMPLOYED AT PROFESSIONAL, MANAGERIAL, AND SUPERVISORY LEVELS OF EMPLOYMENT. TO MEET EMPLOYMENT NEEDS, EACH OF DELAWARE&apos;S 16 HIGH SCHOOLS WITH DEPARTMENTS OF VOCATIONAL AGRICULTURE SHOULD HAVE 34 GRADUATES EACH YEAR. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010789</dc:identifier>
<dc:title>IDENTIFICATION OF OFF-FARM AGRICULTURAL OCCUPATIONS, PRESENT AND PROJECTED EMPLOYMENT, A PRELIMINARY REPORT OF THE DELAWARE STUDY OF AGRICULTURAL OCCUPATIONS OTHER THAN FARMING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>SIMPSON, RUBY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A HOME ECONOMICS UNIT, &amp;quot;LIVING WITH SMALL CHILDREN,&amp;quot; WAS SELECTED FOR A PILOT RESEARCH PROJECT FOR EVALUATING THE EFFECTIVENESS OF PROCEDURES USED IN TEACHING CHILD DEVELOPMENT. THE 4-WEEK UNIT WAS TAUGHT IN SEVEN SCHOOLS WITH NINE HOME ECONOMICS TEACHERS PARTICIPATING. THERE WERE 18 CLASSES OF HOMEMAKING I AND 315 STUDENTS. SUGGESTIONS FOR EFFECTIVE TEACHING WERE (1) HOMEMAKING I SHOULD CONTAIN A UNIT IN CHILD DEVELOPMENT, AS 71 PERCENT OF THE GIRLS SAID THEY DID BABY-SITTING, AND 60 PERCENT HAD SOME RESPONSIBILITY FOR THE CARE OF YOUNGER CHILDREN IN THEIR FAMILIES, (2) AN INTEREST CHECKLIST SHOULD BE GIVEN TO PUPILS BEFORE THE TEACHER PREPLANS THE UNIT FOR THERE WERE SIGNIFICANT DIFFERENCES IN INTEREST IN 22 ACTIVITIES AMONG THE 18 CLASSES, (3) A VARIETY OF LEARNING EXPERIENCES  CONTRIBUTES TO EFFECTIVE CHANGING OF PUPIL BEHAVIOR (AN AVERAGE OF 14 DIFFERENT TECHNIQUES WAS USED), (4) PLANNING EXPERIENCES WHICH ALLOW THE PUPILS THE OPPORTUNITY TO SHARE THEIR NEWLY ACQUIRED INFORMATION ARE ESSENTIAL FOR EFFECTIVE TEACHING, AND (5) THE USE OF THE PROBLEM-SOLVING TECHNIQUES ADDS TO THE TEACHING EFFECTIVENESS. THE TEACHER WHO WAS JUDGED TO HAVE USED THE MOST EFFECTIVE TECHNIQUES UTILIZED THE MOST STEPS FROM THE PROBLEM-SOLVING PROCEDURE. THE APPENDIX INCLUDES TOPICS, GOALS, AND GENERALIZATIONS FOR THE UNIT USED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010790</dc:identifier>
<dc:title>PILOT RESEARCH PROJECT OF TECHNIQUES USED IN TEACHING A UNIT ON CHILD DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Staff Utilization</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:creator scheme='personal author'>BYRAM, HAROLD M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS A RESULT OF THE EXPERIENCES OF AND STUDY BY THE STAFF OF THREE MICHIGAN PUBLIC SCHOOLS PARTICIPATING IN A RESEARCH PROJECT BETWEEN 1963 AND 1965, THIS MANUAL WAS PREPARED FOR USE BY ADMINISTRATORS, TEACHERS, AND CITIZENS&apos; COMMITTEES IN EVALUATING AND PLANNING LOCAL VOCATIONAL EDUCATION PROGRAMS. IT EXPLAINS THE ROLE OF THE LOCAL DIRECTOR, CONSULTANTS, STAFF, CITIZENS&apos; COMMITTEES, AND THE PROCEDURES THAT CAN BE USED IN ANALYZING CURRICULAR OFFERINGS, STUDYING NEEDS WITH REFERENCE TO EXISTING PROGRAMS, AND USING THE PLACEMENT SERVICES AND FOLLOWUP OF GRADUATES AND FORMER STUDENTS IN THE EVALUATION PROCESS. THE APPENDIXES LIST SAMPLE FORMS USED BY THE THREE SCHOOLS TO OBTAIN INFORMATION FOR THEIR EVALUATIONS. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010791</dc:identifier>
<dc:title>EVALUATION OF LOCAL VOCATIONAL EDUCATION PROGRAMS, A MANUAL FOR ADMINISTRATORS, TEACHERS, AND CITIZENS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Crime</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Literacy Education</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Migrant Workers</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>ADAIR, J.B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE OF THE LARGE EDUCATIONALLY DEFICIENT SEGMENT OF THE TEXAS POPULATION, A STUDY WAS AUTHORIZED TO RELATE ILLITERACY TO ADULT VOCATIONAL EDUCATION. THE STUDY WAS BASED ON THE ASSUMPTIONS THAT THERE IS A SIGNIFICANT RELATIONSHIP BETWEEN ILLITERACY AND (1) MEMBERSHIP IN AN ETHNIC GROUP, (2) LOW SOCIOECONOMIC STATUS, (3) CRIME, AND (4) UNEMPLOYMENT AND ABILITY TO PURSUE VOCATIONAL TRAINING. THE REPORT IS DIVIDED INTO FIVE SECTIONS--(1) DEVELOPMENT OF LITERACY PROGRAMS IN TEXAS, (2) DISTRIBUTION OF ILLITERACY IN TEXAS, (3) ILLITERACY IN RELATION TO CRIME, (4) ECONOMIC STATUS AND ILLITERACY, AND (5) UNEMPLOYMENT AMONG ILLITERATES. LITTLE ORGANIZED EFFORT HAD BEEN MADE FROM 1942 TO 1957 TO COMBAT ILLITERACY. THE TEXAS LITERARY COUNCIL WAS ORGANIZED IN 1959 AND HAS 25 AFFILIATED  COUNCILS, WITH ALL TEACHING DONE BY VOLUNTARY TEACHERS. ILLITERACY AMONG LATIN AMERICANS AND NONWHITES WAS ALMOST FOUR TIMES THAT OF THE ANGLO POPULATION. ABOUT ONE-FOURTH OF THE ILLITERATE POPULATION WAS LOCATED IN AREAS OF HIGH CONCENTRATION OF MIGRANT WORKERS. ONE OF THE EIGHT RECOMMENDATIONS WAS THAT THE TEXAS EDUCATION AGENCY SHOULD ASSUME RESPONSIBILITY FOR INITIATING A PROGRAM OF BASIC AND VOCATIONAL EDUCATION. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010792</dc:identifier>
<dc:title>STUDY OF ILLITERACY IN TEXAS AS RELATED TO VOCATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Farmer Education</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Young Farmer Education</dc:subject>
<dc:creator scheme='personal author'>CRAIG, DAVID G.</dc:creator>
<dc:creator scheme='personal author'>ELLIS, WILLIE T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ARTICLES FROM THE &amp;quot;AGRICULTURAL EDUCATION MAGAZINE,&amp;quot; JULY 1959-AUGUST 1965, ARE ARRANGED BY TOPICS--(1) PHILOSOPHY AND OBJECTIVES, (2) NEEDS AND INTERESTS, (3) ORGANIZATION AND PROGRAMS, (4) AGRICULTURAL MECHANICS, (5) MANAGEMENT, (6) PLANT SCIENCE, (7) METHODS AND MATERIALS, (8) YOUNG FARMER ASSOCIATION, AND (9) EVALUATION. THE BIBLIOGRAPHY WAS PREPARED FOR USE BY TEACHERS, TEACHER EDUCATORS, SUPERVISORS, AND ADMINISTRATORS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010793</dc:identifier>
<dc:title>AN ANNOTATED BIBLIOGRAPHY FOR YOUNG ADULT FARMER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arts Centers</dc:subject>
<dc:subject>Auditoriums</dc:subject>
<dc:subject>Dramatics</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Theater Arts</dc:subject>
<dc:creator scheme='personal author'>ROBINSON, HORACE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATURE AND FUNCTION OF CURRICULAR AND EXTRACURRICULAR THEATER AT THE SECONDARY LEVEL WAS THE TOPIC OF A 6-DAY CONFERENCE HELD AT THE UNIVERSITY OF OREGON. THEATER TEACHERS, ARCHITECTS, EDUCATORS, SCHOOL SUPERINTENDENTS, EQUIPMENT SALES REPRESENTATIVES, THEATER TECHNICIANS, ENGINEERS, AND ACOUSTICAL SPECIALISTS PARTICIPATED. THE DISCUSSIONS INCLUDED NOT ONLY SECONDARY BUT ALSO GRAMMAR SCHOOL AND COLLEGE-LEVEL THEATER. POSITION PAPERS WERE PRESENTED ON THE STATUS AND PROBLEMS OF PERSONNEL, ENGINEERING TEACHING METHODS, EQUIPMENT, ACOUSTICS, AND AUDITORIUMS. SUGGESTIONS FOR STRUCTURAL PLANS WERE DESCRIBED AND ILLUSTRATED WITHIN THE REPORT. THE PLANS AND POINTS BROUGHT UP FOR DISCUSSION WERE INTENDED TO BE OF HELP (1) TO THE SECONDARY SCHOOL TEACHER IN DRAWING UP SPECIFICATIONS  FOR PROJECTED THEATER FACILITIES, (2) TO THE INDIVIDUAL ADMINISTRATORS AS A BASIS FOR EVALUATING PROPOSALS, (3) AS SUGGESTIONS OF ALTERNATE SOLUTIONS, (4) AS GUIDELINES FOR STANDARD, RECOMMENDED FACILITIES, (5) FOR BOARD MEMBERS IN EVALUATING THE INVESTMENT IN TERMS OF MONEY, SPACE, AND PERSONNEL FOR THIS PARTICULAR TEACHING AREA, AND (6) FOR THE ARCHITECT AND BUILDER WHO, ALTHOUGH WELL VERSED IN PLANNING, MAY LACK SPECIFIC INFORMATION NECESSARY FOR PLANNING OF EFFICIENT THEATER FACILITIES. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010795</dc:identifier>
<dc:title>A COLLATIVE REPORT ON ARCHITECTURAL RECOMMENDATIONS FOR SECONDARY SCHOOL AND TERTIARY SCHOOL THEATRE SPACE AND EQUIPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>BROOKOVER, WILBUR B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Human Learning Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH ON THE RELATIONSHIP OF SELF-CONCEPT OF ABILITY TO ACADEMIC ACHIEVEMENT IN HIGH SCHOOL WAS BASED ON THE THEORETICAL FRAMEWORK COMMONLY IDENTIFIED AS THE SYMBOLIC INTERACTIONAL THEORY OF BEHAVIOR. THE BASIC POSTULATE WAS THAT ACADEMIC BEHAVIOR OR SCHOOL LEARNING IS LIMITED BY THE STUDENT&apos;S SELF-CONCEPT OF HIS ABILITY, AND THAT SELF-CONCEPT RESULTS FROM THE EXPECTATIONS AND EVALUATIONS HELD BY SIGNIFICANT OTHERS AS PERCEIVED BY THE STUDENT. THE RESEARCH PROGRAM WAS DESIGNED TO TEST HYPOTHESES DERIVED FROM THIS THEORETICAL FRAMEWORK. THIS REPORT REPRESENTS THE THIRD IN A SERIES OF REPORTS FROM THE SELF-CONCEPT OF ACADEMIC ABILITY RESEARCH PROGRAM AT MICHIGAN STATE UNIVERSITY. THE FIRST TWO REPORTS ARE ED 002 946 AND ED 003 294. PART 1 OF THIS VOLUME DEALT WITH THE  TESTING OF SEVERAL HYPOTHESES BASIC TO THE SYMBOLIC INTERACTIONAL THEORY OF SCHOOL ACHIEVEMENT. PART 2 CONTAINED SUMMARIES OF 11 STUDIES BASED ON THE LARGER PROJECT OR CLOSELY RELATED TO IT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010796</dc:identifier>
<dc:title>RELATIONSHIP OF SELF-CONCEPT TO ACHIEVEMENT IN HIGH SCHOOL, FINAL REPORT. SELF-CONCEPT AND SCHOOL ACHIEVEMENT, III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>368</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Programs</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>ELICH, PETER J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BELLINGHAM</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western Washington Univ., Bellingham.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM OF INDEPENDENT STUDY WAS DEVELOPED FOR COURSES IN THE PSYCHOLOGICAL FOUNDATION OF EDUCATION REQUIRED IN A TEACHER EDUCATION PROGRAM. THREE GROUPS OF STUDENTS PARTICIPATED IN THIS PROGRAM OF FOUR COURSES--(1) HUMAN LEARNING, (2) CHILD DEVELOPMENT, (3) PERSONALITY, AND (4) EVALUATION. ONE GROUP WAS ASSIGNED, A SECOND VOLUNTEERED, AND A THIRD PARTICIPATED IN A SEMINAR DESIGNED TO FACILITATE TRANSFER FOLLOWING COMPLETION OF THE PROGRAM. CONVENTIONAL CLASS STUDENTS SERVED AS CONTROLS. A COMPARISON WAS MADE OF THE EFFECTIVENESS AND EFFICIENCY OF INDEPENDENT STUDY WITH CONVENTIONAL CLASS INSTRUCTION, AND AN ATTEMPT WAS MADE TO IDENTIFY CORRELATES OF SUCCESS IN EACH PROGRAM. NO SIGNIFICANT DIFFERENCES IN GRADES RECEIVED OR IN SCORES ON TESTS OF RETENTION AND TRANSFER WERE  REVEALED AMONG ANY OF THE GROUPS. STUDENTS JUDGED THE INDEPENDENT STUDY TO BE MORE EFFICIENT THAN CONVENTIONAL CLASSES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010797</dc:identifier>
<dc:title>INDEPENDENT STUDY AT THE COLLEGE LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Cooperating Teachers</dc:subject>
<dc:subject>Demonstrations (Educational)</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Master Teachers</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:creator scheme='personal author'>HARRIS, BEN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOME HIGHLY DEVELOPED TEACHING DEMONSTRATIONS WERE TESTED TO DETERMINE THEIR EFFECTIVENESS IN PRODUCING A SPECIFIC VARIETY OF BEHAVIOR CHANGES IN INSERVICE ELEMENTARY SCHOOL TEACHERS AND IN STUDENTS PREPARING TO TEACH. THE INVESTIGATOR FOCUSED UPON DETERMINING THE VALUE OF THE FORMAL TEACHING DEMONSTRATION FOR PROMOTING TEACHER DEVELOPMENT. THE EXPERIMENTAL DESIGN INVOLVED THREE GROUPS OF SECOND- AND THIRD-GRADE TEACHERS IN AN INSERVICE EDUCATION PROGRAM, PLUS A SIMILAR NUMBER OF COLLEGE STUDENTS IN ELEMENTARY TEACHER PREPARATION. THE THREE GROUPS WERE EXPOSED TO A SERIES OF TEACHING DEMONSTRATIONS IN A UNIFORM FASHION. DATA GATHERING INVOLVED A SELF-REPORT INVENTORY PLUS A SERIES OF CLASSROOM OBSERVATIONS BY TRAINED INDEPENDENT OBSERVER-ANALYSTS. EFFECTED CHANGES MEASURED BY  PRE- AND POST-TEST DIFFERENCES WERE SIGNIFICANTLY LARGE. IT WAS CONCLUDED THAT FORMAL DEMONSTRATIONS DO PROMOTE CHANGES IN TEACHER AND STUDENT BEHAVIOR OF SPECIFIC KINDS AT A SIGNIFICANT LEVEL. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010798</dc:identifier>
<dc:title>A RESEARCH STUDY OF THE EFFECTS OF DEMONSTRATION TEACHING UPON EXPERIENCED AND INEXPERIENCED TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>273</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>Political Issues</dc:subject>
<dc:subject>Political Power</dc:subject>
<dc:subject>Political Science</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:creator scheme='personal author'>MERANTO, PHILIP J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY. Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INVESTIGATOR IDENTIFIED AND ANALYZED FACTORS WHICH CONTRIBUTED TO THE PASSAGE OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, USING AN INPUT-OUTPUT SYSTEMS MODEL TO ORGANIZE RELEVANT FACTORS INTO MEANINGFUL PATTERNS. INPUTS WERE PHENOMENA, BOTH PHYSICAL AND SOCIAL, OCCURRING OUTSIDE THE BOUNDARIES OF A POLITICAL SYSTEM, AS A REDISTRIBUTION OF POPULATION, AN INFLATION IN THE ECONOMY, OR A SHIFT IN CULTURAL VALUES. ENVIRONMENTAL CONDITIONS SHAPE THE INPUTS WHICH CROSS THE BOUNDARY INTO A POLITICAL SYSTEM WHERE THEY ARE CONVERTED BY THE LEGISLATURE INTO OUTPUTS. THE PRIMARY TASK WAS TO INDICATE WHICH FACTORS IMPINGING ON THE NATIONAL LEGISLATURE AND WITHIN THE LEGISLATIVE SYSTEM HAD UNDERGONE SUFFICIENT CHANGE PRIOR TO AND DURING 1965 TO PRODUCE THE NEW OUTPUT, THE  EDUCATION ACT OF 1965. THE MOST FUNDAMENTAL FINDING WHICH EMERGED FROM THIS ENDEAVOR WAS THAT THE FINAL PASSAGE OF THE SCHOOL AID BILL COULD NOT BE EXPLAINED BY A SINGLE MAJOR CHANGE AT THE EXCLUSION OF OTHERS. ALTHOUGH NO HIERARCHY OF FACTORS WAS ACHIEVABLE, THE MAJOR CHANGES WERE DISCUSSED IN SOME DETAIL AS INEXTRICABLY INTERRELATED FACTORS WHICH RESULTED IN THIS LANDMARK LEGISLATION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010799</dc:identifier>
<dc:title>METROPOLITANISM AND FEDERAL AID TO EDUCATION--THE PASSAGE AND IMPACT OF THE 1965 AID TO EDUCATION ACT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>244</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academic Aspiration</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>School Activities</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>MITCHELL, JAMES V., JR.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rochester Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HIGH SCHOOL LEARNING ENVIRONMENTS WERE ANALYZED AND COMPARED TO DETERMINE THEIR EFFECT ON STUDENT NEEDS, SATISFACTIONS, VALUES, AND ASPIRATIONS. THE MEASURES ADMINISTERED TO 2,933 SENIORS OF 11 HIGH SCHOOLS IN AN URBAN AREA OF NEW YORK STATE WERE THE HIGH SCHOOL CHARACTERISTICS INDEX (HSCI), THE STERN ACTIVITIES INDEX (SAI), AND A SPECIALLY DESIGNED QUESTIONNAIRE. RESULTS INDICATED THAT (1) THERE WERE HIGHLY SIGNIFICANT DIFFERENCES BETWEEN SCHOOLS FOR HSCI ENVIRONMENTAL &amp;quot;PRESS&amp;quot; SCORES, SMALLER BUT STILL SIGNIFICANT DIFFERENCES BETWEEN STUDENT BODIES FOR SAI &amp;quot;NEED&amp;quot; SCORES, AND ALSO DISTINCTIVE DIFFERENCES BETWEEN SCHOOLS WITH RESPECT TO INSTITUTIONAL NEED-PRESS CONGRUENCE, (2) PRESS FOR ACHIEVEMENT SEEMED TO BE ASSOCIATED WITH A CLUSTER OF VARIABLES WHICH TOGETHER DEFINE A  CONDITION OF STRONG SCHOOL SPIRIT OR MORALE, FOCUSING ON THE EXISTENCE OF MANY OPPORTUNITIES FOR PARTICIPATION IN VARIED SCHOOL ACTIVITIES THAT BRING NEED SATISFACTION AND SOCIAL VISIBILITY, (3) ASPIRATION FOR COLLEGE TRAINING WAS SIGNIFICANTLY RELATED TO PRESS FOR ACHIEVEMENT EVEN WITH SOCIOECONOMIC STATUS AND SCHOLASTIC APTITUDE PARTIALED OUT, (4) DIFFERENCES IN STUDENT BODY VALUE ORIENTATIONS WERE SIGNIFICANTLY RELATED TO MANY HSCI ENVIRONMENTAL &amp;quot;PRESS&amp;quot; SCORES, AND (5) STUDENT CONTENTMENT WITH THEIR HIGH SCHOOL ENVIRONMENT WAS SIGNIFICANTLY CORRELATED WITH SEVERAL HSCI SCORES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010800</dc:identifier>
<dc:title>A STUDY OF HIGH SCHOOL LEARNING ENVIRONMENTS AND THEIR IMPACT ON STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>138</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Interest Research</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>HAMILTON, WILLIAM H.</dc:creator>
<dc:creator scheme='personal author'>HILL, CHARLES W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO AID IN THE GUIDANCE OF YOUNG PEOPLE INTERESTED IN SPECIALIZING IN OFF-FARM AGRICULTURAL OCCUPATIONS, A STUDY WAS CONDUCTED TO IDENTIFY ITEMS THAT WOULD REVEAL INTEREST PATTERNS OF SUCCESSFULLY EMPLOYED ADULTS IN THE FIVE AGRICULTURAL OCCUPATION FIELDS OF PRODUCTION AGRICULTURE, ORNAMENTAL HORTICULTURE, AGRICULTURAL BUSINESS, AGRICULTURAL MECHANIZATION, AND CONSERVATION. AN AGRICULTURAL OCCUPATIONS INTEREST SCALE WAS DEVELOPED ON THE BASIS OF DATA COLLECTED FROM 767 INTERVIEWS. IT WAS CONCLUDED THAT AGRICULTURAL INTERESTS WERE PATTERNED AND THAT DISCRIMINATION AMONG AGRICULTURAL FIELDS WAS POSSIBLE. RECOMMENDATIONS WERE MADE FOR FURTHER STUDY OF BOTH THE AGRICULTURAL BUSINESS AND CONSERVATION FIELDS AND FOR USE OF THE INSTRUMENT FOR GUIDANCE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010801</dc:identifier>
<dc:title>DEVELOPMENT OF A SCALE TO MEASURE INTERESTS IN AGRICULTURAL OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Laboratory Experiments</dc:subject>
<dc:subject>Science Laboratories</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:subject>Textbook Preparation</dc:subject>
<dc:creator scheme='personal author'>GILREATH, ESMARCH S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington and Lee Univ., Lexington, VA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MANUAL WAS PRODUCED CONTAINING LABORATORY PROCEDURES FOR A ONE-SEMESTER COURSE IN ELEMENTARY QUANTITATIVE CHEMISTRY ON A COLLEGE FRESHMAN LEVEL. MATERIALS AND TOPICS WERE EXAMINED AND CHOSEN AS TO DESIRABILITY, PRACTICALITY, AND EDUCATIONAL VALUE. OPTIONAL EXPERIMENTS WERE ALSO INCLUDED. THE LABORATORY PROCEDURES WERE TESTED ON SOPHOMORES AND ON FRESHMEN. NO APPRECIABLE DIFFERENCE WAS DETECTED IN THE OVERALL PERFORMANCE OF THE TWO GROUPS. A COMPARISON OF THE LABORATORY RESULTS UNDER THE OLD AND NEW PROCEDURES REVEALED THAT GRADES WITH THE NEW PROCEDURES AVERAGED 6 PERCENT HIGHER THAN GRADES OBTAINED WITH THE OLD PROCEDURES. IT WAS CONCLUDED THAT QUANTITATIVE CHEMISTRY IS A SUITABLE COURSE FOR THE FRESHMAN COLLEGE LEVEL, AND PRESENTATION OF THIS COURSE SHOULD NOT BE PUT OFF  UNTIL THE SOPHOMORE YEAR. THE AUTHORS CAUTIONED THAT THIS LABORATORY COURSE WOULD NOT SERVE AS A SUBSTITUTE FOR ADVANCED COURSES IN INSTRUMENTAL ANALYSIS WHICH ARE USUALLY OFFERED DURING THE JUNIOR OR SENIOR YEAR FOR CHEMISTRY MAJORS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010802</dc:identifier>
<dc:title>ELEMENTARY QUANTITATIVE CHEMISTRY, A LABORATORY TEXT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>140</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY GUIDE, THE FIRST PART OF A NINTH-GRADE RHETORIC GUIDE, USED THE STUDENT&apos;S PAST EXPERIENCE IN PREVIOUS RHETORIC COURSES AS A BASIS UPON WHICH TO EXPAND HIS KNOWLEDGE OF SEMANTICS AND EMPHASIS IN WRITING. EXAMPLES WERE PROVIDED OF THE WRITING OF MARK TWAIN AND CHARLES DICKENS AND DIRECTED THE STUDENT TO ANSWER DISCUSSION QUESTIONS IN WRITING USING HIS IMAGINATION TO FACTUALLY DESCRIBE GEOGRAPHICAL LOCATIONS. THE SECOND PART OF THE GUIDE EMPHASIZED THE CLARITY OF WRITING NECESSARY TO EXPLAIN A PROCESS OR AN EVENT. THE TEACHER VERSION IS ED 010 804. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010803</dc:identifier>
<dc:title>ONE DAY, ONE TIME, ONE PLACE, A UNIT ON EMPHASIS. IT&amp;apos;S ALL IN KNOWING HOW, A UNIT ON PROCESS. RHETORIC CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITINGS OF MARK TWAIN AND CHARLES DICKENS WERE REFERRED TO IN THIS TEACHER&apos;S GUIDE IN RHETORIC AS EXAMPLES FOR REVIEWING CONCEPTS IN WRITING. IN THE FIRST PART, QUESTIONS FOLLOWED EACH EXAMPLE TO LEAD THE STUDENT TO THE CONVICTION THAT EACH WRITER WRITES FROM WHAT HE KNOWS, AND TO SUGGEST A NUMBER OF WAYS IN WHICH AN AUTHOR MAY ARRANGE HIS MATERIAL AND CHOOSE HIS WORDS TO ACHIEVE HIS PURPOSE OF COMMUNICATION WITH THE READER. IN THE SECOND PART, THE EMPHASIS WAS ON EXPOSITORY WRITING AND SPEAKING, HAVING THE STUDENT COMBINE DESCRIPTION WITH TIME-ORDER PATTERNS TO DESCRIBE A PROCESS. THE PURPOSE OF EACH QUESTION UNIT WAS OUTLINED, AND ANALYSIS METHODS AND SUGGESTIONS FOR POSSIBLE DIRECTION OF DISCUSSION WERE INCORPORATED. THE STUDENT VERSION IS ED 010 803. RELATED REPORTS ARE ED  010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010804</dc:identifier>
<dc:title>ONE DAY, ONE TIME, ONE PLACE, A UNIT ON EMPHASIS. IT&apos;S ALL IN KNOWING HOW, A UNIT ON PROCESS. RHETORIC CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES OF SEMANTICS, FORMATION OF GENERALIZATIONS, AND POINTS OF VIEW WERE COMBINED IN THIS THREE-PART STUDY GUIDE FOR NINTH-GRADERS TO PROVIDE A SOUND UNDERSTANDING OF RHETORIC. IN THE FIRST PART, EXERCISES WHICH PLACED WORDS IN DIFFERENT CONTEXTS WERE USED TO SHOW THE RANGE OF MEANINGS POSSIBLE FOR SINGLE WORDS. THE SECOND PART OUTLINED EXERCISES INTENDED TO HELP STUDENTS RELATE STATED FACTS TO MORE GENERAL AND INCLUSIVE STATEMENTS AND TO PROVIDE A LOGICAL BASIS FOR FORMING GENERALIZATIONS AND QUALIFICATIONS AS WELL AS ESTABLISHING SUPPORT FOR THEM. THE THIRD PART PRESENTED ASSIGNMENTS DESIGNED TO ACQUAINT THE STUDENT WITH IMAGINED POINTS OF VIEW, HUMAN AND NONHUMAN. SUCH POINTS OF VIEW WERE ILLUSTRATED THROUGH EXAMPLES OF BOTH POETRY AND PROSE. THE TEACHER&apos;S GUIDE IS ED 010  806. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010805</dc:identifier>
<dc:title>WORDS, MEANINGS, CONTEXTS, A UNIT ON SEMANTICS. GENERALLY SPEAKING, A UNIT ON GENERALIZATION. FLIGHT OF FANCY, A UNIT ON IMAGINED POINT OF VIEW. RHETORIC CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXERCISES AND WRITING ASSIGNMENTS TO HELP STUDENTS INTERPRET MEANING WHEN THEY READ AND TO MAKE MEANINGS CLEAR AND PRECISE WHEN THEY WRITE OR SPEAK FORM THE BASIS FOR THE INSTRUCTIONS SUGGESTED IN THIS THREE-PART TEACHER&apos;S CURRICULUM GUIDE ON RHETORIC FOR NINTH-GRADERS. THE FIRST PART DEALT WITH WORDS, MEANINGS, AND CONTEXTS, AND EMPHASIZED SEMANTICS AS A WAY TO HELP STUDENTS WRITE CLEARLY AND PRECISELY. THE SECOND PART DEALT WITH PRINCIPLES OF FORMING GENERALIZATIONS. QUESTIONS FOR DISCUSSION AND ASSIGNMENTS FOR SPEAKING WERE INTENDED TO HELP THE STUDENT DESCRIBE PHENOMENA. ANALYSIS OF STRUCTURAL PATTERNS AND STYLES APPROPRIATE TO DIFFERENT SPEAKING PURPOSES WERE PROVIDED IN THE EXERCISES. THE THIRD PART DEALT WITH WAYS AND PURPOSES OF WRITING AND DISCUSSING DIFFERENT  POINTS-OF-VIEW. THE EXERCISES PROVIDED A SOMEWHAT LESS RIGID WRITING EXPERIENCE THAN THE PREVIOUS MATERIALS WHICH DEMANDED CONFORMITY TO EXACTING STYLES AND DEFINITIONS. THE EXERCISES WERE ALSO INTENDED TO REMIND THE STUDENT, BY STIMULATING HIS IMAGINATION, OF THE GAINS POSSIBLE BY RESPECTING OTHER POINTS OF VIEW. THE STUDENT VERSION IS ED 010 805. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010806</dc:identifier>
<dc:title>WORDS, MEANINGS, CONTEXTS, A UNIT ON SEMATICS. GENERALLY SPEAKING, A UNIT ON GENERALIZATION. FLIGHT OF FANCY, A UNIT ON IMAGINED POINT OF VIEW. RHETORIC CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT VERSION OF A RHETORIC CURRICULUM GUIDE WAS DEVELOPED WHICH CONTAINED THREE DISTINCT UNITS. THE FIRST DEALT WITH PRINCIPLES OF GENERALIZATION AND SUPPORT, THE SECOND WITH METAPHOR AND ANALOGY, AND THE THIRD WITH SEMANTICS. LESSONS DEALING WITH PROSE MODELS CONTAINED INTRODUCTIONS, STUDY QUESTIONS, EXERCISES FOR STUDY, AND WRITING ASSIGNMENTS. THE TEACHER VERSION IS ED 010 808. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010807</dc:identifier>
<dc:title>SOME ACHIEVE GREATNESS, A REVIEW UNIT. IT&apos;S LIKE THIS, A UNIT ON METAPHOR AND ANALOGY. SEE WHAT I MEAN, A UNIT ON CONNOTATION. RHETORIC CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TEACHER VERSION OF A RHETORIC CURRICULUM GUIDE WAS DEVELOPED CONTAINING THREE DISTINCT UNITS. THE FIRST DEALT WITH PRINCIPLES OF GENERALIZATION AND SUPPORT, THE SECOND WITH METAPHOR AND ANALOGY, AND THE THIRD WITH SEMANTICS. DETAILED DISCUSSIONS ACCOMPANIED THESE ASPECTS OF RHETORIC. SUGGESTIONS WERE PRESENTED FOR DISCUSSIONS, EXERCISES, AND WRITING ASSIGNMENTS PERTAINING TO THE PROSE MODELS SELECTED. THE STUDENT VERSION IS ED 010 807. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010808</dc:identifier>
<dc:title>SOME ACHIEVE GREATNESS, A REVIEW UNIT. IT&apos;S LIKE THIS, A UNIT ON METAPHOR AND ANALOGY. SEE WHAT I MEAN, A UNIT ON CONNOTATION. RHETORIC CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT VERSION OF A CURRICULUM GUIDE ON RHETORICAL REASONING PROCESSES WAS DEVELOPED. TWO UNITS INVOLVING DEDUCTION AND PLAUSIBILITY WERE INCLUDED. LESSONS INVOLVING ASSUMPTIONS, PATTERNS OF DEDUCTIVE THINKING, FACTS, AND VALUE JUDGMENTS WERE INCLUDED IN THE UNIT ON DEDUCTION. THE UNIT ON PLAUSIBILITY GAVE THE STUDENT THE OPPORTUNITY TO TRY HIS HAND AT IMAGINATIVE WRITING IN WHICH HIS PROBLEM WAS TO MAINTAIN CREDIBILITY WITHIN THE FRAMEWORK OF AN IMAGINED SITUATION. PROSE MODELS WERE SUPPLIED FOR BOTH SECTIONS. THE TEACHER VERSION IS ED 010 810. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010809</dc:identifier>
<dc:title>DECISIONS, DECISIONS, A UNIT ON DEDUCTION. IT RINGS TRUE, A UNIT ON PLAUSIBILITY. RHETORIC CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TEACHER VERSION OF A CURRICULUM GUIDE ON RHETORICAL REASONING PROCESSES WAS DEVELOPED. THE GUIDE INCLUDED TWO UNITS INVOLVING DEDUCTION AND PLAUSIBILITY. DETAILED LESSONS AND EXERCISES DEALING WITH ASSUMPTIONS, PATTERNS OF DEDUCTIVE THINKING, FACTS, AND VALUE JUDGMENTS WERE INCLUDED IN THE UNIT ON DEDUCTION. IN THE UNIT ON PLAUSIBILITY, DETAILED DISCUSSIONS WERE MADE ON THE SUBSTANCE, STRUCTURE, STYLE, AND PURPOSE OF PROSE MODELS. SUGGESTED WRITING ASSIGNMENTS WERE ALSO GIVEN. THE STUDENT VERSION IS ED 010 809. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010810</dc:identifier>
<dc:title>DECISIONS, DECISIONS, A UNIT ON DEDUCTION. IT RINGS TRUE, A UNIT ON PLAUSIBILITY. RHETORIC CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Novels</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Short Stories</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Hemingway (Ernest)</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Twain (Mark)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT VERSION OF A LITERATURE CURRICULUM GUIDE WAS PROVIDED FOR TWAIN&apos;S &amp;quot;ROUGHING IT,&amp;quot; HEMINGWAY&apos;S &amp;quot;THE OLD MAN AND THE SEA,&amp;quot; FOUR SHORT STORIES, AND 20 LYRIC POEMS. THE SHORT STORIES INCLUDED WERE (1) &amp;quot;THE MONKEY&apos;S PAW&amp;quot; BY W.W. JACOBS, (2) &amp;quot;PAUL&apos;S CASE&amp;quot; BY WILLA CATHER, (3) &amp;quot;THE CASK OF AMONTILLADO&amp;quot; BY POE, AND (4) &amp;quot;HAIRCUT&amp;quot; BY RING LARDNER. AN INTRODUCTION, DISCUSSION QUESTIONS, AND SUGGESTIONS FOR COMPOSITIONS, EXERCISES, AND FURTHER READINGS ACCOMPANY THE WORKS INCLUDED. THE TEACHER VERSION IS ED 010 812. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010811</dc:identifier>
<dc:title>ROUGHING IT. THE OLD MAN AND THE SEA. SHORT STORIES. LYRIC POETRY. LITERATURE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Novels</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Short Stories</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Hemingway (Ernest)</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Twain (Mark)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TEACHER VERSION OF A LITERATURE CURRICULUM GUIDE WAS PROVIDED FOR TWAIN&apos;S &amp;quot;ROUGHING IT,&amp;quot; HEMINGWAY&apos;S &amp;quot;THE OLD MAN AND THE SEA,&amp;quot; FOUR SHORT STORIES, AND 20 LYRIC POEMS. THE SHORT STORIES INCLUDED WERE (1) &amp;quot;THE MONKEY&apos;S PAW&amp;quot; BY W.W. JACOBS, (2) &amp;quot;PAUL&apos;S CASE&amp;quot; BY WILLA CATHER, (3) &amp;quot;THE CASK OF AMONTILLADO&amp;quot; BY POE, AND (4) &amp;quot;HAIRCUT&amp;quot; BY RING LARDNER. GUIDELINES FOR TEACHER AND CLASS WERE LAID DOWN UNDER THE HEADINGS OF SUBJECT, FORM, AND POINT OF VIEW. DISCUSSION OF EACH WORK WAS INITIATED THROUGH THESE GUIDELINES. EACH WORK WAS EXPLAINED AND APPROPRIATE LITERARY CONCERNS WERE POINTED OUT AND EXPANDED FOR POSSIBLE CLASSROOM DISCUSSION. THE STUDENT VERSION IS ED 010 811. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010812</dc:identifier>
<dc:title>ROUGHING IT. THE OLD MAN AND THE SEA. SHORT STORIES. POEMS. LITERATURE CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Legends</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT VERSION OF A CURRICULUM GUIDE ON THE &amp;quot;LEGENDS OF KING ARTHUR&amp;quot; WAS DEVELOPED. SELECTED LEGENDS ARE REPRODUCED ALONG WITH AN INTRODUCTION, STUDY QUESTIONS, AND A PASSAGE FROM MALORY&apos;S &amp;quot;LE MORTE D&apos;ARTHUR&amp;quot; IN THE ORIGINAL LANGUAGE OF THE FIRST EDITION (1485). THE TEACHER VERSION IS ED 010 814. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010813</dc:identifier>
<dc:title>LEGENDS OF KING ARTHUR. LITERATURE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Legends</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TEACHER VERSION OF A CURRICULUM GUIDE ON THE &amp;quot;LEGENDS OF KING ARTHUR&amp;quot; WAS DEVELOPED. AN ENLARGED AND MORE DETAILED INTRODUCTION THAN THAT PROVIDED FOR THE STUDENT VERSION WAS PRESENTED. STUDY QUESTIONS AND ANSWERS, WRITING ASSIGNMENTS, AND SUGGESTED READINGS WERE ALSO PROVIDED. THE STUDENT VERSION IS ED 010 813. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010814</dc:identifier>
<dc:title>LEGENDS OF KING ARTHUR. LITERATURE CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE WAS PRODUCED FOR STUDENT USE IN NINTH-GRADE STUDY OF &amp;quot;THE MERCHANT OF VENICE.&amp;quot; THE GUIDE PRESENTED SEVERAL ALTERNATE APPROACHES FOR UNDERSTANDING THE PLAY AND LEARNING ITS CONTENT. A MAJOR EMPHASIS OF THE GUIDE WAS PLACED ON THREE FORMS OF STUDENT QUESTIONS, RELATED TO SPECIFIC ACTS AND SCENES, THE CHARACTERS IN THE DRAMA, AND THE PLAY AS A WHOLE. THE CORRESPONDING TEACHING GUIDE IS ED 010 816. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010815</dc:identifier>
<dc:title>THE MERCHANT OF VENICE. LITERATURE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TEACHING GUIDE ON &amp;quot;THE MERCHANT OF VENICE&amp;quot; WAS PREPARED FOR USE IN A NINTH-GRADE LITERATURE CURRICULUM. THE PURPOSE OF THE GUIDE WAS TO ILLUMINATE THE PLAY AS A WHOLE, AND TO SUGGEST TO THE TEACHER SOME USEFUL PRINCIPLES FOR FRAMING QUESTIONS AND GUIDING DISCUSSIONS IN THE CLASSROOM. THE GUIDE WAS NOT TO BE USED, HOWEVER, AS A BASE FOR PREPARING A LECTURE OR A SERIES OF LECTURES. TEACHERS WERE EXPECTED TO USE THE GUIDE TO FACILITATE INTELLIGENT READING AND INTERPRETATION AND TO STIMULATE INTEREST IN THE PLAY AND ITS CONTENT. THE CORRESPONDING STUDENT GUIDE IS ED 010 815. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010816</dc:identifier>
<dc:title>MERCHANT OF VENICE. LITERATURE CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biographies</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>PLUTARCH</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS 10TH-GRADE STUDENT GUIDE POSED SOME QUESTIONS AND CLARIFIED OTHERS ON SHAKESPEARE&apos;S &amp;quot;JULIUS CAESAR,&amp;quot; AND PRESENTED SHORT SELECTIONS FROM PLUTARCH&apos;S &amp;quot;LIVES&amp;quot; (ON CAESAR, BRUTUS, AND MARK ANTONY) WITH ACCOMPANYING DISCUSSION QUESTIONS. A UNIT OF AUTOBIOGRAPHICAL READINGS OF EARLY LIFE EXPERIENCES WAS ALSO OUTLINED. BY PRESENTING BOTH THE PLAY, &amp;quot;JULIUS CAESAR,&amp;quot; AND BIOGRAPHIES RELATED TO HISTORICAL CHARACTERS IN THAT PLAY, THE GUIDE PROVIDED STUDENTS AN OPPORTUNITY TO CONSIDER DIFFERENCES BETWEEN HISTORICAL AND DRAMATIC WRITINGS PERTINENT TO THE SAME HISTORICAL EVENTS. IN ADDITION, THE GUIDE ALLOWED THE STUDENT TO COMPARE WRITING STYLE BETWEEN THE BIOGRAPHIES OF PLUTARCH AND THE AUTOBIOGRAPHICAL SKETCHES IN THE GUIDE&apos;S FINAL SECTION. THE TEACHER VERSION OF THIS GUIDE IS ED 010  818. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010817</dc:identifier>
<dc:title>JULIUS CAESAR. PLUTARCH&apos;S LIVES. AUTOBIOGRAPHY. LITERATURE CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biographies</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>PLUTARCH</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS 10TH-GRADE ENGLISH CURRICULUM GUIDE WAS PREPARED TO ASSIST TEACHERS IN THE PRESENTATION OF AN ENRICHED READING AND STUDY PROGRAM OF SHAKESPEARE&apos;S &amp;quot;JULIUS CAESAR,&amp;quot; GIVING SOME ATTENTION TO PLUTARCH&apos;S BIOGRAPHIES OF CAESAR, BRUTUS, AND MARK ANTONY WHICH BEAR DIRECTLY ON SHAKESPEARE&apos;S PLAY. AN INSTRUCTIONAL UNIT ON &amp;quot;AUTOBIOGRAPHY&amp;quot; WAS INCLUDED WITH STUDY QUESTIONS AND WRITING ASSIGNMENTS DESIGNED FOR TEACHER USE IN HELPING STUDENTS RELATE THEIR OWN LIFE EXPERIENCES TO THOSE OF PROMINENT LITERARY ARTISTS. THE STUDENT VERSION OF THIS GUIDE IS ED 010 817. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010818</dc:identifier>
<dc:title>JULIUS CAESAR. PLUTARCH&apos;S LIVES. AUTOBIOGRAPHY. LITERATURE CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS CURRICULUM GUIDE FOR 10TH-GRADE STUDENTS DEALT WITH (1) 20TH-CENTURY LYRIC POETRY AND (2) THE COMPARISON BETWEEN SCIENTIFIC AND POETIC WRITINGS. A HISTORICAL INTRODUCTION PRECEDED PRESENTATION OF THE MATERIAL IN BOTH SECTIONS. SUGGESTIONS, EXERCISES, AND COMPOSITION TOPICS WERE ALSO PRESENTED. THE TEACHER VERSION IS ED 010 820. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010819</dc:identifier>
<dc:title>TWENTIETH CENTURY LYRICS. SCIENCE AND POETRY. LITERATURE CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS 10TH-GRADE CURRICULUM GUIDE FOR TEACHERS DEALT WITH (1) 20TH-CENTURY LYRIC POETRY AND (2) THE COMPARISON BETWEEN SCIENTIFIC AND POETIC WRITINGS. INSTRUCTIONAL MATERIALS INCLUDING BIBLIOGRAPHICAL AND BIOGRAPHICAL INFORMATION, TEACHING METHODS, SUGGESTIONS, EXERCISES, AND COMPOSITION TOPICS WERE PRESENTED FOR BOTH PARTS. THE STUDENT VERSION IS ED 010 819. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010820</dc:identifier>
<dc:title>TWENTIETH CENTURY LYRICS. SCIENCE AND POETRY. LITERATURE CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Novels</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Short Stories</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>Stevenson (Robert Louis)</eric:keywords>
<eric:keywords>Twain (Mark)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT&apos;S CURRICULUM GUIDE FOR THE STUDY OF &amp;quot;HUCKLEBERRY FINN,&amp;quot;&amp;quot;DR. JEKYLL AND MR. HYDE,&amp;quot; AND THREE SHORT STORIES WAS PRESENTED. THE SHORT STORIES INCLUDED WERE (1) &amp;quot;THE COUNTRY OF THE BLIND&amp;quot; BY H.G. WELLS (COMPLETE TEXT), (2) &amp;quot;A DOUBLE-DYED DECEIVER&amp;quot; BY O. HENRY, AND (3) &amp;quot;A MYSTERY OF HEROISM&amp;quot; BY STEPHEN CRANE (COMPLETE TEXT). STUDY QUESTIONS, SUGGESTED EXERCISES, AND WRITING ASSIGNMENTS WERE PROVIDED. THE TEACHER VERSION IS ED 010 822. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832 (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010821</dc:identifier>
<dc:title>HUCKLEBERRY FINN. DR. JEKYLL AND MR. HYDE. SHORT STORIES. LITERATURE CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Novels</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Short Stories</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM GUIDE FOR THE TEACHING OF &amp;quot;HUCKLEBERRY FINN,&amp;quot;&amp;quot;DR. JEKYLL AND MR. HYDE,&amp;quot; AND FOUR SHORT STORIES WAS PRESENTED. THE SHORT STORIES WERE (1) &amp;quot;THE APPLE TREE&amp;quot; BY JOHN GALSWORTHY, (2) &amp;quot;THE COUNTRY OF THE BLIND&amp;quot; BY H.G. WELLS, (3) &amp;quot;A DOUBLE-DYED DECEIVER&amp;quot; BY O. HENRY, AND (4) &amp;quot;A MYSTERY OF HEROISM&amp;quot; BY STEPHEN CRANE. THE GUIDE PROVIDED BIOGRAPHICAL AND BIBLIOGRAPHICAL INFORMATION, THEMATIC EXPLANATIONS OF EACH WORK, STUDENT QUESTIONS, TEACHING SUGGESTIONS, AND COMPOSITION TOPICS. THE STUDENT VERSION IS ED 010 821. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010822</dc:identifier>
<dc:title>HUCKLEBERRY FINN. DR. JEKYLL AND MR. HYDE. SHORT STORIES. LITERATURE CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Lexicography</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Appreciation</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OUTLINE OF THE NEED FOR AND USES OF LEXICOGRAPHY AND A HISTORY OF THE ENGLISH LANGUAGE, PART 1, WERE COMBINED IN THIS CURRICULUM GUIDE FOR NINTH-GRADE STUDENTS. THE FIRST SECTION, THE OUTLINE ON LEXICOGRAPHY, GAVE A BRIEF HISTORY OF DICTIONARY COMPILATION AND DESCRIBED THE NEED FOR DICTIONARIES AND THEIR USES. WAYS WERE SUGGESTED FOR STUDENTS TO COMPILE THEIR OWN WORD-NOTEBOOKS OR ABBREVIATED DICTIONARY LISTS SO THAT THEY MIGHT UNDERSTAND THE DIFFICULTY AND SKILLS REQUIRED FOR DEFINING NEW TERMS, EXPANDING OR LIMITING DEFINITIONS TO MEET CHANGING USAGES, AND ANALYZING PATTERNS OF DEFINITION. THE GUIDE&apos;S SECOND SECTION COMMENTED ON THE HISTORY AND CHANGES OF THE ENGLISH LANGUAGE. EXAMPLES FROM WRITINGS OF GOEFFREY CHAUCER, WILLIAM SHAKESPEARE, AND BENJAMIN FRANKLIN WERE GIVEN.  THE EARLY MODERN ENGLISH OF SHAKESPEARE EXEMPLIFIED IN &amp;quot;THE MERCHANT OF VENICE&amp;quot; WAS COMPARED TO AND CONTRASTED WITH TODAY&apos;S MODERN ENGLISH, COMPARING VOCABULARY, WORD LOSSES, SHIFTS IN MEANING, AND GRAMMAR FORMS. SHAKESPEAREAN ENGLISH WAS CHOSEN FOR STUDY BECAUSE OF SHAKESPEARE&apos;S WIDESPREAD AND ENDURING POPULARITY, THE COMPARATIVE EASE OF READING BY A MODERN AUDIENCE, AND THE STANDARDIZATION IN THE ENGLISH LANGUAGE THAT OCCURRED IN LONDON IN THE EARLY 17TH CENTURY. VARIOUS STUDENT EXERCISES THAT COMBINE LEXICOGRAPHY WITH STUDIES OF LITERATURE AND THE ENGLISH LANGUAGE WERE SUGGESTED THROUGHOUT THE GUIDE. PART 2 IS ED 010 824. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010823</dc:identifier>
<dc:title>LEXICOGRAPHY. HISTORY OF ENGLISH, PART ONE. LANGUAGE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Appreciation</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>Shakespeare (William)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION OF THE HISTORY OF THE ENGLISH LANGUAGE WAS CONTINUED (PART 1 IS ED 010 823) TO GIVE THE 10TH-GRADE STUDENT AN ACCURATE PICTURE OF THE ENGLISH LANGUAGE AT AN IMPORTANT STAGE IN ITS DEVELOPMENT. THE TIME CHOSEN WAS THE 17TH CENTURY, AND THE EXAMPLE WAS SHAKESPEARE&apos;S &amp;quot;JULIUS CAESAR.&amp;quot; THIS PLAY WAS CHOSEN AS AN EXAMPLE BECAUSE OF THE WIDESPREAD AND ENDURING POPULARITY OF SHAKESPEARE&apos;S WORKS, AS WELL AS THE RELATIVE EASE OF READING SUCH WORKS BY A MODERN AUDIENCE. (THESE WORKS ALSO EXEMPLIFY IN THEIR STYLE, GRAMMAR, AND LANGUAGE A PERIOD OF STANDARDIZATION OF MODERN ENGLISH.) VOCABULARY, MEANING, GRAMMAR, AND PRONUNCIATION CHANGES WERE ILLUSTRATED BETWEEN THE EARLY MODERN ENGLISH OF SHAKESPEARE AND THE ENGLISH OF TODAY, AND RELATED STUDENT EXERCISES WERE SUGGESTED. THIS  INTRODUCTION TO THE &amp;quot;HISTORY OF ENGLISH&amp;quot; NOT ONLY DEALT WITH CHANGES AFFECTING THE PRESENT ENGLISH LANGUAGE BUT SERVED AS AN INTRODUCTION TO THE MIDDLE ENGLISH OF CHAUCER WHICH WAS TO BE STUDIED IN A SUBSEQUENT UNIT. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010824</dc:identifier>
<dc:title>HISTORY OF ENGLISH, PART TWO. LANGUAGE CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>United States Literature</dc:subject>
<dc:creator scheme='personal author'>CRANE, STEPHEN</dc:creator>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Crane (Stephen)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SHORT STORY, STEPHEN CRANE&apos;S &amp;quot;THE OPEN BOAT,&amp;quot; AND SUGGESTIONS FOR STUDY OF THE STORY WERE PRESENTED IN A STUDY GUIDE, ONE OF A SERIES OF CURRICULUM GUIDES PRODUCED FOR USE BY A NINTH-GRADE ENGLISH CLASS. ONE STUDY TECHNIQUE PRESENTED, CALLED &amp;quot;THE EXPLODED DIAGRAM,&amp;quot; INVOLVED SEPARATING THE STORY&apos;S CONTENT INTO SUCH SINGLE ELEMENTS AS SUBJECT, FORM, AND POINT OF VIEW, AND EXPANDING EACH ELEMENT FOR DETAILED EXAMINATION. IT WAS SUGGESTED THAT THIS KIND OF ANALYSIS COULD PROVIDE BETTER UNDERSTANDING OF THE TOTAL STORY AND ITS PARTS. THE CORRESPONDING TEACHING GUIDE IS ED 010 826. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010825</dc:identifier>
<dc:title>REORIENTATION--&amp;quot;THE OPEN BOAT.&amp;quot; LITERATURE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>United States Literature</dc:subject>
<dc:creator scheme='personal author'>CRANE, STEPHEN</dc:creator>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Crane (Stephen)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS TEACHER&apos;S GUIDE FOR NINTH-GRADE ENGLISH CLASSES, AN APPROACH TO THE ANALYSIS OF STEPHEN CRANE&apos;S &amp;quot;THE OPEN BOAT&amp;quot; WAS OUTLINED. THE APPROACH EMPHASIZED DEVELOPMENT OF STUDENT UNDERSTANDING OF THE STORY&apos;S SUBJECT, FORM, AND POINT-OF-VIEW. THIS APPROACH INCORPORATED THE PRINCIPLES OF ANALYSIS OF LITERATURE THAT WERE INTRODUCED IN THE OREGON SCHOOLS IN THE SEVENTH AND EIGHTH GRADES. COMPARISONS WITH PREVIOUS STYLES, SUBJECTS, AND SYMBOLISM WERE SUGGESTED, AS WELL AS, PARTICULAR REFERENCES TO QUESTIONS OF &amp;quot;MAN, NATURE, AND OTHER MEN.&amp;quot; THE CORRESPONDING STUDENT GUIDE IS ED 010 825. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010826</dc:identifier>
<dc:title>REORIENTATION--&amp;quot;THE OPEN BOAT.&amp;quot; LITERATURE CURRICULUM III, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Literature</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Legends</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Mythology</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDENT GUIDE FOR THE STUDY OF &amp;quot;THE FAIR MAID OF ASTOLAT&amp;quot; WAS PREPARED FOR USE IN NINTH-GRADE ENGLISH CLASSES. THIS MYTH FROM THE STORIES OF KING ARTHUR AND HIS KNIGHTS OF THE ROUND TABLE RECOUNTS THE TALE OF THE INCOGNITO SIR LAUNCELOT AND HIS PART IN A TOURNAMENT AND HIS MEETING WITH THE FAIR MAID, ELAINE. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010827</dc:identifier>
<dc:title>THE FAIR MAID OF ASTOLAT. LITERATURE CURRICULUM III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:subject>Mythology</dc:subject>
<dc:subject>Poetry</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>HOMER</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM GUIDE ON &amp;quot;THE ODYSSEY&amp;quot; WAS PREPARED FOR TEACHERS. A COMPLETE EXPLANATION OF THE POEM AND A DISCUSSION OF THE EPIC TRADITION, OF WHICH THE POEM IS REPRESENTATIVE, WERE PROVIDED. THIS UNIT DEPARTED FROM THE PATTERN OF OTHER LITERATURE CURRICULUM GUIDES BY PRESENTING ONLY A TEACHER VERSION TO SEE HOW WELL GRADE 10 STUDENTS HANDLE A WORK IN ITS ENTIRETY WITHOUT STUDY AIDS. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010828</dc:identifier>
<dc:title>THE ODYSSEY. LITERATURE CURRICULUM IV, TEACHER VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIOUS FORMS OF PHRASE STRUCTURE RULES AND EXPANSION, AND THE SINGLE-BASE AND DOUBLE-BASE TRANSFORMATIONS WERE INCLUDED AS AN INTRODUCTION TO THIS GRAMMAR REVIEW GUIDE FOR NINTH-GRADERS. THE REVIEW COVERED INDIRECT OBJECT VERBS, TRANSITIVE VERBS, DETERMINERS, DEFINITE AND INDEFINITE ARTICLES, IMPERATIVES, NEGATIVES, AND CONTRACTIONS AND WAS BASED ON THE STRUCTURAL TECHNIQUES TAUGHT IN EARLIER COURSES. THE GUIDE INCLUDED WRITTEN EXERCISES AND EXPLANATIONS FOR ALL SECTIONS OF THE REVIEW. THE TEACHER VERSION IS ED 010 830. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010829</dc:identifier>
<dc:title>REVIEW, EXPANSION OF TRANSITIVE VERBS, DETERMINERS, MORE ABOUT QUESTIONS, AND THE NEGATIVE. LANGUAGE CURRICULUM III, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUGGESTIONS WERE OFFERED IN THIS TEACHER&apos;S GUIDE FOR VARIOUS APPROACHES IN REVIEWING GRAMMAR PREVIOUSLY PRESENTED TO NINTH-GRADE STUDENTS. THE GRAMMAR REVIEW COVERED PHRASE STRUCTURE RULES, TRANSITIVE VERBS, DETERMINERS, INTERROGATIVES, AND NEGATIVES. WHILE THE EXERCISES IN THE STUDENT VERSION WERE MEANT TO BE WRITTEN, THE TEACHER&apos;S GUIDE CONSISTENTLY SUGGESTED ORAL DISCUSSION AND VISUAL DEMONSTRATION BY THE TEACHER TO DETERMINE HOW MUCH STUDENTS REMEMBER FROM PREVIOUS COURSES AND WHERE THEY WOULD PROBABLY NEED HELP. THE PURPOSE OF THE REVIEW, AS WELL AS THE LEARNING EXERCISES, WAS NOT ONLY TO HAVE THE STUDENTS GAIN AN UNDERSTANDING AND AN APPRECIATION FOR THE COMPLEXITIES OF GRAMMAR, BUT TO HAVE THE STUDENTS REALIZE THAT UNDERNEATH THE COMPLEXITIES THERE ARE QUITE SIMPLE  GENERALIZATIONS WHICH ACCOUNT FOR THEM. THE STUDENT VERSION IS ED 010 829. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010830</dc:identifier>
<dc:title>TEACHER&apos;S MANUAL FOR REVIEW, EXPANSION OF TRANSITIVE VERBS, DETERMINERS, MORE ABOUT QUESTIONS, AND THE NEGATIVE. LANGUAGE CURRICULUM III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACETS OF GRAMMAR INTRODUCED BEFORE THE 10TH GRADE WERE FURTHER EXPLAINED AND AMPLIFIED IN THIS GUIDE FOR TEACHERS OF 10TH-GRADE ENGLISH. IN ADDITION, PHRASE STRUCTURE RULES WERE INTRODUCED, AND A REVIEW SECTION WAS INCLUDED. WHILE ADMITTING TO THE COMPLEXITY OF SOME SECTIONS, ESPECIALLY THOSE WHICH DEALT WITH COMPLEMENTS, THE GUIDE SUGGESTED METHODS FOR HELPING STUDENTS WHO HAVE DIFFICULTY. THE STUDENT GUIDE IS ED 010 832. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010831</dc:identifier>
<dc:title>TEACHER&amp;apos;S MANUAL FOR INTRODUCTION, THE REASON ADVERB, COMPLEMENT VERBS, REVIEW OF EMBEDDING AND CONJUCTIVE TRANSFORMATIONS, THAT-NOUN CLAUSES, THE IMPERATIVE. LANGUAGE CURRICULUM IV.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:creator scheme='personal author'>KITZHABER, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW GRAMMAR</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REWRITE OR PHRASE STRUCTURE RULES AND TRANSFORMATION RULES OF GRAMMAR WERE FEATURED IN THIS STUDENT VERSION GRAMMAR GUIDE. THE PHRASE STRUCTURE RULES DEFINED WAYS TO REWRITE OR SUBSTITUTE ONE SYMBOL FOR ANOTHER UNTIL AN UNDERLYING, OR KERNEL, SENTENCE IS FORMED. THE TRANSFORMATION RULES DESCRIBED THE WAYS THAT THESE KERNEL SENTENCES COULD BE CHANGED. IN THIS GUIDE, THESE APPROACHES WERE APPLIED TO THE &amp;quot;REASON&amp;quot; ADVERB, COMPLEMENT VERBS, &amp;quot;EMBEDDING&amp;quot; AND CONJUNCTIVE TRANSFORMATIONS, &amp;quot;THAT-NOUN&amp;quot; CLAUSES, AND THE IMPERATIVE. THE CORRESPONDING TEACHER GUIDE IS ED 010 831. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010832</dc:identifier>
<dc:title>INTRODUCTION, THE REASON ADVERB, COMPLEMENT VERBS, REVIEW OF EMBEDDING AND CONJUNCTIVE TRANSFORMATIONS, THAT-NOUN CLAUSES, AND THE IMPERATIVE. LANGUAGE CURRICULUM IV, STUDENT VERSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American History</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Creative Writing</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>History Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Student Research</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, WILLIAM R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Massachusetts (Northampton)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE BY A GROUP OF HISTORIANS TO DEVISE AN ALTERNATIVE TO THE INTRODUCTORY COLLEGE SURVEY COURSE IN AMERICAN HISTORY THAT WOULD GIVE THE STUDENT A MORE REALISTIC IDEA OF HOW HISTORY IS WRITTEN, AND RESCUE HIM FROM HIS PRESENT ESSENTIALLY PASSIVE ROLE OF ABSORBER OR COMMENTATOR AND FREE HIM TO &amp;quot;DO&amp;quot; HISTORY. THE PROJECT TOOK THE FORM OF AN EXPERIMENTAL COURSE FOR 20 COLLEGE SOPHOMORES, GIVEN IN THE SUMMER OF 1966 AT SMITH COLLEGE, NORTHAMPTON, MASSACHUSETTS. THE STAFF ATTEMPTED TO INDUCE EACH STUDENT TO TRANSFORM AN INTEREST OF HIS INTO A LEGITIMATE HISTORICAL INQUIRY--QUESTION FORMULATION, RESEARCH, AND WRITING. THE PROJECT MET WITH ONLY LIMITED SUCCESS. MOST OFTEN THE STUDENTS LACKED THE RESOURCES AND SKILLS TO &amp;quot;DO&amp;quot; HISTORY IN THE TOTAL SENSE. AT THE TIME OF  REPORTING, THE EXPERIMENT WAS BEING CONTINUED AT THE UNIVERSITY OF WISCONSIN IN THE ACADEMIC YEAR 1966-67. THE STAFF THERE WAS INCORPORATING CERTAIN MODIFICATIONS SUGGESTED BY THE SUMMER EXPERIENCE. INSTEAD OF ASKING THE STUDENTS TO GENERATE THEIR OWN PROJECTS, THE STAFF WAS CONFRONTING THEM WITH THE BODY OF DOCUMENTS RELATING TO A CHOSEN HISTORICAL EVENT. THE STAFF WAS ALSO ATTEMPTING TO CHALLENGE THE ASSUMPTION THAT PROJECTS OF THE STUDENTS NEED TO BE INDIVIDUAL ONES. INSTEAD, THE STUDENTS WERE BEING ENCOURAGED TO WORK AS GROUPS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010833</dc:identifier>
<dc:title>AMERICAN HISTORY LABORATORY PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Acculturation</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Integration Studies</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Social Discrimination</dc:subject>
<dc:subject>Social Status</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>SIMIRENKO, ALEX</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Nevada (Reno)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada Univ., Reno.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO EXAMINE THE IMPACT OF PUBLIC EDUCATION ON ACCULTURATION, THIS PILOT STUDY ATTEMPTED TO DETERMINE IF THERE WAS A SIGNIFICANT DIFFERENCE IN EXTENT OF EDUCATION BETWEEN THOSE WASHO INDIANS WHO WERE ACCULTURATED AND THOSE WHO WERE NOT. WHEN IT WAS FOUND THAT THE EDUCATIONAL LEVEL OF TWO TENTATIVELY SELECTED GROUPS WAS NOT SIGNIFICANTLY DIFFERENT, AN ATTEMPT WAS MADE TO LOCATE FACTORS OTHER THAN EDUCATION WHICH INFLUENCE THE ACCULTURATION OF MINORITY MEMBERS. TWO QUESTIONNAIRES WERE DEVELOPED TO OBTAIN SOCIOECONOMIC AND EDUCATIONAL INFORMATION. THEY WERE PRESENTED TO BOTH AN ACCULTURATED GROUP OF WASHO INDIANS (NEWLY SELECTED) AND THE NONACCULTURATED GROUP CONSIDERED PREVIOUSLY. WHILE IT WAS EASILY DETERMINED THAT THE EDUCATIONAL LEVEL DID NOT VARY SIGNIFICANTLY BETWEEN GROUPS,  CONCLUSIONS REMAINED TENTATIVE. FURTHER RESEARCH WAS RECOMMENDED. ONE OF THESE CONCLUSIONS WAS THAT COMMUNAL PRESSURES, BOTH FROM INSIDE AND OUTSIDE, OPERATE TO EITHER INHIBIT OR ACCELERATE THE ACCULTURATION OF MINORITIES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010834</dc:identifier>
<dc:title>SOCIO-ECONOMIC VARIABLES IN THE ACCULTURATION PROCESS--A PILOT STUDY OF TWO WASHO INDIAN COMMUNITIES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Standards</dc:subject>
<dc:subject weight='MAJOR'>Democratic Values</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Family Role</dc:subject>
<dc:subject weight='MAJOR'>Political Attitudes</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject weight='MAJOR'>Secondary School Students</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject weight='MAJOR'>Socialization</dc:subject>
<dc:subject weight='MAJOR'>Values</dc:subject>
<dc:creator scheme='personal author'>PATRICK, JOHN J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REVIEW OF EXISTING RESEARCH WAS MADE ON THE TOPIC OF POLITICAL SOCIALIZATION OF AMERICAN YOUTH. THE AUTHOR POSED THE FOLLOWING QUESTIONS AS SUBTOPICS TO THE OVERALL RESEARCH REVIEW--(1) WHAT IS POLITICAL SOCIALIZATION, (2) WHAT DO YOUNG AMERICANS BELIEVE ABOUT POLITICS, (3) HOW DO YOUNG AMERICANS ACQUIRE POLITICAL BELIEFS, AND (4) HOW IMPORTANT IS EARLY CHILDHOOD LEARNING IN THE FORMATION OF POLITICAL BELIEFS. EACH OF THESE QUESTIONS WAS ANSWERED SEPARATELY, AND ALL ANSWERS WERE DOCUMENTED. IN ADDITION, SOME IMPLICATIONS OF POLITICAL SOCIALIZATION RESEARCH FOR SECONDARY SCHOOL SOCIAL STUDIES PROGRAMS WERE DISCUSSED. A PARTICULAR EFFORT WAS MADE TO SHOW THE NEED FOR NEW EFFORTS TO OVERCOME TENDENCIES TO FORM CLOSED-MINDED ATTACHMENTS TO POLITICAL BELIEFS BY PROVIDING YOUNG  PEOPLE WITH THE TOOLS TO THINK REFLECTIVELY AND TO CRITICALLY EXAMINE TRADITIONAL PRACTICES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010835</dc:identifier>
<dc:title>POLITICAL SOCIALIZATION OF AMERICAN YOUTH--A REVIEW OF RESEARCH WITH IMPLICATIONS FOR SECONDARY SCHOOL SOCIAL STUDIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:20:01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Neurology</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:creator scheme='personal author'>KAPLAN, RACHEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONCEPT OF PERSERVATION WAS EXTENDED TO A MORE NEURAL LEVEL TO INCLUDE PERSISTENCE OF TRACE ACTIVITY, AND A STUDY WAS MADE TO SEARCH FOR THE DIMENSIONS OF TRACE PERSISTENCE. THE STUDY WAS CONDUCTED TO IDENTIFY BEHAVIORAL DIFFERENCES OF INDIVIDUAL LEARNING PROCESSES AMONG STUDENTS. THE STUDY DID NOT TAKE THE TRADITIONAL PERSONALITY-MOTIVATION APPROACH TO INDIVIDUAL DIFFERENCES, BUT RATHER, WAS BASED ON A NEUROPSYCHOLOGICAL THEORY WHICH POSTULATES THAT NONSPECIFIC NEURAL ACTIVITY AND PARAMETERS OF SYNAPTIC TRANSMISSION PLAY VITAL ROLES IN MODULATING INDIVIDUAL TRACE ACTIVITY. DATA WERE OBTAINED ON SAMPLES OF UNDERGRADUATE COLLEGE STUDENTS, USING A VARIETY OF MEASURES OF MEMORY, PERCEPTION, COGNITION, ACADEMIC PERFORMANCE, AND SELF-ANALYSIS. A TOTAL OF 93 WOMEN PARTICIPATED  INDIVIDUALLY IN THE INITIAL PHASE OF THE STUDY, AND 44 OF THESE RETURNED A YEAR AND A HALF LATER SO THAT CERTAIN RELIABILITY MEASURES COULD BE OBTAINED. IN ADDITION, 28 MEN SERVED AS SUBJECTS FOR GROUP-ADMINISTERED TESTS. NONMETRIC FACTOR ANALYSES WERE PERFORMED ON ALL GATHERED DATA. THE RESULTS SHOWED THERE ARE MEANINGFUL, ORDERLY DIFFERENCES IN THE WAYS STUDENTS PERCEIVE AND THINK. THE CONCLUSION WAS DRAWN THAT THE EDUCATION PROCESS MIGHT START WITH A KNOWLEDGE OF AND RESPECT FOR THE PATTERN OF DIMENSIONS CHARACTERISTIC OF EACH INDIVIDUAL. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010836</dc:identifier>
<dc:title>INDIVIDUAL DIFFERENCES IN STUDENT TENDENCIES TO PERSEVERE--MANIFESTATIONS OF NEURAL TRACE PERSISTENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academic Aspiration</dc:subject>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Black Achievement</dc:subject>
<dc:subject>Black Attitudes</dc:subject>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Racial Factors</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>CRAMER, M. RICHARD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina Univ., Chapel Hill.</dc:creator>
<dc:creator scheme='institution'>Vanderbilt Univ., Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEMOGRAPHIC CORRELATES OF EDUCATIONAL PERFORMANCE LEVELS WERE EXAMINED BY COUNTY IN THE 11 EX-CONFEDERATE SOUTHERN STATES TO FIND OUT WHETHER THE SAME VARIABLES PREDICT PERFORMANCE FOR BOTH NEGRO AND WHITE STUDENTS IN THE SAME WAY. DATA WERE DERIVED MAINLY FROM U.S. CENSUS REPORTS AND FROM MATERIALS OF STATE AND LOCAL DEPARTMENTS OF EDUCATION. PERFORMANCE MEASURES USED WERE SCHOOL ATTENDANCE RATES, AGE-GRADE RETARDATION RATES, DROPOUT RATES, AND COLLEGE ENTRANCE RATES. A WIDE RANGE OF POSSIBLE PREDICTOR VARIABLES WAS EXAMINED. DATA WERE ANALYZED FOR EACH STATE SEPARATELY AND THEN SUMMARIZED FOR THE ENTIRE REGION. THE BEST PREDICTORS OF THE LEVEL OF ABSOLUTE NEGRO AND WHITE PERFORMANCE WERE FOUND TO BE (1) &amp;quot;INTRARACE MEDIAN ADULT EDUCATION,&amp;quot; (2) &amp;quot;PER PUPIL EXPENDITURE,&amp;quot; AND (3)&amp;quot;POPULATION PER HOUSEHOLD.&amp;quot;&amp;quot;MEDIAN EDUCATION,&amp;quot;&amp;quot;EXPENDITURES,&amp;quot; AND &amp;quot;PERCENTAGE IN AGRICULTURE&amp;quot; RANKED HIGH AS PREDICTORS OF THE RELATIVE PERFORMANCE OF NEGROES (COMPUTED AS A PERCENTAGE OF THE WHITE PERFORMANCE LEVEL). WITHOUT CONTROLS, &amp;quot;PERCENTAGE NEGRO&amp;quot; WAS ANOTHER GOOD PREDICTOR OF BOTH WHITE PERFORMANCE RATES (POSITIVELY RELATED) AND NEGRO RATES (NEGATIVELY RELATED). POOR PREDICTORS OF PERFORMANCE WERE (1) &amp;quot;PERCENTAGE URBAN&amp;quot; AND &amp;quot;POPULATION CHANGE,&amp;quot; (2) &amp;quot;MEDIAN INCOME,&amp;quot; AND (3) &amp;quot;FREQUENCY OF RACIAL VIOLENCE.&amp;quot; POSSIBLE PRACTICAL APPLICATIONS OF THE FINDINGS WERE DISCUSSED. RELATED INFORMATION MAY BE FOUND IN ED 010 838. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010837</dc:identifier>
<dc:title>SOCIAL FACTORS IN EDUCATIONAL ACHIEVEMENT AND ASPIRATIONS AMONG NEGRO ADOLESCENTS, VOLUME I. DEMOGRAPHIC STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>216</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aspiration</dc:subject>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>CRAMER, M. RICHARD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina Univ., Chapel Hill.</dc:creator>
<dc:creator scheme='institution'>Vanderbilt Univ., Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EDUCATIONAL GOALS AND PLANS OF ADOLESCENTS (GRADES 9-12) IN FOUR SOUTHERN STATES WERE EXAMINED, WITH PARTICULAR ATTENTION TO NEGRO YOUTH. NEARLY 16,000 BOYS AND GIRLS FROM 17 COUNTIES IN ALABAMA, MISSISSIPPI, NORTH CAROLINA, AND VIRGINIA WERE SURVEYED BY MEANS OF A QUESTIONNAIRE. FOR MANY OF THESE STUDENTS, ADDITIONAL BACKGROUND INFORMATION WAS OBTAINED FROM SCHOOL RECORDS. FINDINGS OF THE SURVEY INDICATED THAT (1) ABOUT 40 PERCENT OF THE WHITE SUBSAMPLE, BUT ONLY ABOUT 20 PERCENT OF THE NEGRO SUBSAMPLE, PLANNED TO ATTEND COLLEGE IN THE YEAR AFTER HIGH SCHOOL GRADUATION, (2) LESS THAN 10 PERCENT OF THE TOTAL SAMPLE INDICATED THEY MIGHT ATTEND COLLEGE AT A LATER DATE, AND (3) THAT PART OF THE SAMPLE PLANNING TO DROP OUT OF HIGH SCHOOL BEFORE GRADUATION INCLUDED APPROXIMATELY  25 PERCENT OF THE NEGRO BOYS, 17 PERCENT OF BOTH THE WHITE BOYS AND NEGRO GIRLS, AND 14 PERCENT OF THE WHITE GIRLS. CHARACTERISTICS OTHER THAN RACE WHICH APPEARED TO BE RELATED TO LEVEL OF EDUCATIONAL EXPECTATIONS AMONG THE SAMPLE (INCLUDING INTELLECTUAL, SOCIAL, AND MATERIAL FACTORS) WERE STATISTICALLY PRESENTED AND DISCUSSED. TYPICALLY, WHEN SUCH CHARACTERISTICS WERE ASSOCIATED WITH ELEVATED EDUCATIONAL GOALS, THE ASSOCIATION POINTED TO COLLEGE PLANNING FOR WHITES AND TO FIRM INTENTIONS NOT TO DROP OUT OF HIGH SCHOOL FOR NEGROES. RELATED INFORMATION MAY BE FOUND IN ED 010 837. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010838</dc:identifier>
<dc:title>SOCIAL FACTORS IN EDUCATIONAL ACHIEVEMENT AND ASPIRATIONS AMONG NEGRO ADOLESCENTS, VOLUME II. SURVEY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>413</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:creator scheme='personal author'>COSS, JOE G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Downey Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWENTY-EIGHT PARAPLEGIC, QUADRUPLEGIC, CEREBRAL PALSIED, AND OTHER SEVERELY PHYSICALLY HANDICAPPED SECONDARY STUDENTS, PATIENTS IN THE LOS ANGELES COUNTY RANCHO LOS AMIGOS HOSPITAL, WERE INCLUDED IN A STUDY OF THE EFFECTIVENESS OF AUTOMATED VISUAL PROGRAMED INSTRUCTION. SUBJECTS WERE DIVIDED INTO FOUR MATCHED GROUPS BY READING LEVEL AND INTELLIGENCE. FOUR TREATMENT MODES WERE USED TO TEACH ARITHMETIC FRACTIONS AND DECIMALS. TWO GROUPS ALTERNATED BETWEEN TEACHING MACHINES (TM) AND CLASSROOM (C). ONE GROUP REMAINED CONTINUOUSLY WITH THE TEACHER AND ONE CONTINUOUSLY WITH THE MACHINES. MACHINE CONTROLS WERE ADAPTED TO DISABILITIES. INDEPENDENT VARIABLES WERE--(1) INSTRUCTION MATERIALS WITH UNITS SPLIT AT MIDPOINT PROVIDING FOUR UNITS--INSTRUCTIONAL CONTENT USED BY MACHINES AND  TEACHERS WAS IDENTICAL, (2) MODES OF INSTRUCTION, AND (3) MATCHING CRITERIA, READING LEVEL AND INTELLIGENCE. DEPENDENT VARIABLES WERE--(1) TIME REQUIRED TO COMPLETE UNITS, (2) PERFORMANCE IN TERMS OF MEAN DIFFERENCE SCORES (PRETEST, MIDTEST, POST-TEST), AND (3) RATE OF LEARNING AND PERCENT OF ERROR. FINDINGS WERE--(1) THE TM MODE OF INSTRUCTION WAS ABOUT TWO-THIRDS MORE EFFICIENT IN TIME, (2) THE TM MODE WAS MOST EFFECTIVE IN TANDEM WITH THE C MODE, (3) THE TM MODE WAS MOST EFFECTIVE WITH LOWER INTELLIGENCE SUBJECTS, (4) THE C INSTRUCTION MODE BECAME MORE EFFECTIVE AS INSTRUCTION MATERIAL BECAME MORE COMPLEX (DIFFICULT), (5) THE MOST EFFECTIVE SEQUENCE IS TM FOLLOWED BY C INSTRUCTION, AND (6) OPERATION OF MACHINES CAN BE ADAPTED TO DISABILITIES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010839</dc:identifier>
<dc:title>EFFECTIVENESS OF AUTOMATED VISUAL PROGRAMED INSTRUCTION WITH PARAPLEGIC AND OTHER SEVERELY HANDICAPPED STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Abstracting</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Indexing</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:creator scheme='personal author'>STREVELL, WALLACE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Houston)</eric:keywords>
<eric:keywords>National Council on Schoolhouse Construction</eric:keywords>
<eric:keywords_geo>Texas (Houston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Houston Univ., TX.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-YEAR PILOT PROJECT OF DOCUMENT ABSTRACTION WAS UNDERTAKEN BY A VOLUNTARY PANEL OF 32 SCHOOL PLANT SPECIALISTS FROM THE MEMBERSHIP OF THE NATIONAL COUNCIL ON SCHOOLHOUSE CONSTRUCTION. THE GOAL OF THIS PILOT STUDY, CARRIED OUT AT THE UNIVERSITY OF HOUSTON, WAS TO IDENTIFY, ACQUIRE, ABSTRACT, AND DELIVER TO THE EDUCATIONAL RESEARCH INFORMATION CENTER 1,000 DOCUMENTS OF EDUCATIONAL FACILITY RESEARCH AND DEVELOPMENT INFORMATION RELEASED SINCE 1960 THAT WERE UNPUBLISHED OR OF LOW CIRCULATION. THE SYSTEM OF PROCEDURES FOR THE PROJECT WAS DESCRIBED. THESE PROCEDURES INCLUDED PREPARATION OF A SOURCE LIST, INSTRUCTIONS TO ABSTRACTORS, REQUESTS FOR MATERIALS, EVALUATION OF MATERIALS, AND ORGANIZATION OF DOCUMENTS AND ABSTRACTS FOR STORAGE AND RETRIEVAL. THE TYPES OF DOCUMENTS ABSTRACTED  WERE (1) RULES, REGULATIONS, AND PLANNING, (2) WORKSHOPS, SYMPOSIUMS, AND CONFERENCES, (3) ACTION RESEARCH, AND (4) CONTROLLED RESEARCH. THE DOCUMENTS WERE OBTAINED FROM STATE AGENCIES, CONFERENCE REPORTS, PROFESSIONAL JOURNALS AND MAGAZINES, PRIVATE INDUSTRY, UNIVERSITY RESEARCH, PROFESSIONAL ASSOCIATIONS, AND DOCTORAL THESES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010840</dc:identifier>
<dc:title>SCHOOL PLANT RESEARCH AND PLANNING INFORMATION ABSTRACT SERVICE. (NCSC ABSTRACT SERVICE).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Learning Resources Centers</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>DOUGLAS, WALLACE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASING ITS WORK ON INVESTIGATION OF SCHOOL PRACTICES AND ANALYSIS OF THE WRITING PROCESS OF CHILDREN, THE NORTHWESTERN CURRICULUM STUDY CENTER DEVELOPED A CURRICULUM IN COMPOSITION FOR THE LOWER SECONDARY GRADES. THE LESSONS DEVELOPED FOR THE SEVENTH AND EIGHTH GRADES HAD THEIR BASIS IN PESTALOZZIAN OBJECT TEACHING WHICH STRESSES SPECIFICITY AND CONCRETENESS. IN THE NINTH- AND TENTH-GRADE LESSONS, OBSERVATION WAS EXTENDED TO REFLECTION. THESE PRINCIPLES WERE ALSO THE BASIS FOR THE FORMULATION OF SPECIAL SETS OF LESSONS FOR USE WITH DISADVANTAGED FOURTH-GRADE CHILDREN. THROUGHOUT, THE LESSONS WERE PLANNED AS ILLUSTRATIONS OF THE VARIOUS STAGES OF THE WRITING PROCESS, ESPECIALLY THOSE PRIOR TO THE ACTUAL WRITING DOWN OF WORDS. OBSERVATION AND TESTIMONY SUGGESTED THAT THIS APPROACH  LEADS CHILDREN INTO MAKING WRITING A MEANINGFUL PART OF THEIR EXPERIENCE. INCLUDED IN THE REPORT WERE THE ORGANIZATIONAL FORMAT OF THE CURRICULUM CENTER, A VISITATION CALENDAR, CURRICULUM CENTER BULLETINS, LISTS OF COOPERATING SCHOOLS AND PERSONNEL, AND REPORTS ON RELATED PROJECTS OF THE CENTER. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010841</dc:identifier>
<dc:title>CURRICULUM STUDY CENTER IN ENGLISH COMPOSITION (REVISED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>154</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>Perception Tests</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:creator scheme='personal author'>DUERKSEN, GEORGE L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT RECOGNITION OF THEMES IN MUSIC THAT WERE REPEATED OR ALTERED THROUGHOUT 14 MUSICAL ITEMS WAS MEASURED BY USE OF AN AUDIOVISUAL TESTING DEVICE. AFFECTIVE RESPONSE TO THE THEMES WAS INDICATED, USING A SEVEN-POINT SCALE OF LIKE-DISLIKE. ASSOCIATIONS BETWEEN THE MEASURED RECOGNITION AND SUCH ITEMS AS MUSICAL EXPERIENCE, ACADEMIC APTITUDE, AND MUSICAL PREFERENCES WERE EXAMINED. THE ANSWER BOOKLET FOR THE TEST CONTAINED A QUESTIONNAIRE TO GATHER DATA ABOUT EACH SUBJECT&apos;S MUSICAL EXPERIENCES AND PREFERENCES. CUMULATIVE GRADE POINT AVERAGES WERE OBTAINED FROM SCHOOL RECORDS. THE TOTAL SAMPLE TESTED INCLUDED 1,572 COLLEGE AND UNIVERSITY STUDENTS, BOTH MUSIC AND NONMUSIC MAJORS IN FOUR MIDWESTERN STATES, AND 342 HIGH SCHOOL STUDENTS IN MICHIGAN. RECOGNITION SCORES AND OTHER DATA  WERE GATHERED AND STATISTICALLY TREATED. RESULTS INDICATED THAT RECOGNITION SKILLS SEEMED TO BE (1) SIGNIFICANTLY ASSOCIATED WITH PARTICIPATION IN MUSICAL ACTIVITIES EXTENDED OVER LONG TIME PERIODS AND (2) ASSOCIATED WITH LISTENING EXPERIENCE. RECOGNITION SKILLS DID NOT SEEM TO BE ASSOCIATED WITH OVERALL ACADEMIC APTITUDE, NOR WITH THE TOTAL AMOUNT OF ACADEMIC STUDY IN COURSES OF MUSIC THEORY, HISTORY, AND LITERATURE. STATISTICALLY SIGNIFICANT BUT LOW, POSITIVE CORRELATIONS WERE FOUND BETWEEN (1) RECOGNITION SKILLS AND EXPRESSED PREFERENCE FOR CLASSICAL MUSIC, AND (2) THE RECOGNITION SCORE ACHIEVED ON MOST TEST ITEMS AND THE DEGREE OF LIKING EXPRESSED FOR THE MUSIC OF THE ITEMS. THE AUTHOR SUGGESTED THAT THE PROJECT FINDINGS WOULD PROVIDE TENTATIVE DIRECTION IN PLANNING CURRICULUMS TO  ENHANCE ACHIEVEMENT IN AND APPRECIATION OF MUSIC. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010842</dc:identifier>
<dc:title>A STUDY OF THE RELATIONSHIP BETWEEN THE PERCEPTION OF MUSICAL PROCESSES AND THE ENJOYMENT OF MUSIC.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>191</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Graphemes</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Phonemes</dc:subject>
<dc:subject>Pronunciation</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>VENEZKY, RICHARD L.</dc:creator>
<dc:creator scheme='personal author'>WEIR, RUTH H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LINGUISTIC MODEL WAS DEVELOPED FOR RELATING SPELLING TO SOUND AND TO EXPLORE THOSE FACETS OF ENGLISH ORTHOGRAPHY WHICH MIGHT RELATE TO THE READING PROCESS. A DETAILED ANALYSIS OF THE BASIS OF THE ORTHOGRAPHY WAS MADE WHICH INCLUDED DISCUSSIONS OF THE GRAPHEME-PHONEME PARALLEL, RELATIONAL UNITS, MARKERS, AND GRAPHEMIC ALTERNATIONS. REVISIONS AND EXTENSIONS WERE MADE TO FORMULATE THIS IDEAL SYSTEM FOR TRANSLATING FROM SPELLING TO SOUND, BASED ON AN ORIGINAL GROUP OF 20,000 WORDS. TENTATIVE IMPLICATIONS POINTED TO THE POSSIBILITY OF TEACHING VARIOUS PRONUNCIATIONS NOT BY THE SIMPLE-SEQUENCE METHOD WHERE VARIANT PRONUNCIATIONS ARE PRESENTED SEQUENTIALLY, BUT BY OFFERING ALL THE DIFFERENT PRONUNCIATIONS AT ONCE, WORKING WITH PAIRS OF WORDS WHICH SHOW THE DIFFERENT PRONUNCIATIONS. IT  WAS FELT THAT THE POTENTIAL GENERALIZATION DERIVED FROM THIS DIFFERENTIATION APPROACH SHOULD EFFECT BETTER RESULTS THAN THE SIMPLE-SEQUENCE METHOD. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010843</dc:identifier>
<dc:title>A STUDY OF SELECTED SPELLING-TO-SOUND CORRESPONDENCE PATTERNS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Graduate School Faculty</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Professors</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Status</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>HAMBLIN, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Social Science Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>USING RATIO METHODS OF PSYCHOPHYSICS, THE INVESTIGATOR STUDIED LOCAL AND PROFESSIONAL STATUS SYSTEMS OF TWO PHYSICS DEPARTMENTS. TO CLARIFY THE NATURE OF AND THE RELATIONSHIP BETWEEN LOCAL AND PROFESSIONAL STATUS, AND, IN TURN, THEIR RELATIONSHIP TO INFLUENCE AND SALARY, RELEVANT DATA WERE COLLECTED FROM PROFESSORS AND GRADUATE STUDENTS THROUGH PERSONAL INTERVIEWS. THE RESPONDENT EXCHANGE THEORY OF STATUS, WHICH IS BASED ON A PROPORTIONAL RELATIONSHIP BETWEEN STATUS AND INCOME, WAS THE THEORETICAL FRAMEWORK WHICH PROVIDED THE RATIONALE FOR THE STUDY. POOLED ESTIMATES MADE BY THE PROFESSORS THEMSELVES INDICATED THAT THE AMOUNT OF INFLUENCE A PROFESSOR HAS WILL INCREASE AS A POWER FUNCTION OF THE AMOUNT OF LOCAL STATUS HE HAS IN THE DEPARTMENT. IN ADDITION, THE AMOUNT OF SALARY A  PROFESSOR RECEIVED VARIED APPROXIMATELY AS A SQUARE ROOT FUNCTION OF HIS LOCAL STATUS. BOTH LOCAL AND PROFESSIONAL STATUS APPEARED TO BE DETERMINED BY A SET OF VARIABLES. IN GENERAL, THE RESULTS SUPPORTED THE RESPONDENT EXCHANGE THEORY OF STATUS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010844</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF COLLECTIVE VALUES AND CONFLICTS AMONG COLLEGE PROFESSORS. VALUES, STATUS, INFLUENCE, SALARY, AND PHYSICS PROFESSORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>COURTNEY, E. WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Menomonie)</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stout State Univ., Menomonie, WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTRUMENT WAS DEVELOPED THAT COULD BE USED FOR ESTABLISHING THE CORE OF PROFESSIONAL KNOWLEDGES AND ABILITIES REQUIRED IN TRAINING PROGRAMS FOR VOCATIONAL TEACHERS IN FIVE AREAS. THE DISCIPLINES REPRESENTED IN THE PROCESS OF IDENTIFICATION INCLUDED (1) TRADE AND INDUSTRIAL EDUCATION, (2) BUSINESS EDUCATION, (3) HOME ECONOMICS EDUCATION, (4) AGRICULTURE EDUCATION, AND (5) DISTRIBUTIVE EDUCATION. PROFESSIONAL COURSES REQUIRED FOR THE PREPARATION OF VOCATIONAL TEACHERS WERE REVIEWED, AND A COMPOSITE LISTING WAS MADE OF KNOWLEDGES AND SKILLS WHICH WERE UNIQUE TO THE DISCIPLINES BEING STUDIED. WITH THE HELP OF CONSULTANTS, KNOWLEDGES AND SKILLS TO BE INCLUDED IN THE INSTRUMENT WERE SELECTED. THE 200 COMPONENTS OF THE FINAL LISTING WERE THEN INCORPORATED IN THE INSTRUMENT USING  LIKERT SCALES TO RATE THE NEED FOR EACH KNOWLEDGE AND SKILL IN THE WORKER&apos;S JOB. THE COMPLETED INSTRUMENT WAS DEEMED READY FOR THE FIELD TESTING PHASE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010845</dc:identifier>
<dc:title>THE IDENTIFICATION AND COMPARISON OF THE COMMON PROFESSIONAL TRAINING NEEDS AND REQUIREMENTS FOR TEACHERS OF VOCATIONAL EDUCATION. (PHASE 1 - THE INSTRUMENT).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Statistical Significance</dc:subject>
<dc:subject>Student Leadership</dc:subject>
<dc:creator scheme='personal author'>WINBORN, BOB B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_test>College and University Environmental Scales</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INVESTIGATION WAS DESIGNED TO PROVIDE DATA ABOUT THE CHARACTERISTICS OF SOCIAL-POLITICAL ACTION LEADERS AT ONE UNIVERSITY AND TO COMPARE THOSE CHARACTERISTICS WITH OTHER TYPES OR CATEGORIES OF STUDENT LEADERS. NINE RESEARCH HYPOTHESES IN NULL FORM WERE FORMULATED TO FACILITATE STATISTICAL TREATMENT OF THE DATA. FROM A TOTAL OF 559 ELECTED OFFICERS OF STUDENT ORGANIZATIONS ON THE CAMPUS OF INDIANA UNIVERSITY, FIVE CATEGORIES OF STUDENT LEADERS WERE FORMED SO THAT COMPARISONS COULD BE MADE BETWEEN LEADERS OF GROUPS DIFFERING IN STATED PURPOSES AND GOALS. EACH SUBJECT COMPLETED THE &amp;quot;SIXTEEN PERSONALITY FACTOR QUESTIONNAIRE,&amp;quot; THE &amp;quot;COLLEGE AND UNIVERSITY ENVIRONMENT SCALES,&amp;quot; AND A PERSONAL DATA FORM. THE NINE NULL HYPOTHESES WERE REJECTED. SIGNIFICANT DIFFERENCES WERE OBSERVED  AMONG GROUP LEADERS IN TERMS OF MEASURED PERSONALITY CHARACTERISTICS, PERCEIVED CAMPUS ENVIRONMENTAL CHARACTERISTICS, AND SELECTED DEMOGRAPHIC AND PERSONAL CHARACTERISTICS. THESE RESULTS SUGGESTED THAT A UNIQUE COMBINATION OF PERSONALITY TRAITS PRIMARILY INVOLVING RADICALISM, EXPEDIENCY, AND INDEPENDENCE SERVE TO DIFFERENTIATE LEADERS OF SOCIAL-POLITICAL ACTION GROUPS FROM LEADERS OF REFERENT GROUPS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010846</dc:identifier>
<dc:title>SOME PERSONAL CHARACTERISTICS OF CAMPUS STUDENT LEADERS--A COMPARISON OF SOCIAL-POLITICAL ACTION LEADERS WITH FOUR OTHER CATEGORIES OF STUDENT LEADERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>187</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Aural Learning</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Multisensory Learning</dc:subject>
<dc:subject>Nonverbal Learning</dc:subject>
<dc:subject>Paired Associate Learning</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:creator scheme='personal author'>GAETH, JOHN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS THE SECOND PART OF AN INVESTIGATION OF VERBAL LEARNING IN CHILDREN, THE FIRST PART BEING CONCERNED WITH THE EFFECTS OF AUDITORY, VISUAL, AND COMBINED AUDIOVISUAL PRESENTATIONS UPON THE LEARNING OF VARIOUS KINDS OF MATERIALS IN A PAIRED-ASSOCIATE PARADIGM. THIS PORTION OF THE STUDY INVOLVED AN EXTENSIVE INVESTIGATION OF THE PARAMETERS OF THE EARLIER FINDINGS. THE PURPOSE OF THIS PORTION OF THE STUDY WAS TO EXPLORE THE VARIABLES THAT DETERMINE THE SELECTION OF A SINGLE MODALITY FROM A BIMODAL PRESENTATION. AS A RESULT, THE DIMENSIONS OF MEANINGFULNESS, THE RELATIONSHIP OF MEANINGFULNESS TO THE STUDENT&apos;S CHOICE OF THE AUDIO OR THE VISUAL MODE OF PRESENTATION, AND THE EFFECTS OF THE FINDINGS ON THE EDUCATION AND TRAINING OF NORMAL AND HARD-OF-HEARING CHILDREN WERE  INVESTIGATED UNDER CONDITIONS OF A RECALL, PAIRED-ASSOCIATE PARADIGM AND THROUGH ESTIMATIONS OF ASSOCIATION VALUES FOR A LARGE PORTION OF THE MATERIALS USED IN PAIRED-ASSOCIATE TASKS. THE AUTHOR CONCLUDED THAT THE CONCEPT OF MEANINGFULNESS IS MORE COMPLEX THAN HAD BEEN ASSUMED AND THAT SUCH PARAMETERS AS &amp;quot;THE ABILITY TO PRONOUNCE&amp;quot; AND &amp;quot;DISCRIMINABILITY&amp;quot; AFFECT LEARNING IN CHILDREN IN THE SAME MANNER AS THEY DO IN ADULTS. MOREOVER, MEANINGFULNESS IS NOT TO BE VIEWED IN AN ABSOLUTE FASHION BUT IS ALWAYS RELATIVE TO THE CONTEXT IN WHICH THE MATERIAL TO BE LEARNED IS PLACED. TO THE EXTENT THAT THE SAME MATERIALS PRODUCED DIFFERENT LEVELS OF PERFORMANCE IN DIFFERENT SITUATIONS, MEANING CAN BE SAID TO BE RELATIVE. THE FIRST PART OF THIS PROJECT IS ED 001 264. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010847</dc:identifier>
<dc:title>VERBAL AND NONVERBAL LEARNING IN CHILDREN INCLUDING THOSE WITH HEARING LOSSES, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>273</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Preschool Evaluation</dc:subject>
<dc:subject>Preschool Learning</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>DANIEL, ARTIE A.</dc:creator>
<dc:creator scheme='personal author'>GILES, DOUGLAS E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>LANGUAGE ENRICHMENT LANGUAGE LEARNING LEVELS</eric:keywords>
<eric:keywords>Texas (Denton)</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ORAL LANGUAGE DEVELOPMENT OF TWO GROUPS OF DISADVANTAGED FIRST-GRADE CHILDREN WAS COMPARED. ONE GROUP OF 52 SUBJECTS PARTICIPATED IN A PROJECT HEAD START SUMMER PROGRAM, AND THE OTHER GROUP OF 52 SUBJECTS DID NOT. TO DETERMINE IF CHILDREN OF LIMITED OPPORTUNITY, PARTICIPATING IN PROGRAMS DESIGNED TO BROADEN EXPERIENCES, EXHIBIT SUPERIOR LANGUAGE DEVELOPMENT SEVERAL MONTHS AFTER SUCH PARTICIPATION, THE INVESTIGATOR DEVELOPED AND ADMINISTERED A MEASUREMENT OF VARIOUS ASPECTS OF ORAL LANGUAGE. FINDINGS SHOWED THAT (1) PROJECT HEAD START PARTICIPANTS DISPLAYED GREATER ORAL LANGUAGE DEVELOPMENT THAN NON-HEAD START PARTICIPANTS FOR BOTH BOYS AND GIRLS, AND (2) PROJECT HEAD START ACTIVITIES WERE MORE EFFECTIVE IN ENCOURAGING THE ORAL LANGUAGE DEVELOPMENT OF LOW-INTELLIGENCE PUPILS THAN  HIGH-INTELLIGENCE PUPILS. BASED ON THESE FINDINGS, RECOMMENDATIONS WERE MADE FOR TYPES OF MATERIALS AND ACTIVITIES TO BE INCLUDED IN HEAD START CURRICULUMS, AND FOR FUTURE RESEARCH IN THIS AREA. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010848</dc:identifier>
<dc:title>A COMPARISON OF THE ORAL LANGUAGE DEVELOPMENT OF HEAD START PUPILS WITH NON-HEAD START PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject>Teaching Programs</dc:subject>
<dc:creator scheme='personal author'>YEE, ALBERT H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTERPERSONAL ATTITUDINAL RELATIONSHIPS AMONG STUDENT TEACHERS, COOPERATING TEACHERS, AND COLLEGE SUPERVISORS IN THE TEACHER-TRAINING TRIAD WERE INVESTIGATED. RELIABILITY TESTS RUN ON THE INSTRUMENTS USED IN THIS STUDY SHOWED THAT THE INSTRUMENTS WERE INTERNALLY CONSISTENT AND DID REVEAL ATTITUDINAL RELATIONSHIPS. A THEORETICAL FRAMEWORK WAS DEVELOPED AROUND THE STUDENT-TEACHING TRIAD, AND CERTAIN QUESTIONS WERE RAISED CONCERNING THE INTERPERSONAL BEHAVIOR EVENTS INVOLVING THE STUDENT TEACHER ACTING AS A FOLLOWER AND HIS COLLEGE SUPERVISOR AND COOPERATING TEACHER ACTING AS LEADERS. THE STUDY&apos;S RESULTS, BASED ON EVIDENCE GATHERED FROM 124 TRIADS, INDICATED THAT THE FOREMOST CONCERN FOR WORKERS IN STUDENT TEACHING IS THE DEVELOPMENT OF GREATER COHESIVENESS AND INTERACTION IN THE  STUDENT-TEACHING TRIAD. THE RESULTS, HOWEVER, SHOWED THAT THE TRIAD RELATIONSHIPS MORE OFTEN RESEMBLED COMPETITIVE TRIAD SETTINGS RATHER THAN COOPERATIVE TRIAD SITUATIONS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010849</dc:identifier>
<dc:title>THE STUDENT-TEACHING TRIAD--THE RELATIONSHIP OF ATTITUDES AMONG STUDENT TEACHERS, COLLEGE SUPERVISORS, AND COOPERATING TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>164</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>YURKOVICH, JOHN V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPUTERIZED METHODOLOGY FOR DETERMINING THE PHYSICAL FACILITIES REQUIREMENTS OF A LARGE UNIVERSITY WAS DEVELOPED. THE RESEARCH INCLUDED THE DEVELOPMENT, IMPLEMENTATION, AND TESTING OF SYSTEMS FOR (1) CLASSIFYING SPACE, (2) MAINTAINING A PERPETUAL SPACE INVENTORY, (3) CONDUCTING ROOM UTILIZATION STUDIES, (4) PROJECTING STUDENTS BY A SET OF DEFINED MEASURES, (5) PROJECTING STAFF AND THEIR SPACE NEEDS, AND (6) INTEGRATING THE STRUCTURED INPUT DATA, AND (7) PROJECTING FUTURE PHYSICAL FACILITIES REQUIREMENTS. EACH SYSTEM WAS IMPLEMENTED AND TESTED BY DIRECT APPLICATION TO THE INSTITUTIONAL NEEDS OF THE UNIVERSITY OF WISCONSIN. IN THE REPORT OF THE METHODOLOGY, THE DIMENSIONS INHERENT IN THE DEVELOPMENT OF A SPACE PROGRAM, THE REQUIRED DATA SYSTEMS, AND THE ORGANIZATION OF THE  SYSTEMS FOR PROJECTING SPACE REQUIREMENTS WERE DISCUSSED. CONTAINED IN THE APPENDIXES WERE CODE LISTS, DATA REPORTS, DETAILED GUIDES, FLOWCHART REPRESENTATIONS OF THE SYSTEMS, AND SUPPORTIVE INFORMATION PERTINENT TO SPACE MANAGEMENT AND PLANNING. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010850</dc:identifier>
<dc:title>A METHODOLOGY FOR DETERMINING FUTURE PHYSICAL FACILITIES REQUIREMENTS FOR INSTITUTIONS OF HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>194</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>LANYON, RICHARD I.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rutgers, The State Univ., New Brunswick, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LEARNING OF VERBALLY CONDITIONED MATERIAL WAS STUDIED TO CLARIFY SOME OF THE CONDITIONS UNDER WHICH SUCH LEARNING IS ACCOMPANIED BY THE USE OF HIGHER MENTAL PROCESSES, AND THE CONDITIONS UNDER WHICH IT IS NOT. THE STARTING POINT FOR THIS RESEARCH WAS THE PREMISE THAT LEARNING IN VERBAL CONDITIONING CAN OCCUR EITHER WITH OR WITHOUT AWARENESS ON THE PART OF THE LEARNER. TO CLARIFY SOME OF THE CONDITIONS UNDER WHICH LEARNING OF VERBALLY CONDITIONED MATERIAL IS ACCOMPANIED BY THE USE OF HIGHER MENTAL PROCESSES OR NOT, THE INVESTIGATOR STUDIED THE EFFECTS OF TWO SUBJECT VARIABLES, INTELLIGENCE AND PSYCHOLOGICAL SET, AND THREE TASK VARIABLES. HE CONCLUDED THAT LEARNING CAN TAKE PLACE IN SUBJECTS OF AVERAGE INTELLIGENCE, OR BELOW, IN VERBAL CONDITIONING WITHOUT AN ACCOMPANYING  AWARENESS ON THE PART OF THE LEARNER. IN ADDITION, LEARNING WITHOUT AWARENESS IN VERBAL CONDITIONING CAN ALSO TAKE PLACE IF THE SUBJECTS DO NOT HAVE A PSYCHOLOGICAL SET. FINALLY, HE CONCLUDED THAT THE FORMATION OF AWARENESS WHILE LEARNING IS RELATED TO SEVERAL ASPECTS OF THE LEARNING TASK. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010851</dc:identifier>
<dc:title>A STUDY OF THE EFFECTS OF AWARENESS ON CONCEPT FORMATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Fundamental Concepts</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>COOPER, TED L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords>Dewey (John)</eric:keywords>
<eric:keywords>Peirce (Charles S)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RATIONALE AND A THEORETICAL SKETCH WERE DEVELOPED FOR EMPLOYING A PRAGMATISM DERIVED DIRECTLY FROM THE WORK OF CHARLES PEIRCE AS A PRIMARY CRITICAL TOOL FOR EDUCATIONAL PHILOSOPHY. TO THIS END, THE AUTHOR SUMMARIZED THE PRINCIPAL EPISTEMOLOGICAL CONCEPTS OF PRAGMATISM AND OF ITS OFFSPRING, DEWEY&apos;S EXPERIMENTALISM. HE ALSO APPRAISED BRIEFLY THE MAJOR DIFFERENCES OF PEIRCE&apos;S SEMINAL THEORY AND DEWEY&apos;S ADAPTATIONS THAT INFLUENCED LATER DEVELOPMENTS IN EDUCATIONAL THEORY. FINALLY, HE POSITED A CONCORDANCE BETWEEN PRAGMATIC EPISTEMOLOGY AND COGNITIVE CONSISTENCY THEORIES AS ILLUSTRATIVE OF ONE OF SEVERAL DIMENSIONS ALONG WHICH CONTINUING STUDY COULD PROCEED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010852</dc:identifier>
<dc:title>THE CONCEPTS OF KNOWLEDGE OF PEIRCE AND DEWEY--THE RELATION TO EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Paired Associate Learning</dc:subject>
<dc:subject>Patterned Responses</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>BOHM, AUDREY M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Francisco State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT WAS DESIGNED TO TEST THE HYPOTHESIS THAT, WITH MATERIAL OF HIGH MEANINGFULNESS, THE SEMANTIC DIMENSION OF SYNONYMITY (BATTLE-FIGHT) WILL HAVE GREATER IMPACT ON THE LEARNING PROCESS THAN THE DIMENSION OF FORMAL SIMILARITY (BATTLE-BOTTLE). THE LEARNING MATERIALS CONSISTED OF FOUR LISTS OF 12 PAIRS OF TWO-SYLLABLE WORDS. THEY WERE PRESENTED TO 120 SUBJECTS FROM INTRODUCTORY PSYCHOLOGY COURSES WHO WERE UNFAMILIAR WITH PAIRED-ASSOCIATE VERBAL LEARNING, AND THE EFFORT OF THE PAIR RELATIONSHIPS ON LEARNING WAS ANALYZED. THE MOST IMPORTANT FINDING WAS THE CONSISTENT FACILITATING EFFECT OF THE FORMAL RELATIONSHIP FOR BOTH FAMILIAR AND UNFAMILIAR MATERIALS. WITHIN THE CONTEXT OF THE CLASSROOM, THE FINDINGS INDICATED THAT CERTAIN LEARNING MATERIALS MIGHT BE LEARNED MORE EASILY  IF A FORMAL RATHER THAN A MEANINGFUL RELATIONSHIP IS UTILIZED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010853</dc:identifier>
<dc:title>RELATIONSHIPS BETWEEN LEARNING AND SEMANTIC AND FORMAL SIMILARITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LOUDERMILK, KENNETH M.</dc:creator>
<dc:creator scheme='personal author'>RICHMAN, ROBERT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MOSCOW</eric:keywords>
<eric:keywords_geo>Russia (Moscow)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Idaho Univ., Moscow. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OVERALL OBJECTIVES OF THE IDAHO OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT INCLUDED CONDUCTING OCCUPATIONAL RESEARCH, COORDINATING ACTIVITIES AMONG VARIOUS AGENCIES, AND PROVIDING RESEARCH CONSULTING SERVICES. SPECIFIC ACCOMPLISHMENTS OF THE UNIT SINCE THE BEGINNING OF ITS OPERATION IN JUNE 1965 WERE--(1) THE IDENTIFICATION OF ISSUES AND PROBLEMS RELATING TO THE VOCATIONAL EDUCATION PROGRAM, (2) THE TRANSLATION OF RESEARCH FINDINGS INTO CURRICULUM ADVICE FOR SCHOOLS IN THE STATE, (3) THE TRAINING OF OCCUPATIONAL RESEARCHERS, AND (4) SURVEYS TO DETERMINE THE EDUCATIONAL NEEDS RELATED TO VARIOUS OCCUPATIONS, AS WELL AS AVAILABLE LITERATURE ON THESE OCCUPATIONS. THE FUTURE PLANS FOR THE UNIT INCLUDED--(1) A GREATER EMPHASIS ON THE COORDINATION OF RESEARCH ACTIVITIES  RATHER THAN DIRECT PARTICIPATION, (2) A CRITICAL EVALUATION OF THE UNIT&apos;S COMPLETED RESEARCH EFFORTS, (3) A GREATER CONTRIBUTING ROLE TO THE COLLEGE OF EDUCATION AT THE UNIVERSITY OF IDAHO, AND (4) AN EMPHASIS ON RESEARCH PROJECTS WHICH HAVE A THEORETICAL BASIS AND/OR, WHICH WILL YIELD RESULTS HAVING UTILITY BEYOND A SPECIFIC SITUATION OR LOCALE. THE AUTHOR CONCLUDED THAT THE UNIT WAS ABLE TO OFFER IMPORTANT SUGGESTIONS FOR CHANGES IN AND ADDITIONS TO THE VOCATIONAL-TECHNICAL PROGRAM. (PM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010854</dc:identifier>
<dc:title>THE ESTABLISHMENT OF A STATE OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Library Extension</dc:subject>
<dc:subject>Literacy Education</dc:subject>
<dc:subject>Public Libraries</dc:subject>
<dc:creator scheme='personal author'>MACDONALD, BERNICE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Library Association, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIELD VISITS WERE MADE TO 15 PUBLIC LIBRARIES TO GATHER INFORMATION ON LOCAL SPONSORS OF LITERACY EDUCATION, INCLUDING PERSONNEL, TEACHING METHODS, AND INSTRUCTIONAL AND SUPPLEMENTARY MATERIALS. PATTERNS OF COOPERATION BETWEEN EDUCATIONAL AGENCIES AND INDIVIDUAL LIBRARIES AND THE ADEQUACY OF LIBRARY SERVICES AND READING MATERIALS WERE INVESTIGATED. IN MOST LIBRARIES SURVEYED, PROGRAMS OF SERVICE OR LIBRARY INVOLVEMENT WERE LIMITED, BUT EACH LIBRARY ENGAGED IN ACTIVE COMMUNITY PLANNING WITH OTHER AGENCIES, INCLUDING WELFARE AGENCIES, THE FEDERAL MANPOWER AND DEVELOPMENT PROGRAM, PRIVATE AND VOLUNTEER ORGANIZATIONS, FOUNDATIONS, BOARDS OF EDUCATION, READING CLINICS, TELEVISION STATIONS, AND PRIVATE TUTORS. SHORTAGES OF TRAINED PERSONNEL AND EFFECTIVE LITERACY MATERIALS WERE A  CRITICAL PROBLEM. RECOMMENDATIONS INCLUDE--DISTRIBUTION OF EASY-READING BIBLIOGRAPHIES TO ALL PUBLIC LIBRARIES, EXPANSION OF THE ALA ADULT SERVICES DIVISION&apos;S COMMITTEE ON READING IMPROVEMENT FOR ADULTS, A MEETING OF NATIONAL, STATE, AND LOCAL LIBRARY LEADERS TO PROMOTE ORGANIZATION AND DEVELOPMENT OF LITERACY SERVICES, AND A LITERACY SERVICES CONSULTANT AT ALA HEADQUARTERS WERE AMONG THE RECOMMENDATIONS. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010855</dc:identifier>
<dc:title>LITERACY ACTIVITIES IN PUBLIC LIBRARIES, A REPORT OF A STUDY OF SERVICES TO ADULT ILLITERATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Personnel</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Extension Agents</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Industrial Personnel</dc:subject>
<dc:subject>Off Campus Facilities</dc:subject>
<dc:subject>Professional Continuing Education</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:creator scheme='personal author'>KANUN, CLARA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., St. Paul. Inst. of Agriculture.</dc:creator>
<dc:creator scheme='institution'>Minnesota Univ., St. Paul. General Extension Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO EVALUATE THE GRADUATE PROFESSIONAL IMPROVEMENT PROGRAM, JOINTLY SPONSORED BY THE GENERAL EXTENSION DIVISION AND THE INSTITUTE OF AGRICULTURE OF THE UNIVERSITY OF MINNESOTA, THE INVESTIGATORS ADMINISTERED A SURVEY QUESTIONNAIRE TO PARTICIPANTS, THEIR EMPLOYERS, AND THE FACULTY. PARTICIPANTS WERE SURVEYED BOTH BEFORE AND AFTER THEIR COURSES, WHICH INCLUDED GRADUATE DEGREE CREDIT COURSES, CERTIFICATE CREDIT COURSES, AND NONCREDIT SEMINARS. THE PARTICIPANTS WERE PROFESSIONAL WORKERS IN THE FIELDS OF AGRICULTURE AND AGRICULTURAL EDUCATION, SUCH AS EXTENSION PERSONNEL, AGRICULTURAL TEACHERS, HOME ECONOMICS TEACHERS, FORESTRY PERSONNEL, AND PROFESSIONAL EMPLOYEES IN AGRIBUSINESS AND INDUSTRY. ALTHOUGH THERE WAS A CONSENSUS THAT THE COURSES FULFILLED THE STUDENTS&apos; EXPECTATIONS AND  EDUCATIONAL NEEDS, MORE INVESTIGATION IS NEEDED BEFORE A FINAL DECISION CAN BE MADE ABOUT THE PROGRAM SINCE THE ENROLLMENT WAS CONSIDERED TO BE LIMITED AND UNREPRESENTATIVE. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010856</dc:identifier>
<dc:title>EVALUATION OF A GRADUATE PROFESSIONAL IMPROVEMENT PROGRAM, 1965-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Library Extension</dc:subject>
<dc:subject>Literacy Education</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BOWN, LALAGE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Zambia Univ., Lusaka.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY, A TENTATIVE LISTING OF MATERIALS ON AFRICAN ADULT EDUCATION PREPARED WITHOUT FULL BIBLIOGRAPHIC DETAIL IS LIMITED TO SOURCES IN ENGLISH AND FRENCH. THE ENGLISH SOURCES DO NOT INCLUDE MANY FROM AMERICA. IT IS AN EXTENSION AND REVISION OF THE PRELIMINARY BIBLIOGRAPHY DRAWN UP AT THE UNIVERSITY OF IBADAN IN 1965. THE FIRST SECTION PRESENTS BACKGROUND STUDIES ON AFRICA--SURVEYS, PSYCHOLOGICAL AND SOCIAL BACKGROUND, ECONOMICS, POLITICS, LABOR AND INDUSTRY, HEALTH AND NUTRITION, LITERATURE, ARTS AND LANGUAGES. THEN FOLLOW SECTIONS ON GENERAL WORKS ON ADULT EDUCATION AND COMMUNITY DEVELOPMENT THROUGHOUT AFRICA, EDUCATIONAL POLICIES OF FORMER COLONIAL AND PRESENT NATIONAL GOVERNMENTS, AND THE ROLE OF AFRICAN UNIVERSITIES IN ADULT EDUCATION AND COMMUNITY DEVELOPMENT.  THE LAST THREE SECTIONS COVER VOLUNTARY AGENCIES AND ADULT EDUCATION IN AFRICA, SPECIAL ASPECTS OF ADULT EDUCATION IN AFRICA, AND METHODS AND TECHNIQUES. A PRELIMINARY LIST OF REFERENCE PERIODICALS, PROFESSIONAL PERIODICALS, AND GENERAL ADULT EDUCATION PUBLICATIONS, IS INCLUDED. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010857</dc:identifier>
<dc:title>AFRICAN ADULT EDUCATION--A BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>128</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:creator scheme='personal author'>SMITH, EDWIN H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Dept. of Education, Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANNOTATED BIBLIOGRAPHY OF ADULT LITERACY AND BASIC EDUCATION MATERIALS IS DIVIDED INTO THREE STAGES -- INTRODUCTORY (LEVELS 1-3), ELEMENTARY (LEVELS 4-6), AND INTERMEDIATE (LEVELS 7-9). SUBJECT MATTER INCLUDES READING (INCLUDING COMPREHENSION), SPELLING, VOCABULARY AND GRAMMAR, ARITHMETIC, SOCIAL STUDIES, GEOGRAPHY, CITIZENSHIP AND DAILY LIVING, GOVERNMENT, OCCUPATIONS AND VOCATIONS, AND STUDY METHODS. TEXTBOOKS AND TEXTBOOK SERIES ARE RATED WITH TWO STARS FOR MATERIALS CONSIDERED SUPERIOR, ONE STAR FOR MATERIALS JUDGED ADEQUATE, AND NO STAR FOR MATERIALS THAT MAY FIT A PARTICULAR NEED OR PREDILECTION. INSTRUCTIONAL MATERIALS CONSIDERED APPROPRIATE FOR BEGINNING READERS, DISADVANTAGED YOUTH, ADULTS ONLY, ADOLESCENTS ONLY, OR FOREIGN-BORN STUDENTS ARE DESIGNATED. A LIST OF  PUBLISHERS IS INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010858</dc:identifier>
<dc:title>A REVISED ANNOTATED BIBLIOGRAPHY OF INSTRUCTIONAL LITERACY MATERIAL FOR ADULT BASIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-29</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Community Relations</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>GRIFFITH, WILLIAM S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE SURVEY WAS CONDUCTED BY THE NORTHERN ILLINOIS ADULT EDUCATION DEPARTMENT TO DETERMINE THE CHARACTERISTICS OF, AND PARTICIPATION IN, ADULT EDUCATION PROGRAMS IN NORTHERN ILLINOIS IN 1963-64. THE QUESTIONNAIRE WAS DESIGNED TO COLLECT INFORMATION IN SEVERAL AREAS, SUCH AS PROGRAMS -- CREATION, DEVELOPMENT, SCOPE, PURPOSES, CHANGES, PERSONNEL, EVALUATION, AND PERSISTENT PROBLEMS CONFRONTING THE DIRECTOR IN THE ADMINISTRATION OF THE OVERALL PROGRAM, STUDENT ENROLLMENT, COMMUNITY RELATIONS, FINANCES, PROMOTION AND ADVERTISING, AND PHYSICAL FACILITIES. THE RESULTS OF THE SURVEY SHOWED 48 PUBLIC SCHOOLS SERVING 97,000 ADULT STUDENTS, WITH PROGRAMS STRESSING INSTRUCTION IN VOCATIONAL, HOMEMAKING, AND LEISURE-TIME ACTIVITIES. ADMINISTRATIVE DIRECTORS WERE PART-TIME, NOT  TRAINED IN ADULT EDUCATION, MADE LITTLE USE OF ADVISORY COMMITTEES, AND HAD FULL CONTROL OF PROGRAMS. CURRICULUM DEVELOPMENT AND PROGRAM PLANNING CONSISTED OF COURSE SELECTION AND TEACHER RECRUITMENT. ADULT STUDENTS IN NORTHERN ILLINOIS PAY MORE FOR COURSES THAN THE NATIONAL AVERAGE. PROMOTION AND ADVERTISING CONSISTED MAINLY OF BROCHURES LISTING COURSES, FEES, TIME, AND LOCATION. LESS THAN HALF OF THE PROGRAMS PROVIDED STUDENT COUNSELING SERVICES. PROGRAM EVALUATION WAS CURSORY, AND MAJOR PROBLEMS WERE TEACHER RECRUITMENT AND PROGRAM DEVELOPMENT ON A BROAD BASIS. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010860</dc:identifier>
<dc:title>PUBLIC SCHOOL ADULT EDUCATION IN NORTHERN ILLINOIS, REPORT OF A SURVEY CONDUCTED BY THE NORTHERN ILLINOIS ROUND TABLE OF ADULT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>96</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Learning Resources Centers</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>POWELL, ELIZABETH</dc:creator>
<dc:creator scheme='personal author'>SPENCER,O.F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National University Extension Association</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SYLLABUSES STUDY COMMITTEE ON THE CORRESPONDENCE STUDY DIVISION OF THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION IS STUDYING THE POSSIBILITY OF A CENTRAL REPOSITORY FOR SYLLABUSES USED IN CORRESPONDENCE STUDY, IN INSTRUCTIONAL TELEVISION, AND/OR PERHAPS IN OTHER FORMS OF INDEPENDENT STUDY OFF-CAMPUS. A QUESTIONNAIRE WAS SENT TO 62 MEMBER INSTITUTIONS OF THE NUEA, REQUESTING INFORMATION ON COURSES AT THE COLLEGE CREDIT LEVEL, COLLEGE NONCREDIT LEVEL, HIGH SCHOOL LEVEL, AND OTHER LEVELS. IT ALSO REQUESTED INFORMATION ON THE INSTITUTIONAL ATTITUDE TOWARD A CENTRAL REPOSITORY OF MATERIALS, POLICY CONCERNING THE PRODUCTION, USE, AND SALE OF SYLLABUSES, AND THE USE OF SYLLABUSES PRODUCED BY OTHER INSTITUTIONS. DATA GATHERED FROM THE 53 RETURNED REPLIES ARE TABULATED BUT NO  CONCLUSIONS ARE DRAWN. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010861</dc:identifier>
<dc:title>NUEA CORRESPONDENCE STUDY, A SURVEY QUESTIONNAIRE AND SUMMARY OF REPLIES. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Participant Satisfaction</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>BALL, SANDRA J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., Seattle. Inst. for Sociological Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF DATA COLLECTED FROM STUDENT REGISTRATION CARDS AND THE FORMULATION OF A STUDENT QUESTIONNAIRE CONSTITUTE THE FIRST PART OF A THREE-STAGE LONG-RANGE RESEARCH PROJECT TO EVALUATE A UNIVERSITY CORRESPONDENCE STUDY PROGRAM. THE DATA ANALYSIS DESCRIBES THE POPULATION OF CORRESPONDENCE STUDENTS IN TERMS OF RELEVANT INDIVIDUAL AND SOCIAL CHARACTERISTICS AND CORRELATES SOME OF THESE VARIABLES WITH COMPLETION OR NONCOMPLETION OF CORRESPONDENCE COURSES. THE VARIABLES ARE AGE, SEX, OCCUPATION, LEVEL OF EDUCATION, REASON FOR TAKING COURSE, GRADE TYPE OF COURSE, LEVEL OF COURSE, FORM OF FINANCIAL SUPPORT, TIME FOR COURSE COMPLETION, COURSE GRADE, AND EDUCATIONAL ATTENDANCE HISTORY. THE STUDENT QUESTIONNAIRE COVERS STUDENT ATTITUDES AND COURSE CHARACTERISTICS. A COPY OF THE  QUESTIONNAIRE IS FOLLOWED BY DESCRIPTIONS OF ITS ITEMS. THE DOCUMENT INCLUDES SIX REFERENCES. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010862</dc:identifier>
<dc:title>CORRESPONDENCE STUDY EVALUATION PROJECT, STAGE 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Education</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:creator scheme='personal author'>HOULE, CYRIL O.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE FOUR PAPERS PRESENTED AT THE 1953 CONVENTION OF THE ASSOCIATION OF UNIVERSITY EVENING COLLEGES ON PURPOSES OF THE EVENING COLLEGE HAVE BEEN REPUBLISHED BECAUSE OF THEIR PRESENT-DAY RELEVANCE FOR ADMINISTRATORS IN DEVELOPING GUIDING PRINCIPLES GOVERNING THEIR WORK. EARL MCGRATH DISCUSSES OUR CHANGING SOCIETY (INCREASE IN EDUCATIONAL LEVEL, LONGER LIFE SPAN, INCREASING LEISURE TIME, DEMAND FOR CONTINUING EDUCATION) AND HOW THESE FACTORS ARE FORCING CHANGES IN THE EVENING COLLEGE PROGRAM. IN COMMENTING ON COMMUNITY NEEDS, GORDON BLACKWELL POINTS OUT THE DIMENSIONS OF THE COMMUNITY WHICH DETERMINE THE PURPOSE OF THE EVENING COLLEGE (THE COMMUNITY COMPOSITION, ITS INSTITUTIONAL STRUCTURE, VALUE SYSTEMS, SOCIAL STRATIFICATION, INFORMAL SOCIAL RELATIONSHIPS, POWER STRUCTURE, AND  ECOLOGY). HORACE KALLEN DESCRIBES THE HUMAN QUALITIES OF THE INDIVIDUAL THAT ARE OF INTEREST TO THE EDUCATOR (HIS DESIRE FOR KNOWLEDGE IN ORDER TO SURVIVE AND BE FREE). CYRIL HOULE SUMMARIZES THE DISCUSSIONS POINTING OUT THAT THE ACADEMIC TRADITION PROVIDES ADULT EDUCATORS WITH THE SUBJECT MATTER AND METHODOLOGY THEY NEED, BUT THEY MUST EXPLORE THE COMMUNITY AND THE NATURE OF THE INDIVIDUAL TO MAKE THE EVENING COLLEGE PROGRAMS CREATIVE AND VITAL. THIS PUBLICATION IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $0.75. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED010864</dc:identifier>
<dc:title>PURPOSES OF THE EVENING COLLEGE, REFLECTIONS IN 1953.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cost Effectiveness</dc:subject>
<dc:subject>Doctoral Dissertations</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educational Benefits</dc:subject>
<dc:subject>Employment Programs</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Government (Administrative Body)</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Laborers</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>BORUS, MICHAEL E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yale Univ., New Haven, CT. Graduate School.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE OF RETRAINING PROGRAMS IN FOUR LABOR MARKETS IN CONNECTICUT, UNDER BOTH THE AREA REDEVELOPMENT ACT AND STATE SPONSORSHIP. THE PURPOSE WAS TO DETERMINE THE BENEFITS AND COSTS TO WORKERS, THE GOVERNMENT, AND THE ECONOMY. THE STATE HAD PIONEERED SUCH PROGRAMS SO A SAMPLE COULD BE STUDIED OF THOSE WHO HAD LONG WORK-HISTORIES AFTER RETRAINING. THE TRAINEES WERE DIVIDED INTO SIX GROUPS--THOSE WHO COMPLETED THE COURSE WITH AND WITHOUT EMPLOYMENT, THOSE WHO WITHDREW WITH AND WITHOUT EMPLOYMENT, AND THOSE WHO REFUSED RETRAINING WITH AND WITHOUT EMPLOYMENT. THREE CONTROL GROUPS WERE TRAINEES WHO, WITHOUT EMPLOYMENT, COMPLETED THE COURSE, WITHDREW, OR REFUSED IT. THE BENEFIT-COST RATIO FOR THE INDIVIDUALS (SUCH AS REDUCED ANNUAL UNEMPLOYMENT AND INCREASED ANIMAL WAGE VERSUS  INCOME LOST DURING TRAINING AND HIGHER INCOME TAX AFTERWARDS) WAS NOT AS HIGH AS THE BENEFIT TO THE GOVERNMENT (SUCH AS REDUCED COSTS OF UNEMPLOYMENT AND PUBLIC ASSISTANCE) AND TO THE ECONOMY (THE INCREASE IN GROSS NATIONAL PRODUCT AND REDUCED AGGREGATE UNEMPLOYMENT LEVEL). IT WAS FELT THAT THE BENEFICIAL EFFECTS OF THE RETRAINING PROGRAMS MIGHT BE LOWERED BY THE ADDITION OF THE MANPOWER DEVELOPMENT AND TRAINING ACT PROVISION FOR TRAINING THE HARD CORE UNEMPLOYED. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010865</dc:identifier>
<dc:title>THE ECONOMIC EFFECTIVENESS OF RETRAINING THE UNEMPLOYED, A STUDY OF THE BENEFITS AND COSTS OF RETRAINING THE UNEMPLOYED BASED ON THE EXPERIENCE OF WORKERS IN CONNECTICUT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>228</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Jews</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for Jewish Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANNOTATED BIBLIOGRAPHY OF EDUCATIONAL MATERIALS INCLUDES SELECTED MATERIALS PUBLISHED BY THE 17 MEMBER ORGANIZATIONS AFFILIATED WITH THE NATIONAL COUNCIL ON ADULT JEWISH EDUCATION OF THE AMERICAN ASSOCIATION FOR JEWISH EDUCATION. THE AIM OF THE GUIDE IS TO PROVIDE THE PROFESSIONAL AND THE LAY LEADER IN THE FIELD OF JEWISH ADULT EDUCATION WITH INFORMATION ABOUT AVAILABLE RESOURCES AND PROGRAM AIDS IN VARIOUS SUBJECT AREAS AND FIELDS OF INTEREST. THE GUIDE COVERS SUCH SUBJECTS AS CHURCH AND STATE, FAMILY LIFE, HISTORY, INTERMARRIAGE, THE JEWISH COMMUNITY, MUSIC, ART, AND LITERATURE, AND INCLUDES HANDBOOKS, PROGRAM MATERIALS, RECORDINGS, AND FILMS AND FILMSTRIPS. A LIST OF THE MEMBER ORGANIZATIONS, FROM WHICH THE MATERIALS ARE AVAILABLE, IS INCLUDED. THIS BIBLIOGRAPHY IS ALSO  AVAILABLE FROM THE AMERICAN ASSOCIATION FOR JEWISH EDUCATION, 101 FIFTH AVENUE, NEW YORK, NEW YORK 10005, FOR $0.50. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010866</dc:identifier>
<dc:title>GUIDE TO SELECT ADULT JEWISH EDUCATIONAL MATERIALS, A RESOURCE FOR ADULT JEWISH EDUCATION LEADERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:creator scheme='personal author'>GOLDMAN, FREDA H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GENERAL DESCRIPTION OF THE ARTS IN THE CONTEMPORARY UNIVERSITY PRECEDES DESCRIPTIONS OF SPECIFIC ADULT PROGRAM PROTOTYPES. THE CURRENT PLACE OF THE ARTS OUTSIDE THE UNIVERSITY INCLUDES RECENT TRENDS IN ART INSTITUTIONS, GOVERNMENT, BUSINESS, FOUNDATIONS, ARTS COUNCILS, PUBLICATIONS, AND EDUCATIONAL TELEVISION. ISSUES AND PROBLEMS CONCERNING THE ROLE OF THE ARTS IN SOCIETY ARE DISCUSSED IN RELATION TO THE EDUCATION OF THE ADULT AUDIENCE. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS AT BOSTON UNIVERSITY, 138 MONTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $1.75. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010867</dc:identifier>
<dc:title>THE ARTS IN HIGHER ADULT EDUCATION, A SECOND REVIEW OF PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classification</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:creator scheme='personal author'>BUSKEY, JOHN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A RESEARCH PROPOSAL TO DEVELOP AND TEST A TYPOLOGY FOR CLASSIFYING EDUCATIONAL PROGRAMS CONDUCTED BY UNIVERSITY RESIDENTIAL ADULT CENTERS. THIS TYPOLOGY WILL BE INDUCTIVELY DEVELOPED, BASED ON EDUCATIONAL DISTINCTIONS LOGICALLY FORMULATED, DESCRIPTIVE, AND SET AT A LEVEL OF GENERALITY WHERE LOSS BY FRAGMENTATION WILL NOT BE TOO GREAT. IN A PILOT STUDY 16 RESIDENTIAL PROGRAMS CONDUCTED BY THE UNIVERSITY OF CHICAGO CENTER FOR CONTINUING EDUCATION WERE INDUCTIVELY ANALYZED, AND PROGRAM ELEMENTS IDENTIFIED. ORGANIZING PRINCIPLES WERE ABSTRACTED FROM THE ELEMENTS. ABOUT 265 OTHER CHICAGO CENTER PROGRAMS WILL BE CLASSIFIED TO REFINE AND COMPLETE THE TYPOLOGY WHICH WILL THEN BE FIELD-TESTED FOR COMMUNICABILITY, COMPREHENSIVENESS, USEFULNESS, ACCEPTANCE, AND CONSISTENCY. ABOUT 25  PROGRAM DIRECTORS AND COORDINATORS FROM SIX OTHER UNIVERSITY RESIDENTIAL CENTERS WILL USE THE TYPOLOGY TO CLASSIFY 375 PROGRAMS. DIRECTORS, COORDINATORS AND PROFESSORS OF ADULT EDUCATION WILL BE INTERVIEWED TO DETERMINE THE EXTENT TO WHICH THE CRITERIA ARE MET. THE PROPOSAL INCLUDES 25 REFERENCES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010868</dc:identifier>
<dc:title>THE DEVELOPMENT AND TESTING OF A TYPOLOGY OF UNIVERSITY RESIDENTIAL ADULT EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Education</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject weight='MAJOR'>Developing Nations</dc:subject>
<dc:subject weight='MAJOR'>Educational Policy</dc:subject>
<dc:subject weight='MAJOR'>National Programs</dc:subject>
<dc:subject>Womens Education</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FOLLOWING WERE BROUGHT OUT IN THIS COLLECTION OF PAPERS AND RECOMMENDATIONS OF AN ADULT EDUCATION SEMINAR HELD AT THE STAFF TRAINING COLLEGE, LUSAKA, ZAMBIA--AT THE TIME OF INDEPENDENCE IN ZAMBIA IN 1964, ADULT EDUCATION FACILITIES EXISTED IN ONLY THREE PROVINCES ON THE RAILROAD LINE, AND OVER 60 PERCENT OF THE POPULATION HAD NO FACILITIES. OF 1.5 MILLION ADULTS, 1 MILLION HAD NEVER BEEN TO SCHOOL. OF PERSONS OVER 16, 75 PERCENT OF THE MALES AND 93 PERCENT OF THE FEMALES WERE ILLITERATE, MOSTLY IN THE RURAL AREAS. EARLY IN 1964 A CRASH PROGRAM OF NIGHT SCHOOLS WAS ORGANIZED IN CENTERS AWAY FROM THE RAILROAD. A CORRESPONDENCE COURSE UNIT WAS ESTABLISHED AT EVELYN HONE COLLEGE OF FURTHER EDUCATION, AND FEES WERE REDUCED AND A POLICY OF INCENTIVE FEE REMISSION INITIATED. IN 1965  A DETAILED ADULT EDUCATION PLAN WAS PREPARED AS PART OF THE NATIONAL DEVELOPMENT PLAN, 1965-70. AN ADULT EDUCATION SECTION WAS ADDED AT MINISTRY HEADQUARTERS, THE CORRESPONDENCE COURSE UNIT WAS EXPANDED, AND PARTIAL LOCAL FINANCIAL SUPPORT OF ADULT EDUCATION PROGRAMS WAS REQUIRED. TWO ADULT EDUCATION CENTERS WERE FOUNDED AT NDOLA AND LUANSHYA WHERE DAY COURSES AS WELL AS EVENING COULD BE GIVEN--IDEAL FOR DAY-RELEASE, SHORT COURSES, AND COURSES FOR WOMEN. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010869</dc:identifier>
<dc:title>THE ROLE AND IMPORTANCE OF ADULT EDUCATION IN ZAMBIA. REPORT OF THE FRIEDRICH EBERT FOUNDATION SEMINAR (LUSAKA, APRIL 25-30, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:21:15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:creator scheme='personal author'>CORTRIGHT, RICHARD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LATIN AMERICA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR BRIEFLY REVIEWS STUDIES AND REPORTS ON ADULT BASIC EDUCATION PROGRAMS IN LATIN AMERICA, WHERE IN MOST COUNTRIES AT LEAST 40 PERCENT OF THE ADULT POPULATION IS ILLITERATE. EDUCATION HAS BEEN RELATED TO NATIONAL ECONOMIES, HEALTH, AND SOCIAL AND POLITICAL PROBLEMS. NATIONAL BUDGETS FOR LITERACY PROGRAMS ARE GROWING AND IN SOME COUNTRIES INDUSTRIES HAVE AIDED LITERACY EDUCATION. ADULT PROGRAMS HAVE INCLUDED CHILDREN AND ADOLESCENTS WHO WORK A FULL DAY. THE QUESTION OF WHETHER TO INVEST MORE IN ADULT OR ELEMENTARY PROGRAMS RECURS. THE PEACE CORPS HAS BEEN HELPFUL IN TRAINING TEACHERS OF ILLITERATES AND IN INITIATING PROGRAMS. NUMEROUS REFERENCES ARE MADE TO DOCUMENTS IN ENGLISH, SPANISH, PORTUGUESE, AND FRENCH. THIS ARTICLE CONTAINS SUMMARIES IN FRENCH AND GERMAN AND IS  PUBLISHED IN THE &amp;quot;INTERNATIONAL REVIEW OF EDUCATION,&amp;quot; VOLUME 12, NUMBER 2, 1966. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010870</dc:identifier>
<dc:title>ADULT BASIC EDUCATION IN LATIN AMERICA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Idioms</dc:subject>
<dc:subject>Language Styles</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Urban Language</dc:subject>
<dc:creator scheme='personal author'>LABOV, WILLIAM</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH ON ENGLISH PHONOLOGY IN NEW YORK CITY IS DESCRIBED. CURRENT LINGUISTIC THEORY IS CONSIDERED UNABLE TO ACCOUNT FOR MASSIVE &amp;quot;FREE VARIATION&amp;quot; IN THE PHONOLOGY OF THE SPEECH OF THAT AREA. ISOLATED WERE PHONOLOGICAL VARIABLES WHICH ARE ASSOCIATED WITH SOCIAL, STYLISTIC, ETHNIC, AND INDIVIDUAL FACTORS IN NEW YORK CITY. QUANTITATIVE INDEXES WERE CONSTRUCTED AND INTERVIEWING TECHNIQUES DEVISED TO ISOLATE CONTEXTUAL STYLES. THE FINDINGS SHOW THAT THE SPEECH OF NEW YORKERS IS HIGHLY DETERMINED BY CONTEXT AND SOCIOECONOMIC CLASS. THE RESEARCH PERMITTED ESTABLISHMENT OF A STRUCTURAL UNIT, THE LINGUISTIC VARIABLE, WHICH IS A CLASS OF VARIANTS SUCH AS MORPHS OR PHONES, WHICH IS ORDERED ALONG A CONTINUOUS DIMENSION, AND WHOSE POSITION IS DETERMINED BY AN INDEPENDENT LINGUISTIC OR  EXTRALINGUISTIC VARIABLE. THE THEORETICAL CONSEQUENCE OF INTRODUCING THIS CONSTRUCT IS THE ENLARGEMENT OF LINGUISTIC THEORY. THE AUTHOR SUGGESTS THE ADDITION OF THE LINGUISTIC VARIABLE TO THE REPERTORY OF STRUCTURAL LINGUISTICS TO DESCRIBE REGULARITIES IN LINGUISTIC BEHAVIOR WHICH WOULD OTHERWISE REMAIN INACCESSIBLE. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;WASHINGTON LINGUISTICS REVIEW,&amp;quot; VOLUME 3, SPRING 1966. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010871</dc:identifier>
<dc:title>THE LINGUISTIC VARIABLE AS A STRUCTURAL UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Machine Translation</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>LEE, THERESA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONTEXTUAL ASSOCIATIVE METHOD</eric:keywords>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>ITEK Corp., Lexington, MA.</dc:creator>
<dc:creator scheme='institution'>Rome Air Development Center, Griffiss AFB, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LINGUISTIC PROCESSING SYSTEM, WHICH HAS BEEN DEVELOPED FOR CHINESE TO ENGLISH MACHINE TRANSLATION, UTILIZING THE CONTEXTUAL ASSOCIATIVE METHOD WAS DESCRIBED. THE REPORT INCLUDES (1) AN EXPLANATION OF THE LINGUISTIC PROCESSING SYSTEM, (2) MORPHOLOGICAL AND SYNTACTIC ANALYSES, AND (3) AN ANALYSIS OF ENGLISH INFLECTION. MACHINE APPLICABILITY WAS STRESSED THROUGHOUT, AND TESTING OF LINGUISTIC RULES BY MACHINE WAS INITIATED AND PROVED VALUABLE. THE CHINESE INPUT WAS PROCESSED BY CHICODER, A DEVICE USED TO ENCODE CHINESE CHARACTERS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010872</dc:identifier>
<dc:title>LINGUISTIC STUDIES FOR CHINESE TO ENGLISH MACHINE TRANSLATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Context Free Grammar</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>MARTINS, GARY R.</dc:creator>
<dc:creator scheme='personal author'>SMITH, STEVEN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Bunker-Ramo Corp., Canoga Park, CA. Defense Systems Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPUTER PROCEDURE IS DESCRIBED FOR PARSING RUSSIAN SENTENCES WITH A CONTEXT-FREE RECOGNITION GRAMMAR. THIS IS THE FIRST PROJECT UNDER A PROGRAM FOR THE INVESTIGATION OF SEVERAL ASPECTS OF NATURAL LANGUAGE DATA PROCESSING BY FORMALIZED METHODS TO DETERMINE THE USEFULNESS OF FORMALIZED LINGUISTIC TECHNIQUES IN PRACTICAL LANGUAGE DATA PROCESSING APPLICATIONS. EVERY HYPOTHESIS WAS TESTED AS A RUNNING COMPUTATIONAL PROCEDURE BEFORE ACCEPTANCE AS A WORKING PRINCIPLE. THE HARDWARE USED INCLUDED A BUNKER-RAMO MODEL 130 (AN/VYK-1) COMPUTER. THE PROGRAMING LANGUAGE WAS A VERSION OF FORTRAN IV. AN IMPORTANT CHANGE IN THE GRAMMAR AND ALGORITHM OF THE SYSTEM HAS BEEN THE INTRODUCTION OF &amp;quot;GRAMMATICAL VARIABLES&amp;quot; AS COMPONENTS OF GRAMMATICAL LABELS. THE TERM &amp;quot;VECTOR-SYMBOL PHRASE GRAMMAR&amp;quot; IS  USED TO DISTINGUISH IT FROM THE MORE USUAL PHRASE &amp;quot;STRUCTURE GRAMMAR.&amp;quot; THE BASIC ALGORITHM AND THE FORM AND FUNCTION OF THE GRAMMATICAL VARIABLES ARE DISCUSSED IN DETAIL. THE RESULTS INDICATE THAT THE MODIFICATION OF THE &amp;quot;VECTOR-SYMBOL PHRASE GRAMMAR,&amp;quot; WITH NODE SUPPRESSION, MAKES IT POSSIBLE TO UNDERTAKE WRITING A PHRASE STRUCTURE GRAMMAR FOR WRITTEN RUSSIAN SUITABLE FOR DATA PROCESSING APPLICATIONS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010873</dc:identifier>
<dc:title>COMPUTER-AIDED RESEARCH IN MACHINE TRANSLATION D199, A PARSING PROCEDURE FOR A VECTOR-SYMBOL PHRASE GRAMMAR OF RUSSIAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>99</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Deep Structure</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Surface Structure</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>BLAIR, FRED</dc:creator>
<dc:creator scheme='personal author'>ROSENBAUM, PETER S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Yorktown Heights)</eric:keywords>
<eric:keywords>Sentence Synthesizing Program</eric:keywords>
<eric:keywords>LISP Programing Language</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Business Machines Corp., Yorktown Heights, NY. Thomas J. Watson Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH IN THREE AREAS OF COMPUTATIONAL LINGUISTICS IS DESCRIBED--(1) THE DESIGN AND DEVELOPMENT OF A TRANSFORMATIONAL GRAMMAR FOR A SUBSET TO GRAMMATICAL SENTENCES IN ENGLISH, (2) THE IMPLEMENTATION OF THIS GRAMMAR IN TERMS OF A SENTENCE SYNTHESIZING PROGRAM WRITTEN IN LISP 1.5, AND (3) THE USE OF SENTENCE SYNTHESIZING PROGRAMS FOR TRANSFORMATIONAL GRAMMARS GENERALLY. THE PRIMARY OBJECTIVES HAVE BEEN TO SPECIFY A DESCRIPTIVELY ADEQUATE TRANSFORMATIONAL GRAMMAR FOR ENGLISH, INCORPORATING RECENT THEORETICAL DISCOVERIES, AND TO DEVELOP COMPUTATIONAL PROCEDURES FOR TESTING THE DESCRIPTIVE ADEQUACY OF TRANSFORMATIONAL GRAMMARS OF ADVANCED DESIGN. AN ANALYSIS IS GIVEN OF THE RESULTS OBTAINED, AND METHODOLOGICAL LIMITATIONS ARE DISCUSSED. THE SENTENCE SYNTHESIZING PROGRAM HAS BEEN  FOUND VALUABLE IN REVEALING ERRORS IN THE TRANSFORMATIONAL RULES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010874</dc:identifier>
<dc:title>SPECIFICATION AND UTILIZATION OF A TRANSFORMATIONAL GRAMMAR. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Dialects</dc:subject>
<dc:subject>Deep Structure</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>LOFLIN, MARVIN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AMBIGUOUS SENTENCES WITH &amp;quot;BE&amp;quot; IN THE NONSTANDARD SPEECH OF NEGROES ARE DISCUSSED. THE AUTHOR HYPOTHESIZES THAT THERE ARE DIFFERENCES IN THE UNDERLYING SEMANTIC STRUCTURE (DEEP STRUCTURE) BETWEEN NONSTANDARD NEGRO SPEECH AND OTHER DIALECTS OF ENGLISH, AND THAT A &amp;quot;HABITUATIVE&amp;quot; CATEGORY MUST BE POSTULATED TO REMOVE STRUCTURAL AMBIGUITY. A SAMPLING IS TAKEN FROM THE SPEECH OF NEGRO CHILDREN BETWEEN THE AGES OF 8 TO 14 IN THE WASHINGTON, D.C., AREA. THREE SIMPLIFIED TREE DIAGRAMS SHOW THE DEEP STRUCTURE DIFFERENCES WHICH GIVE THREE DIFFERENT INTERPRETATIONS TO THE SENTENCES &amp;quot;I BE BUSY&amp;quot; OR &amp;quot;WHEN YOU COME, I BE BUSY.&amp;quot; IN ADDITION TO THE MODALS &amp;quot;WILL&amp;quot; AND &amp;quot;WOULD,&amp;quot; THERE IS A THIRD &amp;quot;HABITUATIVE&amp;quot; CATEGORY, WHICH REPRESENTS A RECURRING ACTIVITY ENGAGED IN AT SPECIFIC TIMES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010875</dc:identifier>
<dc:title>A NOTE ON THE DEEP STRUCTURE OF NONSTANDARD ENGLISH IN WASHINGTON, D.C.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Social Dialects</dc:subject>
<dc:type></dc:type>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Illinois (Champaign)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Illinois (Champaign)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>National Council of Teachers of English, Champaign, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REPORT NUMBER 2 OF THE CLEARINGHOUSE FOR SOCIAL DIALECT STUDIES (CENTER FOR APPLIED LINGUISTICS AND NATIONAL COUNCIL OF TEACHERS OF ENGLISH) GIVES BRIEF DESCRIPTIONS OF 26 CURRENT, PROJECTED, OR RECENTLY COMPLETED SOCIAL DIALECT STUDIES AT UNIVERSITIES AND OTHER INSTITUTIONS OF HIGHER LEARNING IN THE UNITED STATES. THE EMPHASIS IS ON THE SPEECH OF SPEAKERS OF NONSTANDARD VARIETIES OF ENGLISH AND ASSOCIATED SCHOOL PROBLEMS. THE OBJECTIVES AND PROCEDURES OF EACH PROJECT ARE DESCRIBED IN THE REPORT. MOST OF THE PROGRAMS DESCRIBED ARE SCHOOL-BASED, BUT SOME ARE UNDER THE AUSPICES OF GOVERNMENT PROGRAMS LIKE PROJECT HEAD START AND PROJECT LITERACY. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010876</dc:identifier>
<dc:title>CURRENT SOCIAL DIALECT RESEARCH AT AMERICAN HIGHER INSTITUTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Portuguese</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>CARROLL, JOHN B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Lab. for Research in Instruction.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS UNDERTAKEN TO INVESTIGATE FOREIGN LANGUAGE LEARNING IN BOTH INTRAINING AND FIELD PROGRAMS OF THE PEACE CORPS, AND TO DETERMINE INDIVIDUAL AND EXPERIENCE FACTORS AFFECTING THE RATE OF LANGUAGE LEARNING. THE OBJECTIVE WAS TO DEVELOP A PROTOTYPE FOR A PARAMETRIC STUDY INVOLVING SUCH FACTORS AS LANGUAGE APTITUDE AND PRIOR LANGUAGE TRAINING. A TOTAL OF 444 TRAINEES IN SPANISH AND 51 TRAINEES IN PORTUGUESE AT THE UNIVERSITY OF NEW MEXICO WERE GIVEN PLACEMENT TESTS AND LANGUAGE APTITUDE AND PROFICIENCY TESTS AT VARIOUS STAGES OF THE TRAINING PROGRAM. RESULTS SHOWED THAT PRIOR KNOWLEDGE, NOT APTITUDE, DETERMINED THE DEGREE OF FLUENCY. A FOLLOWUP STUDY WAS DONE IN THE FIELD WITH SIMILAR RESULTS. RECOMMENDATIONS WERE MADE RESPECTING (1) LENGTH OF COURSE, (2) FURTHER TRAINING IN  THE FIELD, (3) THE IMPORTANCE OF VARIABLES SUCH AS APTITUDE AND PRIOR KNOWLEDGE IN TRAINEE SELECTION, AND (4) DEVELOPMENT OF A PROGRAM OF LANGUAGE PROFICIENCY MEASUREMENT. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010877</dc:identifier>
<dc:title>A PARAMETRIC STUDY OF LANGUAGE TRAINING IN THE PEACE CORPS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Clearinghouses</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:creator scheme='personal author'>ROBERTS, A. HOOD</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC. ERIC Clearinghouse for Languages and Linguistics.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SELECTED ARTICLES IN PROGRAMED INSTRUCTION WERE COLLECTED AND ANNOTATED FOR THIS PUBLICATION. TYPES OF MATERIALS INCLUDED WERE BASIC REFERENCE BOOKS, JOURNAL ARTICLES, RESEARCH DOCUMENTS, AND SOME UNPUBLISHED PAPERS, COVERING THE PERIOD 1960-66. REFERENCES WERE LISTED ACCORDING TO THE FOLLOWING CATEGORIES--PROGRAMED INSTRUCTION - GENERAL REFERENCES, LISTS OF AVAILABLE PROGRAMS, REVIEWS OF THE LITERATURE AND RESEARCH, PROGRAM EVALUATION, PROGRAMED FOREIGN LANGUAGE INSTRUCTION - GENERAL PAPERS, PROGRAMING PRINCIPLES, RESEARCH AND DEVELOPMENT, REVIEWS OF PROGRAMS AND PUBLICATIONS, PROGRAMED INSTRUCTION IN READING AND LITERACY TRAINING, AND COMPUTER-ASSISTED INSTRUCTION AND LANGUAGE TEACHING. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010878</dc:identifier>
<dc:title>SELECTED BIBLIOGRAPHY IN PROGRAMMED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adjectives</dc:subject>
<dc:subject>Deep Structure</dc:subject>
<dc:subject weight='MAJOR'>English</dc:subject>
<dc:subject weight='MAJOR'>Linguistic Theory</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:subject weight='MAJOR'>Syntax</dc:subject>
<dc:subject weight='MAJOR'>Transformational Generative Grammar</dc:subject>
<dc:subject>Verbs</dc:subject>
<dc:creator scheme='personal author'>ROSS, JOHN ROBERT</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANALYSIS OF UNDERLYING SYNTACTIC STRUCTURE IS BASED ON THE ASSUMPTION THAT THE PARTS OF SPEECH CALLED &quot;VERBS&quot; AND &quot;ADJECTIVES&quot; ARE TWO SUBCATEGORIES OF ONE MAJOR LEXICAL CATEGORY, &quot;PREDICATE.&quot; FROM THIS ASSUMPTION, THE HYPOTHESIS IS ADVANCED THAT, IN LANGUAGES EXHIBITING THE COPULA, THE DEEP STRUCTURE OF SENTENCES CONTAINING PREDICATE ADJECTIVES IS IDENTICAL IN ALL SIGNIFICANT RESPECTS TO THAT OF SENTENCES WITH PREDICATES CONTAINING VERBS. THIS IMPLIES THE CLAIMS THAT &quot;BE&quot; IS A TRUE VERB AND THAT IT HAS A DEEP STRUCTURE SIMILAR TO SUCH LEXICAL ITEMS AS &quot;TRY,&quot; AND &quot;KNOW.&quot; SIX ARGUMENTS FROM WIDELY VARYING AREAS OF SYNTAX ARE USED TO SUPPORT THE HYPOTHESIS. THIS PAPER WAS PRESENTED AT THE WINTER MEETING OF THE LINGUISTIC SOCIETY OF AMERICA (NEW YORK, DECEMBER 28, 1966).  (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010879</dc:identifier>
<dc:title>ADJECTIVES AS NOUN PHRASES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:21:30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>German</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Vietnamese</dc:subject>
<dc:creator scheme='personal author'>FERSTER, C.B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Silver Spring)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Institute for Behavioral Research, Silver Spring, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE EXPERIMENTS WITH VERBAL BEHAVIOR WERE CARRIED OUT AS AN EXTENSION AND ADAPTATION OF GENERAL LABORATORY PRINCIPLES DEVELOPED WITH ANIMALS. THE EXPERIMENTS COVERED THREE AREAS. THE FIRST WAS AN APPLICATION OF GENERAL PRINCIPLES OF VERBAL BEHAVIOR, LARGELY BASED ON SKINNER&apos;S ANALYSIS, TO THE PROBLEMS OF TEACHING A SECOND LANGUAGE. ACTUAL TEACHING PROGRAMS WERE DEVELOPED IN GERMAN AND VIETNAMESE. THE SECOND AREA OF RESEARCH WAS A PROGRAM OF EXPERIMENTS DESIGNED TO TEST THE HYPOTHESIS THAT TRAINING AS A LISTENER AND A READER WOULD ENHANCE THE DEVELOPMENT OF SPEAKING AND WRITING. THE EXPERIMENTS WERE CARRIED OUT, USING A SINGLE VIETNAMESE PHONEME, TO TRACE THE INFLUENCE ON PRONUNCIATION OF THE SUBJECT&apos;S SKILL AS A LISTENER. A THIRD AREA OF EXPERIMENTS CONCERNED MOTIVATIONAL  VARIABLES. THE AUTOMATIC PROGRAMING OF THE TEACHING MACHINE MATERIALS MADE IT POSSIBLE TO MANIPULATE MANY OF THE RELEVANT REINFORCERS. THE EXPERIMENTS DEALT MAINLY WITH THE ASPECT OF THE TEACHING MACHINE PERFORMANCES THAT WERE REINFORCED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CLEARINGHOUSE FOR FEDERAL AND SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VIRGINIA 22151, AND FOR QUALIFIED INVESTIGATORS, FROM DDC, CAMERON STATION, ALEXANDRIA, VIRGINIA 22314. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010880</dc:identifier>
<dc:title>THE PSYCHOBIOLOGICAL INVESTIGATION OF THE DEVELOPMENT OF NEW VERBAL BEHAVIOR. FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>93</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>SCHANE, SANFORD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MITRE GRAMMAR</eric:keywords>
<eric:keywords>BEDFORD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mitre Corp., Bedford, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COORDINATION SCHEMA IS DESCRIBED WHICH HAS BEEN INTRODUCED IN THE &amp;quot;MITRE&amp;quot; GRAMMAR. THIS SCHEMA DEALS WITH THE TYPE OF COORDINATION WHERE A SINGLE SENTENCE OF TWO OR MORE CONSTITUENTS ALLOWS FOR A PARAPHRASE OF TWO OR MORE SEPARATE SENTENCES WHICH ARE IDENTICAL IN EVERY RESPECT EXCEPT FOR THE CONJOINABLE MEMBERS. THE NEW APPROACH REPLACES EARLIER APPROACHES IN GENERATIVE GRAMMAR WHICH HANDLED COORDINATE CONSTRUCTIONS BY USING GENERALIZED TRANSFORMATIONS, AND LATER EMBEDDING TRANSFORMATIONS. THE REPORT CONTAINS TWO SECTIONS. THE FIRST IS THEORETICAL AND DESCRIBES THE NEW SCHEMA WHICH CONSISTS OF TWO SETS OF RULES--(1) THE PRIMARY CONJUNCTION RULES WHICH DERIVE A SINGLE SENTENCE WITH CONJOINED CONSTITUENTS FROM TWO OR MORE COORDINATE SENTENCES, AND (2) THE SECONDARY CONJUNCTION  RULES WHICH OPERATE ON THESE DERIVED COORDINATE STRUCTURES, CONVERTING THEM TO RELATED VARIANT FORMS. THIS SCHEMA ENTAILS A REEXAMINATION OF SOME OF THE PHRASE STRUCTURE RULES. THE SECOND PART OF THE REPORT DISCUSSES THE IMPLEMENTATION OF THIS SCHEMA. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010881</dc:identifier>
<dc:title>A SCHEMA FOR SENTENCE COORDINATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Distinctive Features (Language)</dc:subject>
<dc:subject weight='MAJOR'>English</dc:subject>
<dc:subject weight='MAJOR'>Morphophonemics</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject weight='MAJOR'>Phonology</dc:subject>
<dc:subject weight='MAJOR'>Vowels</dc:subject>
<dc:creator scheme='personal author'>HILL, KENNETH C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATION IS EXAMINED BETWEEN SIMPLE VOWEL SOUNDS IN ENGLISH AND VOWELS ASSOCIATED WITH GLIDES, OR SEMIVOWELS, SOMETIMES REFERRED TO AS &quot;COMPOUND PHONEMES.&quot; THESE COMPLEX VOWEL NUCLEI PARTICIPATE IN MORPHOPHONEMIC ALTERNATIONS WITH SIMPLE VOWEL NUCLEI, AS FOR EXAMPLE, IN THE ALTERNATION OF VOWEL NUCLEI IN THE PAIR &quot;SLEEP/SLEPT.&quot; THE SYSTEM UNDERLYING SUCH REGULAR ALTERNATIONS IS DESCRIBED AND RULES ARE GIVEN TO ACCOUNT FOR THE PHONETIC SHAPES OF THE ALTERNATIONS. THE DEVELOPMENT OF SUCH A SYSTEM RESTS ON THE ASSUMPTIONS THAT (1) FORMS PHONETICALLY DIFFERENT BUT MORPHOPHONEMICALLY RELATED ARE BASED ON THE SAME UNDERLYING FORM, AND (2) THE UNDERLYING SYSTEM COULD BE EVALUATED BY CONSIDERATIONS OF OPTIMAL SIMPLICITY IN THE SYSTEM AS WELL AS IN THE RULES FOR DERIVATION OF  SUPERFICIAL PHONETIC SHAPES FROM UNDERLYING MORPHOPHONEMIC SHAPES. ENGLISH COMPLEX AND SIMPLE VOWEL NUCLEI ARE CLASSIFIED IN TERMS OF DISTINCTIVE FEATURES AND THE TWO SETS ARE DISTINGUISHED BY THE FEATURE OF TENSENESS VERSUS LAXNESS IN THE VOWELS UNDERLYING THE NUCLEI. THESE RULES ACCOUNT SYNCHRONICALLY FOR PHENOMENA WHICH ARE THE RESULTS OF THE SO-CALLED &quot;GREAT VOWEL SHIFT&quot; AND CAN BE ACCOUNTED FOR SYNCHRONICALLY BY ONE RULE FOR THE TENSE VOWELS AND ANOTHER FOR THE LAX VOWELS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010882</dc:identifier>
<dc:title>SOME NOTES ON ENGLISH MORPHOPHONEMICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:21:35</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>College Curriculum</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Linear Programing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>ESTARELLAS, JUAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA ATLANTIC UNIVERSITY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PRELIMINARY DISCUSSION OF THE FIELD OF PSYCHOLINGUISTICS IS GIVEN TO PROVIDE THE BACKGROUND FOR ILLUSTRATING ITS APPLICATION TO FOREIGN LANGUAGE TEACHING. THE SPECIFIC EXAMPLES GIVEN ARE FROM A PROGRAMED COURSE DEVELOPED BY THE AUTHOR FOR TEACHING SPANISH TO COLLEGE STUDENTS. THE MORPHEMIC AND SYNTACTIC STRUCTURES OF THE LANGUAGE ARE EMPHASIZED, ON THE BASIS OF A DETAILED CONTRASTIVE ANALYSIS OF THE LANGUAGES INVOLVED. A DIAL-SELECTION AUDIO-VIDEO LANGUAGE LABORATORY IS USED FOR PRESENTATION OF THE MATERIALS. THIS LABORATORY IS UNIQUE AND EXISTS IN THIS FORM ONLY AT FLORIDA ATLANTIC UNIVERSITY. THE MATERIALS CAN ALSO BE ADAPTED FOR PRESENTATION IN MORE TRADITIONAL SETTINGS. EXPERIMENTAL RESULTS OBTAINED WITH THE PROGRAM ARE DISCUSSED AND FUTURE APPLICATIONS OF PSYCHOLINGUISTIC  THEORY TO LANGUAGE TEACHING ARE PRESENTED. THIS PAPER WAS DELIVERED AT THE SOUTHERN CONFERENCE ON LANGUAGE TEACHING (2ND, ATLANTA, FEBRUARY 3-5, 1966). (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010883</dc:identifier>
<dc:title>APPLICATIONS OF PSYCHOLINGUISTIC THEORY TO FOREIGN LANGUAGE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselor Client Ratio</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:creator scheme='personal author'>HOUGHTON, HUBERT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH REVIEWED INDICATES THE NEED FOR A WELL-DEFINED CONCEPTION OF THE ELEMENTARY SCHOOL GUIDANCE PROGRAM AS A UNIQUELY FUNCTIONING ENTITY. EMERGING AGREEMENTS WHICH MAY BECOME PART OF THE BASIC THEORY AND FUNCTIONAL ASPECTS OF ELEMENTARY SCHOOL GUIDANCE INCLUDE (1) MODIFICATION OF PUPIL, TEACHER, AND PARENT BEHAVIOR WITH OBJECTIVES BASED ON THE REGULAR STUDY OF CHILDREN&apos;S NEEDS, (2) SERVICES WHICH ARE AVAILABLE FOR ALL BOYS AND GIRLS, (3) SPECIAL KNOWLEDGES, APPROACHES AND TRAINING DEVELOPED PARTICULARLY FOR THE ELEMENTARY SCHOOL COUNSELOR, (4) FUTURE ACTION WITH RESPECT TO THEORY, PRACTICES, COUNSELOR ROLE, AND FUNCTION WHICH IS COOPERATIVELY DEVELOPED BY ALL MEMBERS OF THE SCHOOL STAFF AT ALL LEVELS (LOCAL AND STATE), AND (5) THE NEED FOR MORE PREVENTION-CENTERED AND  LESS PROBLEM-CENTERED COUNSELING. DISAGREEMENT IS GENERATED BY THE USE OF A VARIETY OF ALREADY EXISTING APPROACHES IN ELEMENTARY GUIDANCE (SUCH AS THERAPEUTIC COUNSELING, SECONDARY SCHOOL GUIDANCE, CHILD STUDY) AND BY USE OF ONLY PROFESSIONAL JUDGMENT IN COUNSELOR TRAINING DUE TO A LACK OF JOB ANALYSIS. OTHER ISSUES NEEDING RESOLUTION INCLUDE THE DIFFERENTIAL NATURE OF ELEMENTARY SCHOOL COUNSELING, THE RELATIONSHIP OF EDUCATIONAL GUIDANCE WITH OTHER PUPIL PERSONNEL SERVICES, THE NEED FOR A STRUCTURAL PATTERN TO SERVE AS A MODEL FOR DEVELOPMENT, AND THE COUNSELOR-CLIENT RATIO. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010885</dc:identifier>
<dc:title>THE FUTURE OF ELEMENTARY SCHOOL GUIDANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Certification</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Helping Relationship</dc:subject>
<dc:creator scheme='personal author'>MOLER, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEFINING THE ROLE OF A COUNSELOR IS A TASK WHICH IS COMPLICATED BY THE CHANGING WORLD, THE CHANGING SOCIAL STRUCTURE, AND THE INFLUENCES OF GOVERNMENT. THE ROLE IS FURTHER COMPLICATED BY THE FACT THAT COUNSELING HAS ORIGINATED FROM A VARIETY OF DISCIPLINES, BORROWING FROM THE JOB OF THE TEACHER, THE ADMINISTRATOR, THE SOCIAL WORKER, AND THE PSYCHOLOGIST. CERTIFICATION IS NEEDED AND NATIONAL STANDARDS SHOULD BE SET UP. ALSO, THERE IS A NEED FOR GREATER COHESION BETWEEN VARIOUS COUNSELOR TRAINING PROGRAMS EVEN THOUGH THEY ARE DESIGNED TO MEET THE NEEDS OF VARYING SCHOOL PROGRAMS AND COMMUNITY NEEDS. THE KINDS OF ROLES THE COUNSELOR SHOULD PERFORM ARE TO ACT AS A MEMBER OF THE EDUCATIONAL TEAM, TO PROVIDE HELPING RELATIONSHIPS FOR STUDENTS, TO SERVE AS A PROFESSIONAL CONSULTANT TO  THE STAFF, PARENTS, TEACHERS, CHILDREN, AND PEOPLE IN THE COMMUNITY, TO BE ABLE TO DEVELOP AND MANAGE A GUIDANCE PROGRAM, AND TO SERVE AS A RESOURCE PERSON MAKING CONTACTS WITH HOSPITALS, USING COMMUNITY RESOURCES, AND FINDING PSYCHOLOGISTS. IN THE FUTURE, DIFFERING LEVELS OF COUNSELOR ACTIVITY WILL EXIST AND THE TERM COUNSELOR MAY BE CHANGED TO MORE ACCURATELY REFLECT THE NATURE OF COUNSELING ACTIVITIES. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010886</dc:identifier>
<dc:title>FORCES INFLUENCING THE COUNSELOR&apos;S ROLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Counselor Qualifications</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>OHLSEN, MERLE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEMENTARY SCHOOL PRINCIPALS&apos; ATTITUDES TOWARD COUNSELING, AS INDICATED BY RECENT RESEARCH, VARIED FROM OPPOSITION TO ELEMENTARY SCHOOL COUNSELORS, BASED MAINLY ON COUNSELOR FAILURE TO ADAPT TO THE ELEMENTARY SCHOOL SETTING, TO SUPPORT AND ACCEPTANCE BASED ON A WELL-DEFINED VIEW OF THE FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AND THE STRUCTURE OF THE ELEMENTARY SCHOOL PROGRAM. THE ROLE OF THE ELEMENTARY SCHOOL TEACHER IS DEFINED IN TERMS OF COGNITIVE AND CONATIVE ASPECTS OF LEARNING. ELEMENTARY SCHOOL COUNSELOR FUNCTIONS INCLUDE CONSULTING WITH TEACHERS TO DISCOVER PROBLEMS EARLY AND IMPROVE THE ATMOSPHERE WITHIN THE CLASSROOM AND COUNSELING WITH PARENTS, WITH SUCH COUNSELING BEING LIMITED TO CHILDREN&apos;S SCHOOL ADJUSTMENT PROBLEMS. ANOTHER FUNCTION IS TO ESTABLISH AN EMPATHETIC  RELATIONSHIP WITH CHILDREN. SPECIAL CHARACTERISTICS OF THE LATTER FUNCTION INCLUDE COMMUNICATING ON A SIMPLE VERBAL LEVEL, AND HELPING CHILDREN TO RELATE TO ADULTS OTHER THAN THEIR PARENTS. ELEMENTARY SCHOOL COUNSELOR TRAINING PROGRAMS SHOULD INCLUDE, IN ADDITION TO A CORE CURRICULUM, GROUP GUIDANCE METHODS FOR BOTH CHILDREN AND PARENTS, SPECIAL TRAINING IN SERVING AS A TEACHER CONSULTANT, AND THE PRACTICUM EXPERIENCE. THE MAJORITY OF MASTER&apos;S DEGREE ELEMENTARY SCHOOL COUNSELORS COME FROM THE RANKS OF ELEMENTARY SCHOOL TEACHERS. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010887</dc:identifier>
<dc:title>RESPONSIBILITIES OF THE ELEMENTARY SCHOOL COUNSELOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counseling Objectives</dc:subject>
<dc:subject>Counselor Client Relationship</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Evaluation Criteria</dc:subject>
<dc:subject>Problem Children</dc:subject>
<dc:subject>Referral</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>WATERLOO, GLENN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR COUNSELING IS EMPHASIZED BY THE FACT THAT 875,000 CHILDREN IN THE UNITED STATES HAVE MENTAL AND PHYSICAL IMPEDIMENTS TO LEARNING. TYPICAL COUNSELING PRACTICES ARE PROBLEM-CENTERED COUNSELING, EXCLUSIVELY &amp;quot;VOCATIONAL&amp;quot; OR &amp;quot;EDUCATIONAL&amp;quot; COUNSELING WITH LITTLE CONCERN FOR THE WHOLE INDIVIDUAL, EXTREME DIRECTIVE OR NONDIRECTIVE COUNSELING, THE &amp;quot;CLINICAL&amp;quot; APPROACH WHICH ASSUMES THAT EVERYONE HAS A DEVIANT PROBLEM, ECLECTIC COUNSELING, INFORMATION GIVING, AND &amp;quot;THE PAL&amp;quot; WHO TRIES TO BE EVERYTHING TO THE CHILD. AN IMMEDIATE COUNSELING GOAL IS TO ENABLE THE CHILD TO EXPRESS HIMSELF. A LONG RANGE GOAL IS TO PROMOTE DEVELOPMENT. BACKGROUND INFORMATION IS IMPORTANT. A BASIC COMMUNICATION TECHNIQUE INVOLVES &amp;quot;LISTENING&amp;quot; FOR NONVERBAL AS WELL AS VERBAL CLUES. THE COUNSELOR  OCCASIONALLY MUST INTERVENE IN THE LIFE PROCESS OF THE CHILD TO INTERRUPT SELF-DECEIVING BEHAVIOR PATTERNS. THE COUNSELOR SHOULD SHOW ACCEPTANCE OF THE CHILD, AND MOVE FROM WITHIN THE CHILD&apos;S FRAME OF REFERENCE. HE SHOULD ALSO RECOGNIZE THE LIMITS OF THE COUNSELING PROCESS AND MAKE REFERRALS WHEN NECESSARY. THE ULTIMATE TEST OF COUNSELING UPON WHICH EVALUATION CRITERIA SHOULD BE BASED IS WHETHER THE PERSON IS MOVING TOWARD SELF-RELIANCE AND ACCEPTANCE OF HIMSELF. THE AUTHOR FEELS THAT COUNSELORS RESIST CHANGE, AND SHOULD DEVELOP A COUNSELING THEORY, COUNSELING GOALS, AND EVALUATION PROCEDURES. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010888</dc:identifier>
<dc:title>COUNSELING PRACTICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Consultation Programs</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Rational Emotive Therapy</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>KACZKOWSKI, HENRY R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PUPIL PERSONNEL SERVICES CONCEPT EMPHASIZES A TEAM APPROACH. AN INHERENT WEAKNESS IN THIS CONCEPT IS THE TENDENCY TOWARD COMPARTMENTALIZATION OF THE INDIVIDUAL. A NATURAL RELATIONSHIP EXISTS BETWEEN GUIDANCE AND INSTRUCTION BECAUSE BOTH DEAL WITH THE PUPIL, GUIDANCE WITH CONATIVE ASPECTS AND INSTRUCTION WITH COGNITIVE ASPECTS. THE STRATEGIES WHICH ARE COMMONLY EMPLOYED IN GUIDANCE--REMEDIAL, PREVENTATIVE, AND PROMOTIONAL--PROMOTE STRUCTURING WHICH CAUSES THE INDIVIDUAL TO LOSE FLEXIBILITY. SELF-CONCEPT IS RELATED TO SUCCESSFUL FUNCTIONING IN LEARNING AND IN LATER ADJUSTMENT TO LIFE. COUNSELORS HELP CHILDREN FORM SELF-CONCEPTS BY AIDING THEM TO DEVELOP VALUES. POOR TASK DEFINITION CAUSES ELEMENTARY SCHOOL COUNSELORS TO ADOPT PROCEDURES USED WITH OLDER CHILDREN. COGNITION PLUS  EMOTION (RATIONAL THERAPY) SEEMS EFFECTIVE IN CHANGING BEHAVIOR. COUNSELORS SHOULD DEVELOP A PARTICULAR PHILOSOPHY OF LIFE AND DEVELOP THEIR PERCEPTUAL ORGANIZATION RATHER THAN MASTER COUNSELING TECHNIQUES AND THEORY. THE ESSENTIAL PROCEDURE USED IN TEACHER CONSULTATION IS EXPLORATION OF SELF-CONCEPT. THIS PROCEDURE CREATES CONFLICT WITHIN THE TEACHER BETWEEN A DESIRE TO HELP A CHILD, AND TIME AND KNOWLEDGE LIMITATIONS. AS ORGANIZATION OF THE ELEMENTARY SCHOOL DOES NOT PROVIDE OPPORTUNTIES FOR REGULAR CONSULTATION BETWEEN COUNSELORS AND TEACHERS, PLANS FREEING TEACHERS FOR PROFESSIONAL TASKS OTHER THAN TEACHING ARE BENEFICIAL. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot;  (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010889</dc:identifier>
<dc:title>DIMENSIONS OF THE COUNSELOR&apos;S RELATIONSHIPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Group Membership</dc:subject>
<dc:subject>Group Structure</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Role Playing</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>School Readiness</dc:subject>
<dc:creator scheme='personal author'>OHLSEN, MERLE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COUNSELING IS AN ACCEPTING, TRUSTING RELATIONSHIP DEALING WITH NORMAL CHILDREN AND EMPHASIZING THE COUNSELOR&apos;S SPECIAL ABILITY TO LISTEN, EMPATHIZE, AND UNDERSTAND. THE SETTING OF GROUP COUNSELING PROVIDES EXCELLENT CONDITIONS FOR LEARNING. EFFECTIVE GROUP COUNSELING INVOLVES TREATMENT BY THE GROUP AS WELL AS INDIVIDUAL TREATMENT WITHIN THE GROUP. COUNSELORS MUST BE AWARE OF HOW GROUP MEMBERS&apos; COMMENTS AND ACTIONS INFLUENCE OTHER MEMBERS. THE SELECTION OF YOUNGSTERS FOR GROUP COUNSELING SHOULD BE BASED UPON THE TYPE OF PROBLEM (STUDENTS WITH SIMILAR PROBLEMS SHOULD NOT BE PLACED IN THE SAME GROUP), READINESS FOR COUNSELING, THE CHILD&apos;S IMPACT ON OTHER GROUP MEMBERS, AND HIS PARENTS&apos; SUPPORT. GROUP COUNSELING METHODS MUST BE MODIFIED FOR USE WITH ELEMENTARY SCHOOL CHILDREN  (FOURTH, FIFTH, AND SIXTH GRADERS). SUCH GROUPS REQUIRE MORE STRUCTURE AND SHOULD BE MORE LIMITED IN TIME AND NUMBER OF PARTICIPANTS. THE COUNSELOR PLAYS A MORE ACTIVE ROLE, AND SUPPORT AND ASSISTANCE FROM TEACHERS AND PARENTS IS NEEDED OUTSIDE THE GROUP. ROLE-PLAYING IS AN EFFECTIVE METHOD FOR THIS AGE LEVEL. AS VERBALIZATION IS DIFFICULT FOR PRIMARY SCHOOL-AGE CHILDREN, MORE PLAY MATERIAL IS NECESSARY. TEACHERS MAY USE GROUP TECHNIQUES TO MOTIVATE LEARNING AND TO PROVIDE INDIVIDUALS WITH AN OPPORTUNITY TO RELIEVE A SPECIAL PROBLEM THROUGH ROLE-PLAYING. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010890</dc:identifier>
<dc:title>COUNSELING CHILDREN IN GROUPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Classroom Guidance Programs</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>Group Structure</dc:subject>
<dc:subject>Guidance Objectives</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>SCHMIDT, WESLEY I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GROUP WORK IN THE ELEMENTARY SCHOOL IS AN EFFECTIVE METHOD FOR DEALING WITH THE INSTRUCTIONAL ASPECTS OF GUIDANCE AND OF ASSISTING CHILDREN WHO SHOW A DEFEATING SELF-CONCEPT OR AN INABILITY TO RELATE TO OTHERS. GROUP WORK IS AN EFFICIENT WAY OF DEALING WITH GROWING NUMBERS OF MALADJUSTED CHILDREN IN SCHOOLS. THE FORCE OF THE PSYCHOLOGICAL GROUP IS POWERFUL AT THE ELEMENTARY LEVEL. GROUP FAILURE IS CAUSED BY IGNORANCE OF THE DYNAMICS OF HUMAN INTERACTION. SUCH DYNAMICS ARE DESCRIBED, AS ARE THE ELEMENTS OF A SUCCESSFUL GROUP. GROUP WORK CAN FURTHER THE STUDENT&apos;S KNOWLEDGE OF THE SELF-CONCEPT, THE WORLD OF WORK AND EDUCATION, AND THE RELATIONSHIP BETWEEN SELF AND WORLD. THESE OBJECTIVES ARE ACHIEVED AT THE INSTRUCTIONAL LEVEL THROUGH SUCH ACTIVITIES AS WRITING AND TELLING STORIES,  AND MAKING BIOGRAPHICAL STUDIES. GROUP GUIDANCE EMPHASIZES THE NEEDS OF STUDENTS AND ADJUSTMENT TO THE SCHOOL SETTING THROUGH GET-ACQUAINTED METHODS, LEADERSHIP DEVELOPMENT, AND ROLE-PLAYING. SMALL GROUP COUNSELING DEALS MORE WITH PROBLEMS OF ATTITUDES TOWARD SELF AND SELF DEFINITION. THE INSTRUCTIONAL PROGRAM AND GROUP GUIDANCE PROVIDE DEVELOPMENTAL ACTIVITIES FOR ALL STUDENTS AND ALSO SERVE TO TEACH STUDENTS ABOUT THE RANGE OF GUIDANCE SERVICES AVAILABLE. ALL GROUP ACTIVITIES HAVE GUIDANCE POTENTIAL. THE GROUP IS A MAJOR DETERMINANT OF SCHOOL ADJUSTMENT. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot; (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010891</dc:identifier>
<dc:title>GROUP GUIDANCE IN THE ELEMENTARY SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Guidance Programs</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>Parent Teacher Cooperation</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:creator scheme='personal author'>ROGGENKAMP, JANICE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT SUMMARIZES SOME OF THE COUNSELING PRACTICES EMPLOYED IN VARIOUS DEMONSTRATION CENTERS. STUDENTS WERE ASSISTED THROUGH INDIVIDUAL AND GROUP COUNSELING. IN ONE CENTER, SUCCESSFUL TEST INTERPRETATION INTERVIEWS RESULTED FROM A COMPARISON OF STUDENTS&apos; ESTIMATED TEST RESULTS AND ACTUAL TEST RESULTS. STUDENTS LEARNED OF OCCUPATIONS THROUGH RESOURCE SPEAKERS AND STUDIES OF JOB FIELDS. IN ONE LIBRARY, INFORMATION WAS USED TO ESTABLISH &amp;quot;WORLD OF WORK&amp;quot; AND &amp;quot;ABOUT MYSELF&amp;quot; SECTIONS. COUNSELORS ALSO HELPED TO ORGANIZE EXTRACURRICULAR ACTIVITIES AND TO SOLVE STUDENT PROBLEMS. THROUGH CONSULTATION WITH COUNSELORS, TEACHERS WERE ASSISTED IN BECOMING MORE ACCEPTING AND IN SOLVING GROUPING, PLACEMENT, AND DISCIPLINE PROBLEMS. A GUIDANCE PROGRAM IN ONE CENTER DEVELOPED FORMS TO  FACILITATE TEACHERS&apos; UNDERSTANDING AND EVALUATION OF PUPILS. INTERSTAFF COMMUNICATION WAS IMPROVED IN ONE SCHOOL WHEN TEACHERS EXCHANGED CLASSES FOR A DAY. A SUCCESSFUL INSERVICE PROGRAM WAS BASED ON A POLL OF WHAT TEACHERS DESIRED TO LEARN. OTHER INSERVICE PROGRAMS HELPED TEACHERS GATHER INFORMATION ABOUT PUPILS AND ORGANIZE PARENT-TEACHER CONFERENCES. ONE COUNSELOR GROUP HELPED TEACHERS ORGANIZE A THREE-SESSION, PARENT-TEACHER CONFERENCE PROGRAM WHICH SERVED TO HELP BOTH TEACHER AND PARENT TO UNDERSTAND THE CHILD BETTER, ACQUAINT PARENTS WITH THE SCHOOL&apos;S PROGRAM, BRING THE PARENTS AND TEACHER TOGETHER, AND IMPROVE PUBLIC RELATIONS. THIS IS ONE OF THE REPORTS FROM THE ZION CONFERENCE AND THE ELEMENTARY SCHOOL DEMONSTRATION CENTERS INCLUDED IN &amp;quot;ELEMENTARY SCHOOL GUIDANCE IN ILLINOIS.&amp;quot;  (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010892</dc:identifier>
<dc:title>ILLUSTRATIVE ACTION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attendance</dc:subject>
<dc:subject>Guidance Objectives</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Interprofessional Relationship</dc:subject>
<dc:subject>Pupil Personnel Services</dc:subject>
<dc:subject>School Health Services</dc:subject>
<dc:subject>School Psychologists</dc:subject>
<dc:subject>School Social Workers</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>WATERLOO, GLENN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PUPIL PERSONNEL SERVICES ARE ESSENTIAL FOR A BROADLY BASED, COMPREHENSIVE PROGRAM OF INSTRUCTION FOR ALL CHILDREN. THE BASIC CONSIDERATIONS RELATED TO THE COORDINATION AND EFFECTIVENESS OF PUPIL PERSONNEL SERVICES, AS DEFINED IN THE POLICY STATEMENT OF THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS, ARE OUTLINED. BOTH THE SUPERINTENDENT AND THE PRINCIPAL PLAY A VITAL ROLE IN THE DEVELOPMENT OF PUPIL PERSONNEL SERVICES. ADMINISTRATORS MUST EVALUATE THE FACILITIES OF THE COMMUNITY AND THE NEEDS OF THE STUDENTS, AND THEN DEVELOP GUIDELINES OF ORGANIZATION FOR PUPIL PERSONNEL SERVICES. PUPIL PERSONNEL SERVICES MUST BE CAREFULLY INTERPRETED, INTEGRATED INTO, AND ACCEPTED IN THE INTERDISCIPLINARY PATTERN OF THE SCHOOL. SOME DEVICES WHICH HELP ESTABLISH AND STRENGTHEN INTERPROFESSIONAL  RELATIONSHIPS ARE MEETINGS (CASE CONFERENCES, ORIENTATION MEETINGS), WRITTEN MATERIALS (MANUALS OF RULES, WRITTEN JOB ANALYSES), AND RESEARCH. CLOSE COORDINATION OF PUPIL PERSONNEL SERVICES WITH COMMUNITY AGENCIES AND PROFESSIONAL INDIVIDUALS IS IMPERATIVE. THE FUNCTIONS AND OBJECTIVES OF ATTENDANCE, GUIDANCE, SCHOOL HEALTH, SCHOOL PSYCHOLOGICAL, AND SCHOOL SOCIAL WORK SERVICES ARE DESCRIBED. THE MAIN AIMS OF THE RECENTLY CREATED INTERPROFESSIONAL RESEARCH COMMISSION ON PUPIL PERSONNEL SERVICES ARE DISCUSSED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010893</dc:identifier>
<dc:title>A GUIDE TO PUPIL PERSONNEL SERVICES FOR SCHOOLS IN THE STATE OF ILLINOIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Mental Health Programs</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Therapeutic Environment</dc:subject>
<dc:creator scheme='personal author'>SINNETT, E. ROBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Univ., Manhattan. Student Counseling Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE TYPICAL UNIVERSITY RESOURCES SEEMED INADEQUATE FOR WORKING WITH SEVERELY EMOTIONALLY DISTURBED STUDENTS, KANSAS STATE UNIVERSITY ESTABLISHED A HALFWAY HOUSE OR THERAPEUTIC COMMUNITY AS A PREVENTIVE MEASURE IN FEBRUARY 1966. A RESIDENCE HALL WAS UTILIZED AND REGULAR RESIDENTS WHO VOLUNTEERED AS PROJECT PARTICIPANTS WERE INSTRUCTED ON COPING WITH PROBLEMS. EQUAL NUMBERS OF EMOTIONALLY DISTURBED STUDENTS AND RESIDENCE HALL VOLUNTEERS COMPRISED THE 10 MEN AND 10 WOMEN PARTICIPATING. REGULAR GROUP MEETINGS, SPONTANEOUS GROUP MEETINGS TO HANDLE CURRENT INTENSE PROBLEMS, ENCOURAGEMENT OF OPEN AND HONEST RELATIONSHIPS, USE OF CONFRONTATION IN DEALING WITH DEVIATE BEHAVIOR, AND OPPORTUNITIES FOR COUNSELING HELPED THE PARTICIPANTS TO GAIN SELF-INSIGHT. ALL PARTICIPANTS RANKED  INFORMAL CONTACT WITH EACH OTHER AS THE MOST IMPORTANT SOURCE OF HELP. TIME HAS BEEN TOO SHORT FOR EVALUATION, BUT NONE OF THE PARTICIPANTS DROPPED OUT AND LESS USE WAS MADE OF OTHER THERAPY. FOLLOWUP STUDIES ARE UNDERWAY. AN UNANTICIPATED VALUE HAS BEEN SOLIDIFYING OF THE DIVERSE MENTAL HEALTH RESOURCES OF THE UNIVERSITY AND SELF-EVALUATION WITHIN THE VARIOUS STUDENT PERSONNEL SERVICES. (TU)</dc:description>
<dc:identifier scheme='eric_accno'>ED010894</dc:identifier>
<dc:title>AN EXPERIMENTAL LIVING UNIT IN A UNIVERSITY SETTING, A NEW APPROACH TO THE REHABILITATION OF THE EMOTIONALLY DISTURBED STUDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:creator scheme='personal author'>MCCREARY, WILLIAM H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MORE THAN 100 CALIFORNIA HIGH SCHOOLS HAVE INVOLVED PARENTS, STUDENTS, AND COUNSELORS IN PLANNING CONFERENCES WHERE TEST SCORES ARE INTERPRETED, FUTURE EDUCATION AND CAREER PLANS IN RELATION TO THE STUDENT&apos;S ABILITY ARE DISCUSSED, AND, IN SOME CASES, THE SCHOOL&apos;S COURSE OFFERINGS ARE EXPLAINED. ATTENDANCE HAS BEEN HIGH AND THE RESULTS SEEM TO INDICATE A MORE REALISTIC VIEW OF STUDENTS, A STIMULATION OF INTEREST IN CAREER PLANNING, AND IMPROVEMENT OF PARENTS&apos; UNDERSTANDING AND COOPERATION. THE SCHOOLS ORGANIZE THE CONFERENCES IN VARIOUS WAYS. SOME SCHEDULE SUMMER CONFERENCES FOR ALL FRESHMEN AND TRANSFER STUDENTS. OFTEN CONFERENCES ARE SCHEDULED BY GRADE LEVEL. ONE MEASURE OF EVALUATION IS THE SOUNDNESS OF THE STUDENT&apos;S PLANS, AND HIS ABILITY TO CARRY OUT OR CHANGE THOSE PLANS TO  FIT CHANGING CONDITIONS. PARENTS ARE GIVEN FORMS ON WHICH TO EVALUATE THE CONFERENCES BY INDICATING THE ADEQUACY OF THE INFORMATION PROVIDED AND RECOMMENDING CHANGES. SAMPLE LETTERS OF INVITATION AND EVALUATION FORMS ARE INCLUDED WITH THE REPORT. (TU)</dc:description>
<dc:identifier scheme='eric_accno'>ED010895</dc:identifier>
<dc:title>STUDENT-PARENT-COUNSELOR CONFERENCES, AN AID IN EDUCATIONAL PLANNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age</dc:subject>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Employment Level</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Heart Disorders</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>KINNANE, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>SUZIEDELIS, ANTANAS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Catholic Univ. of America, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAIN PURPOSE OF THE 2-YEAR STUDY WAS TO MEASURE THE SOURCES OF INTERPERSONAL CONCERN AMONG THE PHYSICALLY HANDICAPPED. BASED ON SCHULZ&apos;S THREE-DIMENSIONAL MODEL OF INTERPERSONAL INTERACTION, &amp;quot;THE SCHEDULE OF INTERPERSONAL CONCERNS&amp;quot; WAS DEVELOPED. THIS INSTRUMENT CONTAINS 59 ITEMS DIVIDED INTO FIVE FACTORS--REJECTION, RESPONSIBILITY, PERSONAL INTRUSION, SOCIAL ENMESHMENT, AND INDEPENDENCE. THREE GROUPS OF THE PHYSICALLY HANDICAPPED WERE CHOSEN FOR APPLICATION OF THE INSTRUMENT. THE TWO GROUPS WITH SENSORY HANDICAPS (56 DEAF AND 42 BLIND) WERE PREDICTED TO SHOW CONCERN OVER REJECTION. THE GROUP OF 38 CARDIOVASCULAR HANDICAPPED WAS EXPECTED TO SHOW CONCERN OVER THE CONTROL DIMENSION OR INDEPENDENCE. CONTROL SAMPLES OF 71 &amp;quot;NORMAL&amp;quot; PEOPLE WERE MATCHED TO EACH OF THE HANDICAPPED  GROUPS. DETAILED COMPARISON OF THE DATA (T-TEST) SHOWED SIGNIFICANT SUPPORT OF THE HYPOTHESES. SOME LIMITATIONS OF THE INSTRUMENT OR SAMPLING PROCEDURES WITH THE DEAF WERE NOTED. ANALYSIS WITHIN HANDICAPPED GROUPS INDICATED THAT THE PSYCHOLOGICAL MEANINGS OF A PHYSICAL HANDICAP ARE RELATED TO LIFE STAGES AND OCCUPATIONAL LEVELS. FURTHER RESEARCH IN THIS AREA IS SUGGESTED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010896</dc:identifier>
<dc:title>SOURCES OF INTERPERSONAL ANXIETY IN THE PHYSICALLY HANDICAPPED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-12-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ASCERTAIN THE NUMBER, LOCATION, EXPERIENCE, AND FUNCTION OF ELEMENTARY SCHOOL COUNSELORS, ADMINISTRATORS, TEACHERS, AND ELEMENTARY COUNSELORS WERE SURVEYED USING QUESTIONNAIRES. THE MAJOR FINDING WAS THAT SCHOOL ADMINISTRATORS AND COUNSELORS AGREED ON WHAT THE COUNSELOR SHOULD BE DOING. TEACHERS VIEWED THE SERVICES PROVIDED BY ELEMENTARY SCHOOL COUNSELORS AS VERY EFFECTIVE AND REQUESTED AN INCREASE IN THE SERVICES ALREADY PROVIDED. FEW COUNSELORS INDICATED A NEED FOR SPECIALIZED COURSES FOR ELEMENTARY SCHOOL GUIDANCE PERSONNEL. A UNIQUE ROLE OF THE COUNSELOR HAD NOT BEEN CLEARLY ESTABLISHED SINCE FUNCTIONS AND DUTIES OVERLAP THOSE PERFORMED BY OTHER PUPIL PERSONNEL WORKERS SUCH AS SCHOOL PSYCHOMETRISTS. THE DATA DID NOT SUPPORT THE HYPOTHESIS THAT COUNSELORS AS MEMBERS OF A  SCHOOL STAFF RATHER THAN OF A DISTRICT OR COUNTY OFFICE STAFF CONTACT MORE PUPILS AND SPEND MORE TIME IN A COUNSELING RELATIONSHIP THAN OTHER PUPIL PERSONNEL WORKERS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010897</dc:identifier>
<dc:title>ELEMENTARY SCHOOL COUNSELORS IN CALIFORNIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>SMITH, GLENN E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Detroit Public Schools, MI.</dc:creator>
<dc:creator scheme='institution'>Michigan State Dept. of Public Instruction, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GROUP OF HIGH-POTENTIAL (UPPER QUARTILE ON STANDARDIZED TESTS), LOW-ACHIEVING (2.0 OR BELOW GRADE POINT AVERAGE) STUDENTS IN FOUR DETROIT PUBLIC HIGH SCHOOLS WERE STUDIED FOR FIVE SEMESTERS. THE SAMPLE OF 585 STUDENTS WAS DIVIDED INTO THREE GROUPS. TWO GROUPS WERE CONSIDERED THE CONTROL. IN THE QUASI-CONTROL GROUP, THE TEACHERS WERE GIVEN THE NAMES OF THE UNDERACHIEVERS. IN THE TRUE CONTROL GROUPS, THE TEACHERS DID NOT KNOW THE UNDERACHIEVERS. IN THE EXPERIMENTAL GROUPS, TEACHERS WERE PROVIDED WITH BACKGROUND INFORMATION OBTAINED BY PUPIL QUESTIONNAIRES. THE HYPOTHESIS WAS THAT TEACHER AWARENESS OF SUCH STUDENTS WOULD PRODUCE IMPROVED ACADEMIC PERFORMANCE AND IMPROVED SELF-FEELING. BASED ON THE STATISTICAL COMPARISONS OF THE SAMPLE WITH THE TWO CONTROL GROUPS, THE RESEARCHERS  CONCLUDED THAT (1) BACKGROUND INFORMATION MAY NOT ELIMINATE A NEGATIVE REACTION OF THE TEACHER TO THE UNDERACHIEVER, (2) SUCH STUDENTS MAY BETTER BE CALLED NONPERFORMERS, AND (3) SUCH STUDENTS ARE NOT LIKELY TO CHANGE IN THE TRADITIONAL CLASSROOM ENVIRONMENT. IMPLICATIONS ARE THAT COUNSELING OF UNDERACHIEVING STUDENTS IS LIMITED IN USEFULNESS AND SUCH STUDENTS WOULD BE BETTER SERVED IN A NONDIRECTIVE CLASSROOM. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010898</dc:identifier>
<dc:title>A DEMONSTRATION STUDY TO DETERMINE THE EFFECT ON ACADEMIC PERFORMANCE OF GIVING HIGH SCHOOL TEACHERS BACKGROUND INFORMATION ON HIGH-POTENTIAL LOW-ACHIEVING STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guidance Centers</dc:subject>
<dc:subject>Guidance Personnel</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>FORD, MARGUERITE R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia State Dept. of Education, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS HANDBOOK DESCRIBES THE BASIC PRINCIPLES AND METHODS OF ORGANIZATION AND PLANNING WHICH MAY BE USED BY A STAFF WHEN INITIATING A GUIDANCE PROGRAM IN THE ELEMENTARY SCHOOLS. THE NEED FOR GUIDANCE AT THE ELEMENTARY SCHOOL LEVEL IS CONSIDERED FROM THE STANDPOINT OF THE CHILD, THE PARENTS, THE PRINCIPAL, AND THE TEACHERS. BASIC OBJECTIVES WHICH MEET THESE NEEDS ARE PRESENTED, AND THE ESTABLISHMENT OF SERVICES TO ACHIEVE STATED GOALS ARE DISCUSSED. THE ROLE AND FUNCTION OF INVOLVED PERSONNEL ARE PRESENTED ALONG WITH SUGGESTIONS FOR FACILITIES AND BUDGETARY RECOMMENDATIONS. A COMPREHENSIVE BIBLIOGRAPHY RELATED TO THE RATIONALE FOR AND ORGANIZATION OF AN ELEMENTARY GUIDANCE PROGRAM IS INCLUDED. (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010899</dc:identifier>
<dc:title>A HANDBOOK FOR ADMINISTRATORS, TEACHERS, COUNSELORS AND PARENTS WHO ARE INTERESTED IN PLANNING AND ORGANIZING AN ELEMENTARY GUIDANCE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Family School Relationship</dc:subject>
<dc:subject>Parent Grievances</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Parent Student Relationship</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:creator scheme='personal author'>JENNINGS, KENT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO AID IN THE EXPLANATION OF PARENT-SCHOOL RELATIONSHIPS, THE DEVELOPMENT, NATURE, AND HANDLING OF PARENTAL GRIEVANCES WAS ANALYZED. INTERVIEWS WITH 1,669 STUDENTS AND 1,992 PARENTS PROVIDED DATA TO EXPLORE THE FOLLOWING FIVE MAJOR PROBLEMS--(1) THE DISTRIBUTION OF GRIEVANCES, (2) THE STUDENT-PARENT TRANSMISSION OF GRIEVANCES, (3) THE RELATION OF GRIEVANCES TO SCHOOL AFFAIRS, (4) THE SUBSTANCE OF GRIEVANCES, AND (5) THE REDRESS OF GRIEVANCES. THE FINDINGS OF THE STUDY WERE THAT (1) 13 PERCENT OF THE PARENTS INTERVIEWED HAD GRIEVANCES WITH COURSE CONTENT, (2) 27 PERCENT OF THE PARENTS HAD GRIEVANCES WITH &amp;quot;OTHER EVENTS&amp;quot; AT SCHOOL, (3) SCHOOLS CLASSIFIED AS CONTROVERSY PRONE WERE POSITIVELY CORRELATED WITH HIGHER GRIEVANCE RATES, (4) STUDENTS AND PARENTS REPORTED SPECIFICALLY  PERCEIVED GRIEVANCES AT NEARLY THE SAME FREQUENCY, (5) STUDENT-PARENT RELATIONSHIPS AND DIFFERENTIATED ROLES OF THE MOTHER AND FATHER DETERMINED THE INTERPRETATION OF TRANSMITTED GRIEVANCES, AND (6) 58 PERCENT OF THE COURSE CONTENT GRIEVANCES OCCURRED IN THE AREA OF RELIGION AND POLITICS. THIS PAPER WAS PRESENTED AT THE CONFERENCE ON POLITICS AND EDUCATION (UNIVERSITY OF OREGON, JUNE 14-17, 1966). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010900</dc:identifier>
<dc:title>PARENTAL GRIEVANCES AND SCHOOL POLITICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject weight='MAJOR'>Organizational Climate</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject weight='MAJOR'>Principals</dc:subject>
<dc:subject weight='MAJOR'>School Segregation</dc:subject>
<dc:creator scheme='personal author'>GENTRY, HAROLD W.</dc:creator>
<dc:creator scheme='personal author'>KENNEY, JAMES B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACULTY PERCEPTION OF SCHOOL ORGANIZATIONAL CLIMATE IN A PREDOMINATELY SEGREGATED SCHOOL SYSTEM WAS DETERMINED FROM A SAMPLE OF 45 NEGRO AND 66 WHITE ELEMENTARY SCHOOLS IN A SOUTHEASTERN URBAN SCHOOL DISTRICT. A MODIFIED FORM OF HALPIN AND CROFT&apos;S ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE WAS USED TO GATHER DATA ON EIGHT DIMENSIONS OF TEACHER PERCEPTION OF FACULTY AND PRINCIPAL BEHAVIOR--DISENGAGEMENT, HINDRANCE, ESPRIT, INTIMACY, ALOOFNESS, PRODUCTION EMPHASIS, TRUST, AND CONSIDERATION. SCORES IN THESE AREAS WERE SCALED ON A CONTINUUM OF ORGANIZATIONAL CLIMATE--OPEN, AUTONOMOUS, CONTROLLED, FAMILIAR, PATERNAL, AND CLOSED. FINDINGS INDICATED BOTH NEGRO AND WHITE FACULTIES TENDED TO VIEW THEIR SCHOOLS AS PATERNALISTIC, BUT THAT NEGRO FACULTIES VIEWED THEIR SCHOOLS AS MORE  CLOSED THAN WHITE FACULTIES DID. THE STUDY INCLUDED A SUMMARY OF ROLE EXPECTATIONS OF NEGRO AND WHITE PRINCIPALS, WITH EVIDENCE THAT PRINCIPALS OF WHITE SCHOOLS HAVE MORE SUCCESSFULLY RESOLVED ROLE-CONFLICTS BETWEEN THEIR FACULTY AND COMMUNITY RESPONSIBILITIES BECAUSE THESE POSITIONS ARE LESS WIDELY SEPARATED FOR THEM THAN FOR NEGRO PRINCIPALS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010901</dc:identifier>
<dc:title>A COMPARISON OF THE ORGANIZATIONAL CLIMATES OF NEGRO AND WHITE ELEMENTARY SCHOOLS WITH CONCOMITANT IMPLICATIONS FOR SCHOOL ADMINISTRATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:22:09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Professors</dc:subject>
<dc:subject>Rewards</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Social Exchange Theory</dc:subject>
<dc:creator scheme='personal author'>PIERCE, DOUGLAS R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOCIAL EXCHANGE THEORY IS POSITED AS A MEANS FOR ANALYZING THE PROFESSORSHIP IN EDUCATIONAL ADMINISTRATION AS PART OF A COMPLEX SYSTEM OF PATTERNED RELATIONSHIPS AND INTERACTIONS WITH SCHOOLMEN, STUDENTS, AND OTHER PROFESSORS. CHANGES BOTH IN THE ORGANIZATION AND ADMINISTRATION OF SCHOOLS AND IN THE CONCEPT OF THE PROFESSOR OF EDUCATIONAL ADMINISTRATION HAVE BEEN ACCOMPANIED BY A DYNAMIC PROCESS OF COSTS AND REWARDS TO THE PROFESSOR IN THE FIELD. EXPECTATIONS HAVE COME TO INCLUDE TEACHING, ADMINISTRATION, CONSULTATION, AND RESEARCH, AND ESPECIALLY THE SOCIAL ACCOUNTING OF DATA RELEVANT TO SCHOOLS AND SCHOOL SYSTEMS. TO PROVIDE AN IMPROVED STRUCTURE FOR EDUCATIONAL ADMINISTRATION TRAINING, AN APPEAL IS MADE FOR SPECIALISTS IN PARTICULAR FIELDS OF EDUCATIONAL ADMINISTRATION RATHER  THAN FOR GENERALISTS WITH QUESTIONABLE ABILITY IN THE BROAD RANGE OF RELATED FIELDS. THERE IS NEED FOR AN OPENNESS TO CONSTRUCTIVE CHANGE, FOR AN ESTABLISHMENT OF PARTICULAR RESPONSIBILITIES, AND FOR INSIGHTS ADAPTED FROM OTHER SOCIAL SCIENCE DISCIPLINES. SPECIFIC CHANGES RECOMMENDED INCLUDE--(1) REALLOCATION OF SOCIAL ACCOUNTING TO SCHOOL SYSTEMS AND STATE AND FEDERAL EDUCATIONAL UNITS, (2) IMPROVEMENT OF INSTRUCTIONAL ADEQUACY, (3) MORE ADEQUATE REWARD STRUCTURE TO PROMOTE KNOWLEDGE DEVELOPMENT BY THOSE COMMITTED TO THE FIELD, (4) INCREASED EMPHASIS ON RESEARCH SPECIALIZATION, WITH THE DEVELOPMENT OF NEW CAREER PATTERNS THROUGH RESEARCH POSITION, (5) REAPPRAISAL OF RECRUITMENT PROCEDURES FOR POTENTIAL STUDENTS, AND (6) REWORKING OF EXISTING TRAINING PROGRAMS. THIS DOCUMENT IS ALSO  AVAILABLE FROM THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION, COLLEGE OF EDUCATION, UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINNESOTA 55455, FOR $1.00. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010902</dc:identifier>
<dc:title>EXCHANGE PATTERNS OF THE EDUCATIONAL ADMINISTRATION PROFESSORSHIP--AN ANALYSIS AND A STATEMENT OF POSITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>MCDONALD, DOUGLAS</dc:creator>
<dc:creator scheme='personal author'>PHAY, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_test>ACT Assessment</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi Univ., University. Bureau of Institutional Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF AMERICAN COLLEGE TEST (ACT) SCORES AS A CRITERION FOR ADMISSION TO INSTITUTIONS OF HIGHER LEARNING PROVIDED PREDICTIVE INFORMATION, BUT ALSO HAD LIMITATIONS. BEGINNING IN 1961 THIS STUDY FOLLOWED 1,062 FRESHMEN OF THE UNIVERSITY OF MISSISSIPPI THROUGH THEIR 4 YEARS OF COLLEGE. THE ACT WAS GIVEN TO ALL INCOMING FRESHMEN SEPARATED INTO THREE GROUPS BASED ON THEIR ACT SCORES. GROUP I CONSISTED OF 102 STUDENTS WITH COMPOSITE STANDARD SCORES OF LESS THAN 15. GROUP II CONSISTED OF 250 STUDENTS SCORING BETWEEN 15 AND 18. GROUP III CONSISTED OF 709 STUDENTS SCORING HIGHER THAN 18. CORRELATING COMPOSITE SCORES OF GROUPS I AND II WITH CUMULATIVE GRADE POINTS AT THE END OF EACH SCHOOL YEAR RESULTED IN CORRELATIONS VERY CLOSE TO ZERO. SIGNIFICANT CORRELATIONS, HOWEVER, WERE  OBTAINED FOR GROUP III. WHEN SCORES WERE CONSIDERED FOR ALL INCOMING FRESHMEN, THE CORRELATION BETWEEN COMPOSITE ACT SCORE AND ACADEMIC ACHIEVEMENT WAS RELATIVELY STRONG AND POSITIVE. TEST LIMITATIONS WERE EVIDENT SINCE DROPOUT RATE AND ACT SCORES WERE NOT HIGHLY CORRELATED. THE HIGHEST DROPOUT RATE WAS AMONG STUDENTS SCORING RELATIVELY WELL ON THE ACT. FURTHERMORE, THE TEST WAS UNACCEPTABLE IN EVALUATING THE ABILITY OF FOREIGN STUDENTS TO SUCCEED IN COLLEGE. OVERALL, THE ACT TEST PROVED TO BE A GOOD INDICATOR OF ACADEMIC SUCCESS OF INCOMING FRESHMEN. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010903</dc:identifier>
<dc:title>FOUR YEARS OF ACADEMIC ACHIEVEMENT AND DISPOSITION OF THE 1961-62 ENTERING FRESHMEN AT THE UNIVERSITY OF MISSISSIPPI COMPARED WITH AMERICAN COLLEGE TEST SCORES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>180</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>FEARNING, J.L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>Texas (Houston)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:keywords_geo>Texas (Houston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Houston Univ., TX. Bureau of Educational Research and Services.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIRTY-TWO ITEMS OF BEHAVIOR CONSIDERED CRUCIAL TO SUCCESS IN ELEMENTARY SCHOOL STAFF RELATIONSHIPS WERE USED TO DETERMINE THE PERCEPTIONS OF THE FACULTY AND PRINCIPAL OF SIX SCHOOL STAFFS IN A DISTRICT OF 40,000 RELATIVE TO (1) THE IMPORTANCE THE FACULTY ATTACHED TO SOME OF THE PRINCIPALS&apos; ACTIONS, (2) THE STAFF&apos;S KNOWLEDGE OF THE VALUE HE PLACED ON THESE BEHAVIORS, AND (3) THE SEIMILARITY OF BOTH VALUES. EACH PRINCIPAL AND TEACHER WAS ASKED FIRST TO Q-SORT THE BEHAVIORS INTO SIX CATEGORIES, AND SECOND TO ASSESS THE BEHAVIORS HE BELIEVED THE OTHER VALUED. THE RESULTING FREQUENCY DISTRIBUTIONS ILLUSTRATED THAT (1) THE PRINCIPAL INFREQUENTLY PERCEIVED FACULTY VALUES, (2) THE STAFF INFREQUENTLY PERCEIVED THE PRINCIPAL&apos;S VALUES, AND (3) THE STAFF AND PRINCIPAL HELD DISSIMILAR  PERCEPTIONS ON TWO-THIRDS OF THE ITEMS. THUS, EITHER ACCURACY OF INTERPERSONAL PERCEPTION IS NOT ESSENTIAL TO SCHOOL PRODUCTIVITY OR THE ELEMENTARY SCHOOL HAS A POTENTIAL FOR INCREASED EFFECTIVENESS BY IMPROVING THE ACCURACY OF INTERPERSONAL PERCEPTIONS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (35TH SESSION, CHICAGO, 1965) AND APPEARS IN &amp;quot;EDUCATIONAL FACTS,&amp;quot; VOLUME 4, NUMBER 3. (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010905</dc:identifier>
<dc:title>SOME PERCEPTIONS OF EXECUTIVE PROFESSIONAL LEADERSHIP.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Foundation Programs</dc:subject>
<dc:subject>Incentive Grants</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Tax Allocation</dc:subject>
<dc:creator scheme='personal author'>JOHNS, R. L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROPOSAL TO IMPROVE THE QUALITY OF FLORIDA EDUCATION BY AWARDING INCENTIVE GRANTS TO PUBLIC SCHOOLS WAS DESCRIBED. THE PRESENT FOUNDATION PROGRAM FOR STATE SUPPORT OF PUBLIC EDUCATION HAS BEEN FOUND TO PROVIDE ONLY MINIMUM QUALITY EDUCATION, PARTLY CAUSED BY THE LACK OF LOCAL TAX EFFORT IN SUPPORTING THE FOUNDATION PROGRAM. IN THE FUTURE, THE GRANT&apos;S AMOUNT WILL BE BASED ON LOCAL TAX COLLECTION EFFORTS. THE REQUIREMENTS GOVERNING EXPENDITURE, THE LEGISLATION IMPLEMENTING THE PLAN, AND THE COMPUTATION METHOD DETERMINING GRANTS WERE OUTLINED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE FLORIDA EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL, COLLEGE OF EDUCATION, UNIVERSITY OF FLORIDA, GAINESVILLE, FLORIDA 32601, FOR $1.00. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010906</dc:identifier>
<dc:title>INCENTIVE GRANT FOR QUALITY EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:creator scheme='personal author'>ANASTASIOW, NICHOLAS J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Palo Alto)</eric:keywords>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Palo Alto Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ADDITION OF A TEACHER-ASSISTANT (TA) PROVIDED A RICHER ENVIRONMENT AND CURRICULUM RESULTING IN A HIGH LANGUAGE PROFICIENCY GAIN FOR THE CULTURALLY DEPRIVED KINDERGARTENER. AFTER SIX ORIENTATION SESSIONS AND A WEEK OF OBERVATION, A TA WAS ASSIGNED AS A SECOND TEACHER TO ONE OF THREE MORNING AND THREE AFTERNOON KINDERGARTEN SESSIONS AT THE THREE ELEMENTARY SCHOOLS FOR 6 WEEKS. A LANGUAGE AND SPEECH EVALUATION TEST AND A DRAW-A-MAN TEST WERE ADMINISTERED TO EACH CHILD BEFORE AND AFTER THE PROJECT. DAILY LOGS WERE KEPT ON THE ACTIVITIES OF CHILDREN IN SMALL AND LARGE GROUPS. TWO KINDERGARTEN TEACHERS NOT INVOLVED IN THE PROJECT ANALYZED THE LOGS FOR ACTIVITIES THAT TOOK PLACE IN THE EXPERIMENTAL CLASSROOM, AND CONTRIBUTIONS OF THE ACTIVITIES TO CULTURALLY DEPRIVED ENRICHMENT  PROGRAMS. THE ANALYSIS INDICATED THAT THE ADDITION OF A TA RESULTED IN (1) MORE SMALL GROUP ACTIVITIES, (2) MORE TIME FOR TEACHER OBSERVATION AND NOTE-TAKING DURING INSTRUCTIONAL PERIODS, (3) MORE INDIVIDUAL CONTACT WITH CHILDREN, (4) MORE CHILD-TO-CHILD INTERACTION IN SMALL GROUPS, (5) MORE EFFICIENT HANDLING OF CLASSROOM ROUTINES, (6) MORE ATTENTION TO THE CHILD&apos;S LANGUAGE DEVELOPMENT, AND (7) INCREASED USE OF TESTING AND ACADEMIC-TYPE ACTIVITIES. PRE- AND POST-TEST RESULTS OF THE LANGUAGE AND SPEECH EVALUATION AND DRAW-A-MAN TEST SHOWED STUDENT PROGRESS IN LANGUAGE DEVELOPMENT, OBJECT NAMING, AND WHOLE-PART PERCEPTIONS. SINCE THE PROJECT LACKED A CONTROL GROUP, THE GAINS CANNOT BE ATTRIBUTED EXCLUSIVELY TO THE ADDITION OF A TA. HOWEVER THE COMBINATION OF VARIABLES (TEACHER GOALS,  CURRICULUM, SCHOOL ENVIRONMENT) PRODUCED STATISTICALLY SIGNIFICANT RESULTS IN THE DIRECTION ANTICIPATED. (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010907</dc:identifier>
<dc:title>AN EVALUATION OF THE KINDERGARTEN TEACHER-ASSISTANT PROJECT--PROJECT II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>DELAVAN, FRANK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Sacramento City Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THE 1964-65 AND 65-66 SCHOOL YEARS, TWO FOLLOWUP STUDIES OF FORMER HIGH SCHOOL PUPILS PROVIDED DATA FOR ASSESSING THE EFFECTIVENESS OF EDUCATIONAL PROGRAMS. QUESTIONNAIRES WERE COMPLETED AND RETURNED BY 624 FORMER PUPILS FROM A SAMPLE OF 2,653 WHO ENTERED THE 10TH GRADE IN THE FALL OF 1959 OR THE SPRING OF 1960. ANALYSIS OF THE RESPONSES COVERED THE FOLLOWING AREAS--(1) EDUCATIONAL BACKGROUND, (2) PRESENT EMPLOYMENT OR SCHOOL STATUS, (3) OCCUPATIONS OF FULL-TIME WORKERS, (4) ADEQUACY OF HIGH SCHOOL PREPARATION, (5) COMPARISON BETWEEN HIGH SCHOOL AND POST-HIGH SCHOOL CAREER PLANS, (6) TIME OF SELECTION OF LIFE EMPLOYMENT GOALS, AND (7) INFLUENCES LEADING TO THE SELECTION OF EMPLOYMENT GOALS. THE STUDY FOUND THAT OF THOSE SAMPLED (1) 28.2 PERCENT ATTENDED SCHOOL FULL TIME AND  28.5 PERCENT WORKED FULL TIME, (2) 47.3 PERCENT WORKED IN CLERICAL OR KINDRED OCCUPATION, (3) 50.0 PERCENT DECIDED ON THEIR LIFE EMPLOYMENT GOALS IN COLLEGE, AND (4) 7.9 PERCENT REGARDED HIGH SCHOOL COUNSELORS AND TEACHERS AS THE MOST IMPORTANT INFLUENCE IN THE SELECTION OF EMPLOYMENT GOALS. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010908</dc:identifier>
<dc:title>SECOND ANNUAL FOLLOW-UP STUDY OF FORMER HIGH SCHOOL PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-26</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Grades (Scholastic)</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>GLADNEY, MARILYN B.</dc:creator>
<dc:creator scheme='personal author'>HILLS, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University System of Georgia, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY TESTED THE HYPOTHESES THAT ONE SCHOOL IN A COLLEGE MAY BE EASIER THAN OTHERS IN THE SAME INSTITUTION, AND THAT STUDENTS IN ACADEMIC DIFFICULTY IN OTHER SCHOOLS WILL TRANSFER TO THE EASIER SCHOOL IN ORDER TO GRADUATE. THE STUDY WAS CONCERNED PRIMARILY WITH A LARGE SOUTHEASTERN COLLEGE WITH 12 SCHOOLS. DATA INCLUDED COLLEGE BOARD SCHOLASTIC APTITUDE TEST SCORES, HIGH SCHOOL AVERAGE GRADES, AND FRESHMAN AVERAGE GRADES OF THE 1,025 FRESHMEN WHO COMPLETED 40 HOURS OF WORK IN JUNE 1965. COMPUTER PROCESSING WAS PERFORMED FOR BOTH ANALYSIS OF COVARIANCE AND MULTIPLE DISCRIMINANT FUNCTION ANALYSIS. COMPARATIVE DATA WERE ANALYZED FROM THREE SMALLER INSTITUTIONS--A NEGRO COEDUCATIONAL COLLEGE, A 4-YEAR WOMEN&apos;S LIBERAL ARTS COLLEGE, AND A 2-YEAR COEDUCATIONAL JUNIOR COLLEGE. A  RELATIVELY SMALL STATISTICALLY SIGNIFICANT DIFFERENCE WAS FOUND TO EXIST IN GRADING PRACTICES AMONG THE SEVERAL SCHOOLS OF THE LARGE COLLEGE, NULLIFYING THE HYPOTHESIS THAT STUDENTS IN ACADEMIC DIFFICULTY WILL TRANSFER TO THE EASIER SCHOOL. SIGNIFICANT DIFFERENCES IN STUDENT ACADEMIC ABILITY WERE FOUND AMONG THE FOUR SEPARATE COLLEGES. ON THE BASIS OF GRADES IN RELATION TO APTITUDE, THEREFORE, STUDENTS CANNOT BE CLASSIFIED AMONG SCHOOLS WITHIN THE SINGLE LARGE INSTITUTIONS, BUT THEY CAN BE CLASSIFIED AMONG THE FOUR SEPARATE INSTITUTIONS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010909</dc:identifier>
<dc:title>COMPARISONS OF STUDENTS IN DIFFERENT SCHOOLS OF A LARGE INSTITUTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Curriculum</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Marital Status</dc:subject>
<dc:subject>Single Students</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:creator scheme='personal author'>LUCAS, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Knoxville)</eric:keywords>
<eric:keywords_geo>Tennessee</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tennessee Univ., Knoxville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRES FROM 572 OF 1,055 ENTERING TRANSFER STUDENTS WERE ANALYZED TO DETERMINE REASONS FOR SELECTING THE UNIVERSITY OF TENNESSEE, AND TO EVALUATE DISTINCTIVE FEATURES OF MARRIED AND UNMARRIED TRANSFER STUDENTS WITH RESPECT TO FORMER COLLEGE, CLASS RANK, IN-STATE OR OUT-OF-STATE RESIDENCE CLASSIFICATION, AND CURRICULAR PATTERNS. THE FIVE REASONS MOST FREQUENTLY GIVEN FOR TRANSFERRING WERE (1) SPECIAL CURRICULUMS AVAILABLE, (2) BETTER OVERALL UNIVERSITY STANDING, (3) BETTER ACTIVITY PROGRAMS AND SOCIAL CLIMATE, (4) BETTER LOCATION, AND (5) LOWER COST. REASONS FOR ENTRANCE BETWEEN TRANSFER STUDENTS AND ENTERING FRESHMEN DIFFERED MARKEDLY. BETTER FACULTY WAS LISTED BY 80 PERCENT OF ENTERING TRANSFER STUDENTS, BUT BY ONLY 29 PERCENT OF ENTERING FRESHMEN. CURRICULAR COMPARISONS  SHOWED MALE TRANSFER STUDENTS PRINCIPALLY ENTERED SCHOOLS OF ENGINEERING, BUSINESS, AND BIOLOGICAL SCIENCES WHILE FEMALE TRANSFER STUDENTS ENTERED SCHOOLS OF EDUCATION, HOME ECONOMICS, AND ARTS AND HUMANITIES. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010910</dc:identifier>
<dc:title>A STUDY OF ENTERING TRANSFER STUDENTS, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Core Curriculum</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>DELACY, WALTER J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS MADE OF 18 UNIVERSITIES WITH ACCREDITED PROGRAMS FOR SCHOOL ADMINISTRATOR PREPARATION TO ASCERTAIN HOW THE SOCIAL SCIENCE DISCIPLINES HAVE BEEN INTEGRATED INTO THEIR PROGRAMS, AND TO EVALUATE THE HYPOTHESIS THAT INCREASED EMPHASIS UPON AN INTERDISIPLINARY APPROACH WOULD PRODUCE MORE EFFECTIVE SCHOOL ADMINISTRATORS. FINDINGS WERE COMPILED FROM PERSONAL INTERVIEWS WITH RESPONSIBLE PERSONNEL AT EACH INSTITUTION. ALL OF THE SCHOOLS OFFER PROGRAMS IN EDUCATIONAL ADMINISTRATION LEADING TO THE D.ED. OR THE PH.D. A RELATIVELY CONSISTENT PATTERN EXISTS AMONG THE SCHOOLS WITH RESPECT TO COURSE WORK, FIELD EXPERIENCES, STATISTICS, INTERNSHIPS, SEMINARS, AND DISSERTATION RESEARCH. ALL INSTITUTIONS INCLUDE COURSE WORK IN THE SOCIAL SCIENCES, WITH DISCIPLINES AND THEIR FREQUENCIES  AS FOLLOWS--SOCIOLOGY (17), ECONOMICS (16), POLITICAL SCIENCE (15), PSYCHOLOGY (11), ANTHROPOLOGY (8), BUSINESS ADMINISTRATION (5), PUBLIC ADMINISTRATION (4), HISTORY (3), PHILOSOPHY (2), GOVERNMENT (2), COMMUNICATIONS (2), AND HUMAN RELATIONS (1). SEMESTER HOURS REQUIRED FOR INTERDISCIPLINARY STUDIES RANGE FROM NO MINIMUM TO A MINIMUM OF 24, WITH MOST SCHOOLS FAVORING SOCIAL SCIENCES. ABOUT HALF THE SCHOOLS ARRANGE SEMINARS FOR THEIR STUDENTS THROUGH THE INTERDISCIPLINARY CLASSES OFFERED FOR GRADUATE STUDENTS IN ALL DEPARTMENTS. PROBLEMS EXIST IN (1) OBTAINING ADEQUATE PERSONNEL TO TEACH THE SOCIAL SCIENCE DISCIPLINES, (2) CONFUSION OVER THE CONTENT AND RELEVANCE OF SUCH TRAINING, AND (3) CONFLICTS WITH PERSONNEL IN THE SOCIAL SCIENCE FIELDS OVER STUDENT LOAD IN THE RESPECTIVE  DEPARTMENTS. ONE SCHOOL REPORTED REAL EVIDENCE AND ONLY TWO REPORTED VERBAL EVIDENCE OF THE EFFECTIVENESS OF THE INTERDISCIPLINARY APPROACH, A LACK ATTRIBUTED TO ITS RECENT INTRODUCTION. THE STUDY RECOMMENDS THAT EACH DEPARTMENT OF EDUCATIONAL ADMINISTRATION INCORPORATE INTO ITS PROGRAMS THE MOST RELEVANT CONTENT OF THE SOCIAL SCIENCES AND CULTIVATE INTERACTIONS WITH SOCIAL SCIENCE DEPARTMENTS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010912</dc:identifier>
<dc:title>THE SOCIAL SCIENCES, AN ASPECT OF SCHOOL ADMINISTRATOR PREPARATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>MEIERHENRY, W. C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS POSITION PAPER DEFINES ASPECTS OF INNOVATION IN EDUCATION. THE APPROPRIATENESS OF PLANNED CHANGE AND THE LEGITIMACY OF FUNCTION OF PLANNED CHANGE ARE DISCUSSED. PRIMARY ELEMENTS OF INNOVATION INCLUDE THE SUBSTITUTION OF ONE MATERIAL OR PROCESS FOR ANOTHER, THE RESTRUCTURING OF TEACHER ASSIGNMENTS, VALUE CHANGES WITH RESPECT TO TEACHING RESPONSIBILITIES AND MODERN TECHNIQUES OF TELEVISION AND PROGRAMED INSTRUCTION, NEW STRUCTURES, AND CHANGES IN PHYSICAL FACILITIES. FEDERAL AND STATE GOVERNMENTS, EXTERNAL OR CIVIC CHANGE AGENTS AND INTERNAL AGENTS SUCH AS SUPERINTENDENTS AND PRINCIPALS FUNCTION AS CHANGE AGENTS, HAVE NO CLEAR CLIENT SYSTEM, AND UTILIZE NO SYSTEM FOR DISSEMINATION OF RESEARCH FINDINGS. THE COMPLEX DECISION-MAKING STRUCTURE OF EDUCATIONAL INSTITUTIONS FURTHER  INHIBITS PLANNED CHANGE. EIGHT ELEMENTS (NOW LACKING) ARE SEEN AS ESSENTIAL FOR THE ACCEPTANCE AND DIFFUSION OF INNOVATIONS--BROAD GOALS, SPECIFIC GOALS, PROFIT MOTIVE, RESEARCH AND DEVELOPMENT INVESTMENT, ECONOMIC ADVANTAGE, PERSONAL ADVANTAGE, CLEAR PERFORMANCE STANDARDS, AND CLEAR PRODUCT ASSESSMENT. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON STRATEGIES FOR EDUCATIONAL CHANGE (WASHINGTON, D.C., NOVEMBER 8-10, 1965). (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010913</dc:identifier>
<dc:title>A CRITERION PAPER ON PARAMETERS OF EDUCATION. FINAL REVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:creator scheme='personal author'>BROUDY, HARRY S.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CURRENT INADEQUACY OF A CONCEPTUAL FRAMEWORK ALLOWING ACCUMULATION AND SYNTHESIS OF KNOWLEDGE CONCERNING EDUCATIONAL CHANGE IS EVALUATED. CONSIDERATION OF EDUCATIONAL CHANGE AS SCIENTIFIC KNOWLEDGE PRESUPPOSES EXPLORATION OF THE DIFFICULTIES THAT RESTRICT THE MEETING OF THE ACCEPTED SCIENTIFIC CRITERIA OF DESCRIPTION, EXPLANATION, PREDICTION, AND CONTROL AS WELL AS THE SCIENTIFIC METHODOLOGICAL REQUIREMENTS OF OBJECTIVITY AND SKEPTICISM. WITHIN AN ESTABLISHED BODY OF SCIENTIFIC KNOWLEDGE A STRUCTURE OF PHENOMENA IN LOGICAL RELATIONS AND A METHODOLOGY MADE UP OF DEFINITE RULES OF PROCEDURE CAN BE DISCERNED. WITHOUT A STRUCTURE OF RELATIONS AND PROCEDURAL METHODOLOGY, INQUIRIES MAY OR MAY NOT LINK UP WITH EACH OTHER AND RESULT IN AN ACCUMULATION OF FINDINGS RATHER THAN A  CUMULATION OF RESULTS. AN INADEQUACY OF THIS NATURE IS CHARACTERISTIC OF KNOWLEDGE CONCERNING EDUCATIONAL CHANGE. WITHOUT CONSENSUS UPON THE CONCEPTUAL FRAMEWORK OF RELATIONAL AND METHODOLOGICAL FACTS, IT IS DIFFICULT TO FORMULATE THEORIES THAT SYNTHESIZE LARGE AREAS OF WELL-ESTABLISHED FACT. THE ATTEMPT TO MAKE A SCIENCE OUT OF ANY SOCIAL PHENOMENA IS CONSTANTLY QUESTIONED BECAUSE OF THE INHERENT SUBJECTIVITY OF THE SOCIAL SCIENCES, THE VALUE FACTORS OF BOTH INVESTIGATOR AND INVESTIGATED PHENOMENA, AND THE COMPLEXITY OF GROUP DYNAMICS. A CONCEPTUAL FRAMEWORK FOR EDUCATIONAL CHANGE SHOULD TAKE INTO CONSIDERATION THESE INHERENT DIFFICULTIES OF PSYCHOLOGICAL AND SOCIAL PHENOMENA ANALYSIS. ITS SCIENTIFIC STUDY COULD PROCEED ALONG THE TWO LINES--(1) AN EXTRAPOLATION OF EXISTING TRENDS IN  SOCIAL SUBSYSTEMS AND A SPECULATION OF CONSEQUENCES, AND (2) AN EMPHASIS ON CRITICISM OF WHAT HAS BEEN DISCOVERED, INCLUDING AN EXAMINATION OF CONSISTENCY, EMPIRICAL CONSEQUENCES, AND ATTEMPTS AT FALSIFICATION. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010914</dc:identifier>
<dc:title>CRITERIA FOR THE THEORETICAL ADEQUACY OF CONCEPTUAL FRAMEWORK OF PLANNED EDUCATIONAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:creator scheme='personal author'>CULBERTSON, JACK A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUR STRATEGIES FOR ACHIEVING LONG-RANGE GOALS IN EDUCATION ARE OUTLINED, AND RELATED CONSTRAINTS, CONTROLS, AND CONFLICTS ARE EVALUATED. STRATEGY 1, A NATIONAL EDUCATION ACADEMY DESIGNED TO PROVIDE TRAINING FOR NEW AND CREATIVE LEADERSHIP, WOULD RECRUIT GIFTED PERSONNEL FOR TRAINING IN A BROAD UNDERSTANDING OF THE MAJOR TRADITIONS OF SOCIETY, WITH INSTRUCTION IN DEFINING MAJOR EDUCATIONAL AND SOCIAL PROBLEMS, FIELD EXPERIENCE, AND A YEAR&apos;S APPRENTICESHIP UPON GRADUATION IN SELECTED EDUCATIONAL ORGANIZATIONS WHICH VALUE INNOVATIVE EFFORT. STRATEGY 2, AN INSTITUTE FOR THE STUDY OF EDUCATIONAL INNOVATION, WOULD FOCUS PRIMARILY ON THE CREATION OF NEW CONCEPTS FOR ADVANCING RESEARCH AND DEVELOPMENT AND WOULD BE PRIVATELY SUPPORTED, STAFFED BY LEADING SCHOLARS ON 1-YEAR FELLOWSHIPS,  AND LOCATED NEAR A MAJOR UNIVERSITY. STRATEGY 3, A PLAN TO FACILITATE STATE AND NATIONAL POLICY DEVELOPMENT, WOULD ENCOURAGE INTERORGANIZATIONAL AND REGIONAL EDUCATIONAL ALLIANCES AND WOULD SEEK TO IMPROVE STATE EDUCATIONAL LEGISLATION, ESPECIALLY THAT RELATED TO THE LONG-RANGE FINANCING OF EDUCATION, BY DEVELOPING A PATTERN OF SUPPORT UPON A COMBINATION OF PUBLIC AND PRIVATE FUNDS. STRATEGY 4, THE APPLICATION OF OPERATIONS RESEARCH TO LOCAL SCHOOL DISTRICT PROBLEMS WOULD UTILIZE TEAMS OF MULTIDISCIPLINARY SPECIALISTS TO DEFINE PROBLEMS, DETERMINE THEIR PARTICULAR DIMENSIONS, AND DEVELOP POSSIBLE SOLUTIONS THROUGH THE APPLICATION OF SUCH RESEARCH TECHNIQUES AS MATHEMATICAL MODELS AND PROGRAM EVALUATION. THIS PAPER WAS PREPARED FOR THE CONFERENCE ON STRATEGIES FOR EDUCATIONAL CHANGE  (WASHINGTON, D.C., NOVEMBER 8-10, 1965). (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010915</dc:identifier>
<dc:title>ORGANIZATIONAL STRATEGIES FOR PLANNED CHANGE IN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIX AREAS OF EXCEPTIONALITY SERVED BY PUBLIC SCHOOL PROGRAMS ARE PRESENTED, INCLUDING MENTALLY RETARDED (BOTH EDUCABLE AND TRAINABLE), BLIND AND PARTIALLY SIGHTED, DEAF AND HARD OF HEARING, ORTHOPEDICALLY OR NEUROLOGICALLY HANDICAPPED, EMOTIONALLY DISTURBED, AND MULTIPLY HANDICAPPED. INCLUDED FOR EACH EXCEPTIONALITY IS A DEFINITION, CRITERIA FOR DETERMINING PLACEMENT, AND A SECTION ON EVALUATION OF DISABILITIES. PROCEDURES FOR ESTABLISHING SPECIAL EDUCATION PROGRAMS ARE DISCUSSED IN DETAIL, AND EXPLICIT DIRECTIONS FOR SUBMITTING APPLICATIONS TO THE STATE DEPARTMENT ARE INCLUDED. A SECTION ON CURRICULUM OUTLINES RECOMMENDED OBJECTIVES, EQUIPMENT, AND PROGRAMS FOR THE EDUCABLE AND TRAINABLE MENTALLY HANDICAPPED, THE PHYSICALLY HANDICAPPED, AND THE EMOTIONALLY DISTURBED. A SECTION  IS INCLUDED ON THE IDENTIFICATION OF SPEECH AND HEARING PROBLEMS. A LIST OF EQUIPMENT AND SUPPLIES FOR SPECIAL EDUCATION CLASSROOMS. THE STATE REFERRAL FORM FOR SPECIAL EDUCATION PLACEMENT, AND AN APPLICATION FOR HOME OR HOSPITAL TEACHING ARE INCLUDED. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010916</dc:identifier>
<dc:title>GUIDELINES OF PROGRAMS OF SPECIAL EDUCATION IN ALASKA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HISTORY AND FUNCTIONS OF SPECIAL EDUCATION IN TEXAS ARE PRESENTED IN OUTLINE FORM. AN ORGANIZATIONAL CHART SHOWS RELATIONSHIPS AMONG PUBLIC AGENCIES SERVING EXCEPTIONAL CHILDREN. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010918</dc:identifier>
<dc:title>SPECIAL EDUCATION FOR EXCEPTIONAL CHILDREN IN TEXAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Institutional Administration</dc:subject>
<dc:subject>Institutional Personnel</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Medical Services</dc:subject>
<dc:subject>Mental Health Clinics</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>CANIFF, CHARLES E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Association of Rehabilitation Centers, Inc., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 5-YEAR PROJECT TO SPECIFY STANDARDS OF REHABILITATION CENTERS AND FACILITIES RESULTED IN THREE PUBLICATIONS. THIS MANUAL INCLUDES THE CHARACTERISTICS AND GOALS OF REHABILITATION FACILITIES. THE STANDARDS FOR ORGANIZATION, SERVICES THAT SHOULD BE PROVIDED, PERSONNEL INCLUDED, RECORDS AND REPORTS, FISCAL MANAGEMENT, AND THE PHYSICAL PLANT ARE DESCRIBED IN SOME DETAIL. THE APPENDIX INCLUDES SUBCOMMITTEE REPORTS AND REPORTS ON MEDICAL SERVICES, PSYCHOLOGICAL SERVICES, AND SOCIAL WORK SERVICES. THE COMPANION PUBLICATIONS ARE &amp;quot;STANDARDS FOR REHABILITATION CENTERS AND FACILITIES&amp;quot; AND &amp;quot;STANDARDS SURVEY FORM FOR REHABILITATION CENTERS AND FACILITIES.&amp;quot; (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010919</dc:identifier>
<dc:title>MANUAL OF STANDARDS FOR REHABILITATION CENTERS AND FACILITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Deafness</dc:subject>
<dc:subject>Expressive Language</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>GLENZ, GRACE A.</dc:creator>
<dc:creator scheme='personal author'>QUILL, LEONORA A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Champaign)</eric:keywords>
<eric:keywords_geo>Illinois (Champaign)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Champaign Community Unit School District 4, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE DESCRIBES A PROGRAM FOR DEVELOPING THE FACULTIES OF DEAF CHILDREN THROUGH LANGUAGE TRAINING. THIS CURRICULUM ATTEMPTS TO INSURE SEQUENTIAL LEARNING FOR DEAF STUDENTS AS WELL AS TO PROVIDE TEACHERS WITH AN OVERALL PICTURE OF THE DEVELOPMENT OF LANGUAGE. MATERIALS ARE ARRANGED ACCORDING TO EIGHT LEVELS. A LINGUISTIC APPROACH TO THE LEARNING OF LANGUAGE IS OUTLINED IN DETAIL. PRINCIPLES OF LEARNING LANGUAGE ARE STATED CONCISELY AND THE THREEFOLD OBLIGATION THAT THE TEACHER HAS IN USING THE CURRICULUM IS DELINEATED. THE ACHIEVEMENTS IN EXPRESSIVE LANGUAGE AT EACH OF THE LEVELS ARE PRESENTED BY CHARTS WHICH DETAIL ACTIVITIES AND CONCEPTS. A RELATED BIBLIOGRAPHY IS APPENDED. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED010920</dc:identifier>
<dc:title>GUIDELINES FOR TEACHERS. PLANS FOR DEVELOPMENT OF EXPRESSIVE CONNECTED LANGUAGE CONCEPTS AND SPECIFIC ACHIEVEMENTS FOR CHILDREN WHO HAVE IMPAIRED HEARING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Creative Writing</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Typewriting</dc:subject>
<dc:creator scheme='personal author'>KARNES, MERLE B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Champaign)</eric:keywords>
<eric:keywords_geo>Illinois (Champaign)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Champaign Community Unit School District 4, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO GROUPS OF 31 OR MORE FOURTH-GRADE CHILDREN, WHO SCORED 115 OR HIGHER ON THE 1960 STANFORD-BINET INTELLIGENCE SCALE, RECEIVED ENRICHMENT IN CREATIVE THINKING AND WRITING. ONE GROUP RECEIVED TYPING INSTRUCTION, PRETESTS ADMINISTERED IN THE FOURTH GRADE AND AGAIN TO THE SAME STUDENTS AT THE SIXTH GRADE INCLUDED THE CALIFORNIA ACHIEVEMENT TESTS (READING AND SPELLING), WORK-STUDY SKILLS TESTS OF THE IOWA EVERY PUPIL TESTS OF BASIC SKILLS, GUILFORD UNUSUAL USES AND CONSEQUENCES TESTS, AND A CREATIVE WRITING TESTS. RESULTS SHOWED THAT THE USE OF TYPING BY ACADEMICALLY TALENTED INTERMEDIATE GRADE CHILDREN WAS NOT HARMFUL TO ACHIEVEMENT IN WORK-STUDY SKILLS, READING, AND SPELLING. THE EXPERIMENTAL GROUP USING TYPEWRITERS SHOWED SIGNIFICANTLY GREATER GAINS IN CREATIVE WRITING AND  CREATIVE THINKING THAN DID THE CONTROL GROUP. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED010921</dc:identifier>
<dc:title>THE EFFECTS OF TYPING INSTRUCTION ON CREATIVITY AND ACHIEVEMENT AMONG THE GIFTED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Care</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Homemaking Skills</dc:subject>
<dc:subject>Hygiene</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Practical Arts</dc:subject>
<dc:subject>Recreational Activities</dc:subject>
<dc:subject>Sewing Instruction</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BLESSING, KENNETH R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BULLETIN DEFINES THE INTENT OF PRACTICAL ARTS IN SPECIAL EDUCATION AS PROVIDING THE RETARDED WITH THE UNDERSTANDINGS, VALUES, ATTITUDES, SKILLS, AND EXPERIENCES LEADING TO SOCIAL AND VOCATIONAL COMPETENCE IN THE AFTER-SCHOOL YEARS. THE PRACTICAL IDEAS AND CURRICULAR SUGGESTIONS ARE GROUPED--(1) HOME ARTS ACTIVITIES INCLUDING THE SKILLS OF HOMEMAKING, HOUSEHOLD MECHANICS, CHILD CARE, AND SEWING, (2) GOOD PHYSICAL AND MENTAL HEALTH SKILLS SUCH AS GOOD GROOMING, DENTAL CARE, AND PARTICIPATION IN CLUBS, RECREATION, GAMES, RHYTHMS AND SONGS, AND (3) MISCELLANEOUS SUGGESTIONS DESIGNED TO DEVELOP MOTORIC AND MANIPULATIVE SKILLS. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010922</dc:identifier>
<dc:title>A POTPOURRI OF IDEAS FOR TEACHERS OF THE MENTALLY RETARDED. VOLUME II, THE PRACTICAL ARTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:subject>Voluntary Agencies</dc:subject>
<dc:type></dc:type>
<eric:keywords>RHODE ISLAND</eric:keywords>
<eric:keywords_geo>Rhode Island</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN 1961 THE RHODE ISLAND GENERAL ASSEMBLY ESTABLISHED A COMMISSION TO STUDY NEEDS AND PROVISIONS FOR THE EDUCATION OF HANDICAPPED CHILDREN. IN ADDITION TO MEETING WITH REPRESENTATIVES OF MANY AGENCIES THROUGHOUT THE STATE, THE COMMISSION EMPLOYED A PROJECT DIRECTOR AND A STAFF OF SPECIAL EDUCATION CONSULTANTS WHO GATHERED DATA ABOUT ALL EXISTING PROGRAMS AND DEVELOPED A SERIES OF RECOMMENDATIONS FOR COMMISSION REVIEW AND TRANSMITTAL TO THE ASSEMBLY. THE MAJOR COMMISSION RECOMMENDATIONS FOR LEGISLATIVE ACTION ARE SUMMARIZED. CONSULTANT RECOMMENDATIONS AND EVALUATION FOR EACH AREA OF PROGRAMS FOR THE HANDICAPPED ARE INCLUDED. THESE CHAPTERS REPRESENT COMPREHENSIVE DESCRIPTIONS AND EVALUATIONS OF FACILITIES AND SERVICES IN EXISTENCE IN FEBRUARY 1963. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED010923</dc:identifier>
<dc:title>EDUCATION OF HANDICAPPED CHILDREN IN RHODE ISLAND, A REPORT TO THE LEGISLATURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-03-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>162</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>International Programs</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Ophthalmology</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>NEWELL, FRANK W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>INTERNATIONAL RESEARCH INFORMATION SERVICE</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ON OCTOBER 19, 1963, SPECIALISTS REPORTED THE FINDINGS OF STUDIES THEN UNDERWAY AND OUTLINED THE RESEARCH POSSIBILITIES WITHIN THEIR RESPECTIVE AGENCIES. QUESTIONS WERE RAISED ABOUT THE DEFINITION OF BLINDNESS FOR RESEARCH AND SERVICE PURPOSES. SPEAKERS DISCUSSED THE POSSIBLE USE OF SUCH DATA SOURCES AS STATEWIDE REGISTERS OF THE BLIND, THE INTERNATIONAL RESEARCH INFORMATION SERVICE ESTABLISHED BY THE AMERICAN FOUNDATION FOR THE BLIND IN 1960, AND THE REHABILITATION CODES PROJECT BEGUN IN 1956 THROUGH FUNDS FROM THE ASSOCIATION FOR THE AID OF CRIPPLED CHILDREN. TWO RESEARCH PROJECTS, THE NATIONAL HEALTH SURVEY SPECIAL STUDY OF VISUAL IMPAIRMENT 1963-1964 AND THE WAR-BLINDED VETERANS RESEARCH PROJECT, WERE DISCUSSED WHILE THE FINDINGS AND PROCEDURES OF A 1963 PILOT STUDY OF VISUAL  IMPAIRMENT IN CLEVELAND WERE CONSIDERED IN DETAIL. THE RESEARCH IMPLICATIONS OF SEVERAL RECENT TECHNOLOGICAL ADVANCES WERE ALSO EXPLORED. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED010924</dc:identifier>
<dc:title>RESEARCH IN BLINDNESS AND SEVERE VISUAL IMPAIRMENT, PROCEEDINGS OF THE SYMPOSIUM (NEW YORK, OCTOBER 19, 1963).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>118</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Home Instruction</dc:subject>
<dc:subject>Hospital Schools</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:type></dc:type>
<eric:keywords>Texas (Abilene)</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Abilene Public Schools, TX.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPECIAL PROGRAMS OF THE ABILENE, TEXAS, SCHOOLS ARE DESCRIBED WITH EMPHASIS ON PUPIL ELIGIBILITY FOR SERVICES, PURPOSES OF THE PROGRAMS, AND GENERAL AND SPECIFIC PROCEDURES USED IN INSTRUCTION. SOURCES OF INFORMATION USED IN INDIVIDUAL PSYCHOLOGICAL EVALUATIONS, CERTIFICATION REQUIREMENTS FOR TEACHING IN TEXAS, AND BIBLIOGRAPHIES FOR AREAS OF EXCEPTIONALITY ARE ALSO INCLUDED. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010925</dc:identifier>
<dc:title>DEPARTMENTAL GUIDE, SPECIAL EDUCATION DEPARTMENT, ABILENE PUBLIC SCHOOLS, 1966-1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DENO, EVELYN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minneapolis Public Schools, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 4-YEAR REHABILITATION PROJECT, DEVELOPED TO INVESTIGATE MEANS OF ALLEVIATING DEFICIENCIES IN SCHOOL-REHABILITATION SERVICES, IS DESCRIBED. THROUGH A SERIES OF RESEARCH REPORTS AND DEMONSTRATION PROJECTS THIS STUDY EVALUATED PROGRAMS PREPARING ADOLESCENT MENTALLY RETARDED FOR EMPLOYMENT, AND AT THE SAME TIME FACILITATING COORDINATION OF COMMUNITY SERVICES AND OFFERING BASIC INFORMATION AND TECHNIQUES. SUBSTUDIES PROVIDE A DESCRIPTION OF THE POPULATION SERVED THROUGH THE PROJECT. FOLLOWUP DATA ON FORMER SPECIAL CLASS STUDENTS PROVIDES INFORMATION ABOUT WORK HISTORIES, HEALTH, SEX, RACE, AND THE USE OF VOCATIONAL AND REHABILITATION SERVICES BY THOSE CLIENTS. IN ADDITION TO THE DATA REGARDING CHARACTERISTICS, PROBLEMS, AND POTENTIAL OF THE POPULATION SERVED, DESCRIPTIONS OF THE  TRAINING AND GUIDANCE PROGRAMS ARE PROVIDED. IMPLICATIONS IN TERMS OF DIAGNOSIS, ADEQUACY OF EXISTING FACILITIES, ATTAINABLE GOALS, AND THE CURRICULUM ARE REPORTED. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED010926</dc:identifier>
<dc:title>RETARDED YOUTH--THEIR SCHOOL-REHABILITATION NEEDS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>166</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>DEVER, RICHARD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LANGUAGE PROGRAMS FOR THE MENTALLY RETARDED ARE SUGGESTED FOR FIVE LEVELS FROM PREPRIMARY TO SENIOR HIGH. THE RECEPTIVE AND EXPRESSIVE LANGUAGE SKILLS ARE IDENTIFIED AND APPROPRIATE ACTIVITIES ARE SUGGESTED. IN AN ANNOTATED SECTION, 75 SOURCE MATERIALS ARE CLASSIFIED ACCORDING TO RECEPTIVE OR EXPRESSIVE SKILL AND BY AGE LEVEL. (MR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010927</dc:identifier>
<dc:title>LANGUAGE--A CURRICULUM GUIDE FOR SPECIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Deafness</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEN SOURCES OF FILMS PERTAINING TO THE EDUCATION OF DEAF AND HARD OF HEARING CHILDREN ARE GIVEN IN THIS REPORT. NUMBER OF FILMS AND SELECTED TITLES AVAILABLE FROM EACH SOURCE ARE LISTED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED010928</dc:identifier>
<dc:title>DEAF AND HARD OF HEARING, FILM RESOURCES IN THE AREA OF DEAFNESS AND THE EDUCATION OF THE DEAF.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Recreational Activities</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ALLEN, AMY</dc:creator>
<dc:creator scheme='personal author'>BAKER, VIRGINIA</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS BULLETIN SLOW LEARNING REFERS TO CHILDREN IN THE 50-75 IQ RANGE. ELIGIBILITY FOR SPECIAL CLASSES IS DISCUSSED, INCLUDING A DESCRIPTION OF THE TESTING PROGRAM AND AN EXPLANATION OF THE IQ CONCEPT. SAMPLES OF FORMS USED IN COMMUNICATION WITH PARENTS AND DISTRICT APPLICATIONS FOR SPECIAL CLASSES ARE INCLUDED. LEARNING CHARACTERISTICS OF SLOW LEARNING CHILDREN ARE BRIEFLY DESCRIBED. THIS BULLETIN, INTENDED FOR TEACHERS AND ADMINISTRATORS, OUTLINES AN INSTRUCTIONAL PROGRAM. AREAS OF INSTRUCTIONS INCLUDE LANGUAGE ARTS, ARITHMETIC, SOCIAL STUDIES, OCCUPATIONAL TRAINING, SCIENCE, AND RECREATIONAL ACTIVITIES. APPROPRIATE AMOUNTS OF TIME ARE SUGGESTED. EFFECTIVE TEACHING TECHNIQUES, RECOMMENDED EXPERIENCE ACTIVITIES WITHIN THE VARIOUS LEARNING AREAS, AND MEANINGFUL CONCEPTS THAT  SHOULD BE DEVELOPED ARE AMONG THE SPECIFIC SUGGESTIONS MADE. A BIBLIOGRAPHY LISTS SEVERAL BULLETINS AND CURRICULUM GUIDES APPROPRIATE FOR TEACHERS AND ADMINISTRATORS AS WELL AS SEVERAL BASIC TEXTS AND RELEVANT PERIODICALS. APPENDIXES OUTLINE ELIGIBILITY REQUIREMENTS FOR SPECIAL CLASS PLACEMENT AND REQUIREMENTS FOR CERTIFICATION OF TEACHERS OF SLOW LEARNING CHILDREN. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010930</dc:identifier>
<dc:title>SLOW LEARNING CHILDREN IN OHIO SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>117</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Second Language Instruction</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Supervisor Qualifications</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>HALLMAN, CLEMENS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MODERN STATE FOREIGN LANGUAGE SUPERVISOR IS PRIMARILY A LEADER IN A COOPERATIVE ENTERPRISE INVOLVING ALL ASPECTS OF EDUCATION, AND IS JUDGED BY THE SERVICE GIVEN TO THE TOTAL SYSTEM. THE SUPERVISOR SHOULD HAVE A SOLID BACKGROUND IN LANGUAGES, INSTRUCTIONAL MATERIAL, AND TEACHING PHILOSOPHY AND TECHNIQUES, AND SHOULD UNDERSTAND AND BE ABLE TO ASSIST TEACHERS. THE SUPERVISOR&apos;S ROLE IS BASICALLY TO (1) ASSIST LOCAL TEACHERS AND ADMINISTRATORS WITH THEIR INSTRUCTIONAL ACTIVITIES, (2) COORDINATE THE STATEWIDE INSTRUCTIONAL EFFORT INTO A WELL-BALANCED, DYNAMIC PROGRAM, AND (3) SERVE IN A LIAISON CAPACITY WITH RELATED EDUCATIONAL DIVISIONS, VARIOUS STATE ORGANIZATIONS, AND NATIONAL AGENCIES. THIS SPEECH WAS PRESENTED AT THE SOUTHERN CONFERENCE ON LANGUAGE TEACHING (1ST, ATLANTA,  FEBRUARY 4-6, 1965). (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010931</dc:identifier>
<dc:title>THE ROLE OF THE STATE FOREIGN LANGUAGE SUPERVISOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Methods Courses</dc:subject>
<dc:subject>Methods Teachers</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>HALLMAN, CLEMENS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords>Butler University IN</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. Indiana Language Program.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STATEWIDE CONFERENCE, UNDER THE AUSPICES OF THE INDIANA STATE ADVISORY COMMITTEE FOR FOREIGN LANGUAGES, WAS CONCERNED WITH METHODS COURSES FOR PROSPECTIVE ELEMENTARY AND SECONDARY FOREIGN LANGUAGE TEACHERS. THE CONFERENCE MADE GENERAL RECOMMENDATIONS FOR PROFESSIONAL EDUCATION, BUT CONCENTRATED ON THE EXISTING WEAKNESSES OF METHODS COURSES. IT SUGGESTED METHODS AND TEACHER EDUCATION PROGRAMS GUIDELINES ON TRAINING THE FUTURE TEACHER IN (1) USING INSTRUCTIONAL MATERIALS, INCLUDING LANGUAGE LABS AND NEW MEDIA, (2) DEVELOPING THE FOUR LANGUAGE SKILLS, (3) STUDYING TO COMPETENCY RELATED DISCIPLINES AND THE CULTURE, CIVILIZATION, AND LITERATURE OF THE FOREIGN LANGUAGE, AND (4) LEARNING LANGUAGE ANALYSIS. METHODS COURSES SHOULD INCLUDE PRACTICAL INFORMATION ABOUT CLASSROOM  TECHNIQUES AND APPROACHES TO OR METHODS OF PRESENTATION, AND AN OPPORTUNITY NOT ONLY TO OBSERVE A VARIETY OF TEACHING SITUATIONS OF DIFFERING QUALITY AND LEVEL IN ELEMENTARY AND SECONDARY SCHOOLS BUT ALSO TO UNDERGO A WELL-SUPERVISED STUDENT TEACHING EXPERIENCE. AN APPENDIX TO THE PROCEEDINGS PRESENTS THE RESULTS OF A SURVEY OF METHODS COURSES IN INDIANA. THIS DOCUMENT IS ALSO AVAILABLE FROM THE INDIANA LANGUAGE PROGRAM, 101 LINDLEY HALL, INDIANA UNIVERSITY, BLOOMINGTON, INDIANA 47401. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010932</dc:identifier>
<dc:title>PROCEEDINGS OF THE CONFERENCE ON METHODS IN FOREIGN LANGUAGE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Programs</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>CADOUX, REMUNDA</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Hunter Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INSTITUTE OFFERED TEACHERS THE OPPORTUNITY TO IMPROVE THEIR LANGUAGE COMPETENCIES AND TEACHING SKILLS, AND TO EXAMINE, USE, AND EVALUATE NEW INSTRUCTIONAL MATERIALS. THE CURRICULUM INCLUDED COURSES IN METHODS, THEORY OF SECOND LANGUAGE LEARNING, AND CONTRASTIVE ANALYSIS. THERE WERE ALSO WORKSHOPS FOR ELEMENTARY AND SECONDARY TEACHERS OF FRENCH AND SPANISH. SPECIAL FEATURES OF THE INSTITUTE WERE A DIAGNOSTIC TESTING PROGRAM FOR THE INSTITUTE PARTICIPANTS, REMEDIAL PRACTICE IN THE LANGUAGE LABORATORY, DEMONSTRATION CLASSES TAUGHT AS A PART OF THE WORKSHOPS, OPPORTUNITIES TO PRACTICE TEACH, AND THE USE OF THE NEW YORK STATE KINESCOPE SERIES ON THE TEACHING OF FOREIGN LANGUAGES IN THE SECONDARY SCHOOLS. ADDENDA CONTAIN COURSE OUTLINES AND A DESCRIPTION OF THE KINESCOPE SERIES,&amp;quot;NEW APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES IN THE SECONDARY SCHOOLS.&amp;quot; (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010933</dc:identifier>
<dc:title>FINAL REPORT FOR THE SUMMER SESSION OF 1965 OF THE INSTITUTE FOR TEACHERS OF FOREIGN LANGUAGES AND INSTITUTE FOR TEACHERS OF CHILDREN OF PUERTO RICAN ORIGIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM OF CURRICULUM REVISION, BEGUN IN 1962, HAS RESULTED IN A CURRICULUM GUIDE WHICH DELINEATES THE AIMS, TECHNIQUES, CONTENT, AND SCOPE OF FRENCH INSTRUCTION AT EACH LEVEL OF A FIVE-LEVEL SEQUENCE IN THE SECONDARY SCHOOLS OF NEW YORK CITY. A MODIFIED AUDIOLINGUAL APPROACH IS STRESSED AND SPECIFIC TECHNIQUES ARE SUGGESTED FOR TEACHING LISTENING, SPEAKING, READING, AND WRITING SKILLS AND FOR PRESENTING CULTURE TOPICS. CHECKLISTS OF MINIMAL VOCABULARY ITEMS AND GRAMMATICAL STRUCTURES ARE GIVEN FOR EACH LEVEL. OTHER TOPICS EXPANDED ARE THE TAPE RECORDER, THE LANGUAGE LABORATORY, TESTING, AUDIOVISUAL AIDS, THE ADVANCED PLACEMENT PROGRAM, PROGRAMED INSTRUCTION, TEAM TEACHING, AND LANGUAGE TESTS. A BIBLIOGRAPHY OF GENERAL AND SPECFIC REFERENCES FOR TEACHERS IS INCLUDED. THIS  DOCUMENT IS ALSO AVAILABLE FROM THE BOARD OF EDUCATION OF THE CITY OF NEW YORK, PUBLICATIONS SALES OFFICE, 110 LIVINGSTON ST., BROOKLYN, NEW YORK 11201, FOR $3.00. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010934</dc:identifier>
<dc:title>NEW YORK CITY FOREIGN LANGUAGE PROGRAMS FOR SECONDARY SCHOOLS, FRENCH, LEVELS 1-5.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>130</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>DIEFENBACH, H. J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AUSTRALIA</eric:keywords>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO FIND THE CORRELATION BETWEEN FINAL RESULTS AND MARKS GAINED IN THE WRITTEN AND ORAL PARTS OF THE 1964 SENIOR GERMAN EXAMINATION, THE RESULTS OF THE TESTS OF 674 CANDIDATES WERE EXAMINED. THIS EXAMINATION, HELD AFTER THE FOURTH YEAR OF SECONDARY SCHOOLING AND USED AS A BASIS FOR UNIVERSITY OF QUEENSLAND MATRICULATION, CONSISTED OF--(1) THE ORAL PART (PREPARED AND UNPREPARED READING, AND DICTATION) CARRIES 10 PERCENT, AND (2) THE WRITTEN PART (A 3-HOUR PAPER) CARRIES 90 PERCENT. THERE WAS A HIGH CORRELATION BETWEEN WRITTEN AND FINAL RESULTS IN THAT 95.25 PERCENT OF ALL CANDIDATES HAD THE SAME FINAL AS WRITTEN GRADE, BUT ONLY 54.3 PERCENT HAD THE SAME FINAL AS ORAL GRADE. OF THOSE WHO PASSED IN THE FINAL RESULT, 94.3 PERCENT ALSO PASSED THE ORAL, AND 56.6 PERCENT OF THOSE WHO  FAILED IN THE FINAL ALSO FAILED THE ORAL. THE HIGHEST CORRELATION IS AT THE TWO EXTREMES-- OF THOSE WHO OBTAINED A FINAL &amp;quot;A,&amp;quot; NONE FAILED THE ORAL, AND OF THOSE WHO FAILED THE ORAL, NONE GAINED A FINAL &amp;quot;A.&amp;quot; OF THE FINAL &amp;quot;A&amp;quot; STUDENTS, 81.4 PERCENT GAINED AN &amp;quot;A&amp;quot; FOR THE DICTATION, BUT ONLY 57.2 PERCENT AN &amp;quot;A&amp;quot; FOR THE READING. OF THOSE WHO FAILED IN THE FINAL, ONLY 14.6 PERCENT FAILED THE READING, BUT 75.3 PERCENT FAILED THE DICTATION. DETAILED FIGURES ARE FOUND IN EIGHT APPENDIXES. THIS ARTICLE IS PUBLISHED IN &amp;quot;BABEL,&amp;quot; VOLUME 2, NUMBER 2, JULY 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010935</dc:identifier>
<dc:title>CORRELATIONS OF RESULTS IN MATRICULATION GERMAN IN QUEENSLAND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Group Testing</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Objective Tests</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>OSMAN, NEILE</dc:creator>
<dc:type></dc:type>
<eric:keywords>AUSTRALIA</eric:keywords>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>READING AND WRITING SKILLS CAN BE TESTED OBJECTIVELY WITHOUT USING TRADITIONAL TRANSLATION TESTS. WHEN READING FRENCH, STUDENTS NEED TO RECOGNIZE WORDS IN BOTH UNINFLECTED AND INFLECTED FORMS TO ATTACH MEANING TO WORDS IN CONTEXT, AND TO REACT TO THE MEANING IMPLICATIONS OF FRENCH SENTENCE STRUCTURE. WHEN WRITING FRENCH, THEY NEED TO PRODUCE APPROPRIATE WORDS IN BOTH UNINFLECTED AND INFLECTED FORMS AND TO USE FRENCH SENTENCE STRUCTURE APPROPRIATELY. OBJECTIVE TESTS DESIGNED TO MEASURE THESE SKILLS CAN BE USED EITHER AS DIAGNOSTIC TESTS TO POINT UP DEFICIENCIES REQUIRING FURTHER TEACHING, OR AS ATTAINMENT TESTS TO ASSESS THE STANDARD ACHIEVED AT CERTAIN MAIN POINTS OF THE COURSE. THESE TESTS REQUIRE CAREFUL CONSTRUCTION, BUT CAN BE SCORED EASILY AND OBJECTIVELY. SEVERAL EXAMPLES,  SUGGESTIONS FOR SCORING, AND HINTS FOR CONSTRUCTION ARE GIVEN FOR OBJECTIVE GROUP TESTS OF WORD RECOGNITION, READING COMPREHENSION, WRITTEN COMMAND, AND WRITTEN SELF-EXPRESSION. THIS ARTICLE IS PUBLISHED IN &amp;quot;BABEL,&amp;quot; VOLUME 1, NUMBER 3, OCTOBER 1965. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010936</dc:identifier>
<dc:title>THE DESIGN OF OBJECTIVE DIAGNOSTIC AND ATTAINMENT TESTS OF A READING-WRITING COMMAND OF FRENCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject weight='MAJOR'>Languages</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Physiology</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MICHEL, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR FOREIGN LANGUAGE TEACHERS AND PERSONS PREPARING TO BECOME FOREIGN LANGUAGE TEACHERS, THIS BIBLIOGRAPHY OF WORKS PUBLISHED BETWEEN 1892 AND 1966 CONTAINS SECTIONS OF--(1) THE NATURE AND FUNCTION OF LANGUAGE, (2) LINGUISTICS, INCLUDING APPLIED LINGUISTICS FOR SPECIFIC LANGUAGES, (3) PSYCHOLOGY OF LANGUAGE, (4) PHYSIOLOGY OF SPEECH, (5) METHODOLOGY, AND (6) THE NATURE OF CULTURE AND LANGUAGE. COMPLETE BIBLIOGRAPHICAL DESCRIPTIONS AND LIBRARY ACCESSION NUMBERS ARE GIVEN FOR EACH ITEM, BUT THERE ARE NO ANNOTATIONS. BOOKS, ARTICLES, GOVERNMENT BULLETINS, REPORTS, INSTRUCTIONAL MATERIALS, PROFESSIONAL JOURNALS, BIBLIOGRAPHIES, AND CURRICULUM GUIDES ARE LISTED. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010937</dc:identifier>
<dc:title>A SUGGESTED BIBLIOGRAPHY FOR FOREIGN LANGUAGE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:23:05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Area Studies</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Hungarian</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Slavic Languages</dc:subject>
<dc:subject>Undergraduate Study</dc:subject>
<dc:creator scheme='personal author'>LEGTERS, LYMAN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act</eric:keywords>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXPERIENCE OF THE LANGUAGE AND AREA CENTERS PROGRAM UNDER TITLE VI, NATIONAL DEFENSE EDUCATION ACT, CLARIFIES CURRENT NATIONAL EFFORT TO STRENGTHEN UNIVERSITY WORK IN EASTERN EUROPE APART FROM RUSSIA. OVERSHADOWED FOR MANY YEARS BY RUSSIA, THE REMAINDER OF THE REGION IS COMING INTO ITS OWN AS A SUBJECT OF STUDY. THE LANGUAGES ARE INCREASINGLY AVAILABLE IN THE REGULAR CURRICULUM, DESPITE MODEST ENROLLMENTS, AND THE OTHER DISCIPLINES HAVE SHIFTED TO MORE COMPLETE COVERAGE OF THE REGION. FEDERAL SUPPORT HAS BEEN PROVIDED UNDER NDEA IN TWO COMPLEMENTARY WAYS--EXISTING PROGRAMS HAVE BEEN ASSISTED TO EXPAND BEYOND RUSSIAN AND COVER ALL OF EASTERN EUROPE, AND NEW PROGRAMS HAVE BEEN ESTABLISHED WITH A NONRUSSIAN FOCUS IN THE FIRST INSTANCE. CONTINUATION OF SUCH SUPPORT IS NEEDED TO  ASSURE THAT THIS RELATIVELY NEW DEVELOPMENT WILL REACH FRUITION AND OVERCOME YEARS OF EDUCATIONAL NEGLECT OF EASTERN EUROPE. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;AMERICAN COUNCIL OF LEARNED SOCIETIES NEWSLETTER,&amp;quot; VOLUME 17, NUMBER 6, OCTOBER 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010938</dc:identifier>
<dc:title>EAST EUROPEAN STUDIES--THE NDEA EXPERIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Scholarly Journals</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>CAVIN, LORETTA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NINETY-TWO WIDELY USED SCHOLARLY JOURNALS OF IMPORTANCE TO STUDENTS AND TEACHERS OF THE MODERN LANGUAGES ARE EXAMINED, EVALUATED, AND CRITICIZED IN THIS BIBLIOGRAPHY WHICH SEPARATES THE JOURNALS IN FIVE SECTIONS--(1) GENERAL, (2) MODERN LANGUAGES AND LITERATURES, (3) ROMANCE LANGUAGES AND LITERATURES, (4) FRENCH, AND (5) SPANISH. EACH PERIODICAL LISTED HAS A GENERAL DESCRIPTION OF ITS CONTENTS, THE RANGE OF ITS SUBJECT MATTER, THE LANGUAGES IT USES, AND THE PERIODS OF TIME IT COVERS. SPECIAL ATTENTION IS CALLED TO SOURCE MATERIALS, SPECIAL LISTS OF BOOKS AND ARTICLES, AND BOOK REVIEWS. FOR EACH JOURNAL THE FOLLOWING INFORMATION IS GIVEN--(1) NAME, CALL NUMBER, AND ABBREVIATED TITLE, (2) DATE OF INITIAL PUBLICATION, (3) PLACE OF PUBLICATION, (4) FREQUENCY OF ISSUE, (5) EDITOR&apos;S  NAME, AND (6) HOLDINGS IN THE UNIVERSITY OF OKLAHOMA LIBRARIES. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED010939</dc:identifier>
<dc:title>SELECTIVE CRITICAL BIBLIOGRAPHY OF INTEREST TO STUDENTS OF FRENCH AND SPANISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject weight='MAJOR'>Linguistics</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>MERRIMAN, DERALD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOREIGN LANGUAGE TEACHERS SHOULD HAVE TRAINING IN AUDIOLINGUAL COMPETENCIES, LINGUISTICS, COMPOSITION, CONVERSATION, CIVILIZATION, AND CULTURE. ONLY THOSE WHO TEACH ADVANCED COURSES NEED A STRONG BACKGROUND IN LITERATURE AND STYLE, BUT TEACHERS AT ALL LEVELS, AND ESPECIALLY THOSE WHO INSTRUCT ELEMENTARY SCHOOL PUPILS, NEED TRAINING IN ARTICULATORY PHONETICS, PHONEMICS, MORPHEMICS, AND SYNTAX. AN UNDERSTANDING OF LINGUISTIC PRINCIPLES WILL ENABLE TEACHERS TO HANDLE LEARNING PROBLEMS CAUSED BY THE INTERFERENCE OF THE NATIVE LANGUAGE. BECAUSE MANY TEACHERS WHO HAVE HAD SEVERAL LITERATURE COURSES CLAIM THAT THESE HAVE NOT PROVIDED THEM WITH THE PRACTICAL SKILLS THEY NEED IN TEACHING, MORE TRAINING IN TEACHING THESE BASIC SKILLS IS NEEDED IN UNIVERSITIES AND WORKSHOPS. THIS ARTICLE IS  PUBLISHED IN THE &quot;ILLINOIS JOURNAL OF EDUCATION,&quot; VOLUME 57, NUMBER 6, OCTOBER 1966. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010940</dc:identifier>
<dc:title>LINGUISTIC PREPARATION OF TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:23:09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Undergraduate Study</dc:subject>
<dc:creator scheme='personal author'>RUPP, THEODORE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords>Pennsylvania (Millersville)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Millersville State Coll., PA.</dc:creator>
<dc:creator scheme='institution'>Pennsylvania State Dept. of Public Instruction, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED TO OBTAIN INFORMATION ON ARTICULATION OF LANGUAGE PROGRAMS IN THE UNITED STATES, ONE OF THESE QUESTIONNAIRES DEALS WITH FOREIGN LANGUAGE INSTRUCTION IN THE ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOLS, THE OTHER WITH LANGUAGE STUDY AT THE UNDERGRADUATE AND GRADUATE LEVELS IN COLLEGES AND UNIVERSITIES. SUBJECTS COVERED ARE--(1) SEQUENCE LENGTH, (2) COURSE CONTENT, (3) SELECTION OF STUDENTS, (4) COORDINATION OF INSTRUCTION, (5) COLLEGE ADMISSION REQUIREMENTS, (6) COLLEGE PLACEMENT, (7) TESTS, (8) TEACHING METHODS, (9) STUDENTS&apos; CAREER PLANS, (10) TEACHING FELLOWSHIPS, (11) SUPERVISION OF COLLEGE TEACHERS, AND (12) PH.D. LANGUAGE EXAMINATIONS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010941</dc:identifier>
<dc:title>QUESTIONNAIRE FOR THE SCHOOL DISTRICT ON ARTICULATION IN THE FOREIGN LANGUAGE PROGRAM, ELEMENTARY SCHOOL TO GRADUATE SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject weight='MAJOR'>German</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Language Tests</dc:subject>
<dc:subject weight='MAJOR'>Multiple Choice Tests</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject weight='MAJOR'>Test Construction</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject weight='MAJOR'>Test Validity</dc:subject>
<dc:creator scheme='personal author'>VALETTE, REBECCA M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF THE PERFORMANCE OF FIRST-SEMESTER COLLEGE STUDENTS ON A MULTIPLE-CHOICE TEST OF PROFICIENCY IN GERMAN GRAMMAR REVEALED A CURIOUS PATTERN. LOW SCORING STUDENTS TRIED TO ESTABLISH A CORRELATION BETWEEN THE DETERMINER AND THE WORD PRECEDING IT, APPARENTLY BY MATCHING SIMILAR OR PARALLEL FINAL VOWELS OR CONSONANTS WITH INFLECTED ENDINGS (FOR EXAMPLE, &quot;NEBEN DEN&quot; OR &quot;UEBER EINER&quot;). TESTS SHOULD BE IMPROVED, CONSEQUENTLY, BY REVISING ALL ITEMS IN WHICH POOR STUDENT MIGHT COME UPON THE CORRECT RESPONSE BY FOLLOWING SUCH AN ERRONEOUS SYSTEM. THIS ARTICLE IS A REPRINT FROM &quot;THE GERMAN QUARTERLY&quot; VOLUME 40, NUMBER 1, JANUARY 1967. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010942</dc:identifier>
<dc:title>IMPROVING MULTIPLE-CHOICE GRAMMAR TESTS IN GERMAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:23:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Greek Civilization</dc:subject>
<dc:subject>Hebrew</dc:subject>
<dc:subject>Humanities Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:creator scheme='personal author'>KNIGHT, BONNIE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Cruz)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A HUMANITIES COURSE HAS BEEN DEVELOPED FOR ACADEMICALLY ABLE SEVENTH-GRADE STUDENTS IN BRANCIFORTE JUNIOR HIGH SCHOOL IN SANTA CRUZ, CALIFORNIA. IN A TWO-PERIOD DAILY TIME BLOCK, STUDENTS LEARN ENGLISH, LITERATURE, AND LATIN, AND INVESTIGATE TOPICS IN ARCHEOLOGY, CULTURAL ANTHROPOLOGY, LINGUISTICS, PSYCHOLOGY, PHILOSOPHY, GREEK LITERATURE AND CULTURE, HEBREW LITERATURE AND CULTURE, AND FINE ARTS. THEY READ EXTENSIVELY, WRITE PROSE AND POETRY, AND EDIT AND PRODUCE CLASSICAL DRAMAS. UNIFYING THEMES FOR THE COURSE ARE THE HEROES AND HEROINES OF LITERATURE AND THE ETHICAL CONCEPTS OF DIFFERENT CULTURES. THE RESOURCES OF THE COMMUNITY, THE SCHOOL LIBRARY, AND OTHER COURSES IN THE SCHOOL CURRICULUM ARE USED IN DEVELOPING CLASS PROJECTS. AFTER COMPLETING THE PROGRAM, STUDENTS WILL HAVE  INVESTIGATED ELEMENTS OF THREE CULTURES BASIC TO THEIR OWN--GREEK, LATIN, AND HEBREW--AND WILL HAVE HAD MANY ENRICHING EXPERIENCES IN LANGUAGES AND CLASSICAL LITERATURE. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;FOREIGN LANGUAGE NEWSLETTER,&amp;quot; MARCH 1966. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010943</dc:identifier>
<dc:title>HUMANITIES IN A JUNIOR HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthologies</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:type></dc:type>
<eric:keywords>SERVICE BUREAU FOR MODERN LANGUAGE TEACHERS</eric:keywords>
<eric:keywords>Kansas (Emporia)</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Teachers Coll., Emporia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SELECTED WORKS PUBLISHED BETWEEN 1923 AND 1965 ARE INCLUDED IN THIS BIBLIOGRAPHY FOR SECONDARY SCHOOL FRENCH TEACHERS. THERE ARE BRIEF SECTIONS FOR (1) DICTIONARIES, (2) ANTHOLOGIES AND HISTORIES OF CIVILIZATION AND LITERATURE, AND (3) BOOKS AND JOURNALS ON METHODOLOGY. THE MAJOR SECTION IS DEVOTED TO READING TEXTS APPROPRIATE FOR THE FIRST THROUGH THE FOURTH YEAR OF A HIGH SCHOOL FRENCH SEQUENCE. EACH ITEM IS ANNOTATED FOR CONTENT AND FOR THE LEVEL FOR WHICH IT IS SUITED. ONLY TEXTS WITH END VOCABULARIES ARE LISTED. THE OTHER TYPES OF MATERIALS INCLUDED ARE GRADED READERS, NOVELS, SHORT STORIES, AND PLAYS. A LIST OF NAMES AND ADDRESSES OF PUBLISHERS OF FOREIGN LANGUAGE TEXTS ALSO IS GIVEN. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010945</dc:identifier>
<dc:title>BIBLIOGRAPHY OF MATERIAL FOR USE IN FRENCH CLASSES, REVISED EDITION, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Administration</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coordinating Council for Higher Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IMPORTANT PROBLEMS EXIST IN RESPECT TO OBJECTIVES, DISTRICTING AND GOVERNANCE. FINANCIAL SUPPORT, STUDENTS AND STAFF OF PUBLIC JUNIOR COLLEGES. CONTINUATION OF THE &amp;quot;OPEN DOOR&amp;quot; POLICY, WITH PROVISION FOR A WIDE RANGE OF STUDENT ABILITIES AND GOALS, IS URGED. ALL TERRITORY IN THE STATE SHOULD BE INCLUDED IN JUNIOR COLLEGE DISTRICTS, JUNIOR COLLEGE ADMINISTRATION AND ORGANIZATION SHOULD BE SEPARATED FROM THE PUBLIC SCHOOLS WITHOUT REDUCING ARTICULATION WITH THEM. PENDING A STUDY OF GOVERNANCE AT THE STATE LEVEL, THE PRESENT STATE DEPARTMENT OF EDUCATION SHOULD REORGANIZE TO PROVIDE ADEQUATE JUNIOR COLLEGE LEADERSHIP AND SERVICE, ADMISSION, PROBATION, AND RETENTION STANDARDS NEED STUDY. FINANCIAL SUPPORT FROM THE STATE SHOULD BE INCREASED, BOTH IN EQUALIZATION AND BASIC AID, AND THE  VARIATION IN SUPPORT FOR ATTENDANCE OF MINORS AND ADULTS SHOULD BE ELIMINATED. A STATE BOARD FOR JUNIOR COLLEGES IS CONSIDERED AND MODELS ARE OUTLINED. DETAILS OF EACH OF THE PROBLEMS AND RECOMMENDATIONS ARE PRESENTED, AND REFERENCES AND EXTRACTS FROM PERTINENT DOCUMENTS AND LEGISLATION, AND TABLES AND FORMULAS ARE INCLUDED. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010946</dc:identifier>
<dc:title>A CONSIDERATION OF ISSUES AFFECTING CALIFORNIA PUBLIC JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Arizona (Pima County)</eric:keywords>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE POPULATION GROWTH (1950-60) OF PIMA COUNTY HAS BEEN GREAT, AND TUCSON HAS LED THE NATION WITH A 36.8 PERCENT INCREASE. SERVICE INDUSTRIES, THE GOVERNMENT, AND MINING PROVIDE THE MAJORITY OF JOBS. THE UNIVERSITY OF ARIZONA AND 16 PRIVATE VOCATIONAL SCHOOLS ARE LOCATED IN TUCSON. RESULTS OF A SURVEY OF BUSINESSES IN THE AREA INDICATE THAT 65 PERCENT OF THE JOB CLASSIFICATIONS COULD BENEFIT FROM EDUCATION BEYOND HIGH SCHOOL BUT NOT NECESSARILY A COLLEGE DEGREE. NINETY-TWO PERCENT OF HIGH SCHOOL SENIORS INDICATE THAT THEY INTEND TO HAVE SOME EDUCATION BEYOND HIGH SCHOOL, 61 PERCENT PLAN TO ATTEND THE UNIVERSITY OF ARIZONA, 9 PERCENT ARIZONA JUNIOR COLLEGES, 9 PERCENT OTHER INSTITUTIONS WITHIN THE STATE, AND THE REST INTEND TO GO OUT OF STATE. COUNSELING WOULD BE A MAJOR PART OF  THE PROGRAM AS 62 PERCENT OF THE SENIORS FELT THEIR HIGH SCHOOL GAVE THEM LITTLE OR NO VOCATIONAL HELP. BY 1970, THE COLLEGE EXPECTS MORE THAN 3,000 STUDENTS AND IN EXCESS OF 5,000 BY 1975. ANOTHER FACTOR PRESENTED TO RECOMMEND THE BUILDING OF A JUNIOR COLLEGE IN THIS AREA IS THAT PIMA COUNTY PAYS MORE OUT-OF-STATE TUITION TO EXISTING COMMUNITY COLLEGES THAN ANY OTHER COUNTY. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010947</dc:identifier>
<dc:title>A STUDY OF COMMUNITY COLLEGE POSSIBILITIES IN PIMA COUNTY, ARIZONA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>259</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>De Facto Segregation</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:creator scheme='personal author'>HORTON, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SOUTH-CENTRAL SECTION OF LOS ANGELES PRESENTS A UNIQUE JUNIOR COLLEGE SITUATION, ENCOMPASSING THE POOREST SECTION OF THE COUNTY, WITH INADEQUATE PUBLIC TRANSPORTATION, AND WORLDWIDE RECOGNITION FROM THE 1965 &amp;quot;WATTS RIOTS.&amp;quot; EMPLOYMENT IS LARGELY MANUFACTURING AND TRADE, ALTHOUGH MANY OF THE RESIDENTS WORK IN SERVICE FIELDS. MANY TRAVEL GREAT DISTANCES TO WORK. A SURVEY OF 12TH-GRADE STUDENTS INDICATES THAT A MAJORITY INTEND TO GO TO A TRADE SCHOOL OR A JUNIOR COLLEGE. VERY FEW APPEAR TO BE INTERESTED IN SCIENTIFIC FIELDS. STATED VOCATIONAL GOALS INDICATE A GREAT NEED FOR VOCATIONAL COUNSELING. IT IS HOPED THAT THE COUNSELING RATIO WILL BE 250 TO 1. APTITUDE TESTS GIVEN AT THE POTENTIAL FEEDER HIGH SCHOOLS INDICATE THAT APPROXIMATELY 39 PERCENT OF THE INCOMING STUDENTS WOULD BE  ON A PROBATIONARY STATUS AND IN NEED OF SPECIAL REMEDIAL PROGRAMS. IN ORDER TO ALLEVIATE THE PROBLEM OF DE FACTO SEGREGATION, IT IS SUGGESTED THAT THIS COLLEGE MIGHT OFFER COURSES NOT GIVEN AT OTHER COLLEGES, AND THUS DRAW STUDENTS FROM OTHER AREAS. THE COLLEGE SHOULD SERVE THE COMMUNITY IN PROVIDING MEETING PLACES, ATHLETIC FACILITIES, AND AN ADULT EVENING SCHOOL. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010948</dc:identifier>
<dc:title>AN EDUCATIONAL PROGRAM FOR A JUNIOR COLLEGE LOCATED IN SOUTH CENTRAL LOS ANGELES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Laboratories</dc:subject>
<dc:subject>Program Costs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>HOWELL, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THROUGH A REVIEW OF LITERATURE, STUDIES OF EMPLOYMENT OPPORTUNITIES, AND VISITS TO JUNIOR COLLEGES IN WASHINGTON AND CALIFORNIA, GUIDELINES WERE DEVELOPED FOR DATA PROCESSING PROGRAMS IN THE LOS ANGELES JUNIOR COLLEGES. ACCORDING TO ONE STUDY, IN BUSINESS APPLICATIONS, 70 PERCENT OF EMPLOYEES HAD A.A. DEGREES OR LESS. IN SCIENTIFIC APPLICATIONS, 13 PERCENT HAD SIMILAR TRAINING. ANNUALLY, APPROXIMATELY 4,000 JOB OPENINGS ARE AVAILABLE IN LOS ANGELES FOR DATA PROCESSING GRADUATES. EIGHTY-EIGHT PERCENT OF RESPONDENTS TO A SURVEY WERE WILLING TO EMPLOY GRADUATES OF JUNIOR COLLEGE DATA PROCESSING PROGRAMS. SPECIALIZED PROGRAMS ARE NEEDED FOR BUSINESS AND SCIENTIFIC APPLICATIONS, AND FOR COMPUTER TECHNOLOGY SERVICES, WITH PROGRAMS FOR SPECIAL NEED OF TRANSFER STUDENTS. EACH LOS ANGELES  JUNIOR COLLEGE SHOULD HAVE A DATA PROCESSING CENTER WITH A LIBRARY WORK CENTER. LABORATORY HOURS SHOULD BE INCREASED IN ALL PHASES OF THE PROGRAM. MOST EFFECTIVE TEACHING IS DONE BY PROFESSIONAL TEACHERS WITH SPECIALIZED DATA PROCESSING BACKGROUND. CURRICULUM PROPOSALS, FACILITY LAYOUTS, AND BIBLIOGRAPHY ARE INCLUDED. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010949</dc:identifier>
<dc:title>A FEASIBILITY STUDY IN EFFICIENT INSTRUCTIONAL USE OF DIGITAL COMPUTERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>SCHAUER, CLARENCE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Benton Harbor)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Lake Michigan Coll., Benton Harbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESPONSES FROM 60 PERCENT OF 190 APPLIANCE DISTRIBUTORS, RETAILERS, AND SERVICE ORGANIZATIONS SURVEYED BY QUESTIONNAIRE SHOWED THAT THERE WAS A NEED FOR TRAINED TECHNICAL PERSONNEL, WHO SHOULD HAVE SPECIAL SKILLS AND TRAINING AT THE POST-HIGH SCHOOL LEVEL. NEED FOR PRE-EMPLOYMENT AND POST-ENTRY TRAINING PROGRAMS WAS INDICATED. ORGANIZATIONS INDICATED WILLINGNESS TO SUPPORT SUCH A PROGRAM THROUGH CONSULTANT SERVICE, MONETARY GRANTS, RECRUITMENT OF STUDENTS, AND INSTRUCTIONAL AIDS. CURRICULUM GUIDES WERE INCLUDED FOR TECHNICAL ASPECTS OF THE PROGRAM AND IN RELATED FIELDS. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010950</dc:identifier>
<dc:title>A FEASIBILITY STUDY AND PROPOSED PROGRAMS ON APPLIANCE SERVICE TECHNOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>DOWNS, HARRY S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University System of Georgia, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDY OF POPULATION TRENDS, PROJECTIONS OF HIGH SCHOOL GRADUATES AND COLLEGE ENROLLMENTS, AND LOCATION OF EXISTING FACILITIES INDICATE A HIGH PRIORITY NEED FOR JUNIOR COLLEGE EDUCATION IN THE BIBB-HOUSTON COUNTY AREA, THE WEST METROPOLITAN ATLANTA AREA, AND THE SOUTH METROPOLITAN ATLANTA AREA. AREAS OF POTENTIAL THOUGH NOT CURRENTLY OF HIGH PRIORITY ARE THE FLOYD, SPAULDING, AND THOMAS COUNTY AREAS. CONSIDERATION OF ESTABLISHING JUNIOR COLLEGES IN OTHER AREAS OF THE STATE IS NOT PRESENTLY RECOMMENDED. STATISTICAL DATA ARE PRESENTED IN SUPPORT OF THE RECOMMENDATIONS. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED010951</dc:identifier>
<dc:title>REGENTS&apos; STUDY ON COMMUNITY JUNIOR COLLEGES IN GEORGIA, SUMMARY AND RECOMMENDATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Acceleration</dc:subject>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Advanced Students</dc:subject>
<dc:subject>Articulation (Speech)</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (San Mateo)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Mateo Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVE OF THIS STUDY WAS TO EVALUATE THE EFFECTIVENESS OF AN EXPERIMENTAL PROGRAM FOR ACADEMICALLY ABLE HIGH SCHOOL STUDENTS ENROLLED IN THE COLLEGE DURING THE SUMMER SESSION BETWEEN THEIR JUNIOR AND SENIOR YEARS. A QUESTIONNAIRE GIVEN TO 40 STUDENTS SHOWED A VERY FAVORABLE REACTION TO THE PROGRAM. STUDENTS FOUND IT BENEFICIAL IN ORIENTATION TO COLLEGE, IN GAINING TIME BY TAKING COLLEGE COURSES EARLY, AND IN INCREASING RESPONSIBILITY AND CHALLENGE. THE FACULTY RESPONDED FAVORABLY TO A QUESTIONNAIRE AND INDICATED THAT THESE ABLE HIGH SCHOOL STUDENTS COMPETED EFFECTIVELY IN COLLEGE FRESHMAN CLASSES, WITH 95 PERCENT RECEIVING GRADES OF &amp;quot;C&amp;quot; OR BETTER. BOTH STUDENTS AND FACULTY AGREED THAT THE PROGRAM SHOULD BE CONTINUED AND EXPANDED. SAMPLE QUESTIONNAIRES WERE INCLUDED.  (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED010952</dc:identifier>
<dc:title>EVALUATION OF ABLE HIGH SCHOOL SENIORS PROGRAM, COLLEGE OF SAN MATEO, SUMMER 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Buildings</dc:subject>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Cost Estimates</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>DAVIS, C. MALCOLM</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEWARK</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Essex County Board of Freeholders, Newark, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COST OF DEVELOPING A COMMUNITY COLLEGE IN ESSEX COUNTY, NEW JERSEY, INCLUDING ACQUISITION OF SITE AND CONSTRUCTION, IS APPROXIMATELY $5,000 PER FULL-TIME DAY STUDENT. TENTATIVE ENROLLMENT PROJECTIONS INDICATE 700 STUDENTS WHEN THE SCHOOL OPENS, SEPTEMBER 1967, AND A LEVELING OFF AT 4,000 BY 1973. THE EVENING DIVISION PART-TIME ENROLLMENT MAY DOUBLE THE DAY-TIME FIGURES. TO OPERATE THE COLLEGE WILL COST $1,300 PER YEAR PER FULL-TIME STUDENT ENROLLED. THIS REPORT ALSO CONTAINS INFORMATION ON ALLOCATION OF CLASSROOM AND LABORATORY SPACE, BUILDING PHASES, A SITE ANALYSIS, RESULTS OF A PARENTS&apos; QUESTIONNAIRE, AND COMMUTING SURVEY. SIXTY-FOUR PERCENT OF THE POTENTIAL STUDENTS INDICATE THAT THEY WILL ENTER THE TRANSFER PROGRAM. IT IS RECOMMENDED THAT TUITION NOT EXCEED $300 PER  YEAR. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010953</dc:identifier>
<dc:title>ESSEX COUNTY COLLEGE COST FACT-FINDING COMMITTEE. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Probation</dc:subject>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>LUKE, ORRAL S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Bakersfield)</eric:keywords>
<eric:keywords_geo>California (Bakersfield)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Bakersfield Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PERSISTENCY AND SUCCESS OF 200 FALL, 1962, &amp;quot;PROBATION AT ENTRANCE&amp;quot; STUDENTS (WITH LESS THAN 2.0 GRADE POINT AVERAGE) WAS STUDIED. PERCENTAGE OF MEN AND WOMEN FROM VARIOUS HIGH SCHOOLS, MEDIAN ENTRANCE TEST SCORES, MAJOR FIELDS CHOSEN, AND EXTRACURRICULAR ACTIVITIES WERE ENUMERATED. THE MAJORITY OF STUDENTS CHOSE GOALS WITHIN THEIR ABILITY LEVELS, INDICATING SUCCESSFUL COUNSELING AND PROGRAMING. THOSE WHO GRADUATED FROM HIGH SCHOOL WITH A GPA BETWEEN 1.7 AND 1.9 AVERAGED A GPA BETWEEN 1.5 AND 1.9 DURING THEIR FIRST COLLEGE SEMESTER. OVER 25 PERCENT AVERAGED 2.0 OR BETTER. THE AVERAGE &amp;quot;PROBATION AT ENTRANCE&amp;quot; STUDENT ATTEMPTED 12 UNITS AND COMPLETED ABOUT 10 IN THE FIRST SEMESTER. ABOUT 50 PERCENT WERE REMOVED FROM THE PROBATION LIST AT THE END OF ONE SEMESTER, WHILE A SIZABLE  NUMBER WERE ON A SECOND PROBATION OR DROPPED OUT ENTIRELY. ABOUT 22 PERCENT REMAINED AT BAKERSFIELD COLLEGE ONE SEMESTER, OVER 30 PERCENT REMAINED FOUR OR MORE, AND 50 PERCENT LESS THAN THREE. TEN STUDENTS GRADUATED. A NORMAL AMOUNT OF SCHOOL ACTIVITIES, MOSTLY IN ATHLETIC PROGRAMS OR SCHOOL CLUBS WAS REPORTED. OVER HALF HAD JOBS WITH A GENERAL RATE OF PAY SLIGHTLY OVER $1 PER HOUR. THIRTY-FOUR PERCENT DID NOT REPORT ANY EMPLOYMENT. IN GENERAL, MAJORS SELECTED WERE CONSISTENT WITH HIGH SCHOOL ACADEMIC ACHIEVEMENT. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED010954</dc:identifier>
<dc:title>&amp;quot;PROBATION AT ENTRANCE&amp;quot;--A STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>Planning Commissions</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BRUMBAUGH, AARON J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR BELIEVES THAT STATEWIDE PERSPECTIVE FOR THE TOTAL SYSTEM OF HIGHER EDUCATION REQUIRES AN INDEPENDENT STATE AGENCY AND SUGGESTS SEVERAL APPROACHES TO LONG-RANGE PLANNING AND COORDINATION OF HIGHER EDUCATION WITH REFERENCE TO THE SOUTHERN STATES. THREE GENERAL TYPES OF ORGANIZATIONS ARE INCLUDED (1) SINGLE COORDINATING-GOVERNING BOARDS, (2) LIAISON COORDINATING BOARDS, INTERMEDIARIES BETWEEN HIGHER INSTITUTIONS HAVING THEIR OWN BOARDS AND THE STATE LEGISLATURE AND ADMINISTRATIVE AGENCIES, AND (3) VOLUNTARY COORDINATION WITH NO EXTERNAL AGENCY CONTROL. EIGHT GENERAL REQUIREMENTS FOR A STATE PLANNING AND COORDINATION AGENCY ARE SUMMARIZED (1) A CLEAR CONCEPT OF THE LONG-RANGE MEANING OF PLANNING AND COORDINATION, (2) DIFFERENTIATION BETWEEN PLANNING OF POLICY-MAKING AND  INSTITUTIONAL MANAGEMENT WHICH SHOULD NOT BE A STATE FUNCTION, (3) DIVESTMENT OF PARTISAN POLITICS, (4) CONSISTENCY AND CONTINUITY IN PURPOSES, POLICIES, AND FUNCTIONS, (5) EFFECTIVE LIAISON WITH INSTITUTIONS, THE LEGISLATURE, AND THE PUBLIC, (6) DETERMINATION OF CRITERIA FOR NEW PROGRAMS AND INSTITUTIONS, (7) COMPETENT STAFF WITH AN EXECUTIVE OFFICER HAVING SALARY AND STATUS COMPARABLE TO A UNIVERSITY PRESIDENT, AND (8) ADEQUATE FINANCIAL SUPPORT. SALARIES OF STATEWIDE ADMINISTRATIVE OR COORDINATING AGENCY STAFFS IN THE SOUTH ARE TABULATED AND A BIBLIOGRAPHY IS INCLUDED OF 25 GENERAL REFERENCES AND NINE STATE COUNCIL OR BOARD REPORTS. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED010955</dc:identifier>
<dc:title>STATE-WIDE PLANNING AND COORDINATION OF HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Planning</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject weight='MAJOR'>Educational Specifications</dc:subject>
<dc:subject weight='MAJOR'>Facilities</dc:subject>
<dc:subject weight='MAJOR'>School Construction</dc:subject>
<dc:subject weight='MAJOR'>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Polk Community Coll., Winter Haven, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PHILOSOPHY BEHIND THIS REPORT IS THAT ARCHITECTS ALONE CANNOT EFFECTIVELY CREATE AN EDUCATIONAL FACILITY WITHOUT EDUCATIONAL SPECIFICATIONS WHICH ARE SUITED TO THE CURRICULUMS CONCERNED. SPECIFICATIONS FOR COLLEGES CAN BE DEVELOPED BEST BY THOSE WHO ARE RESPONSIBLE FOR IMPLEMENTING THE INSTRUCTIONAL PROGRAM. THUS, THERE IS A NEED TO DEVELOP ELABORATE EDUCATIONAL SPECIFICATIONS PRIOR TO THE INVOLVEMENT OF ARCHITECTS AND SIMILAR SPECIALISTS. THIS REPORT IS AN EFFORT ON THE PART OF A COLLEGE STAFF AND FACULTY TO PROVIDE THESE SPECIFICATIONS. IT IS A STATEMENT OF THE PURPOSE FOR WHICH EACH AREA TO BE BUILT WOULD BE USED. PLANNING IN EACH AREA IS PROJECTED FOR A TOTAL ENROLLMENT OF 5,000 FULL-TIME EQUIVALENT STUDENTS. IT ALSO REPRESENTS AN &quot;IDEAL PLAN&quot; FOR FUTURE CAMPUS  DEVELOPMENT WITH EDUCATIONAL SPECIFICATIONS PRESENTED FOR ACADEMIC INSTRUCTIONAL FACILITIES, STUDENT SERVICES, 14 TECHNICAL AND SPECIALIZED INSTRUCTIONAL AREAS, FACILITIES FOR SERVICES SUPPORTING INSTRUCTION, AND NONINSTRUCTIONAL SERVICE AREAS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010956</dc:identifier>
<dc:title>EDUCATIONAL SPECIFICATIONS FOR POLK JUNIOR COLLEGE--MASTER CAMPUS PLAN, JUNE 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:23:35</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SHAWL, WILLIAM</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Office of the State Superintendent of Public Instruction, Olympia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON WASHINTON STATE ENROLLMENT REPORT INFORMATION FOR THE YEARS 1963, 1964, AND 1965 AND FROM THE OPENING OF TACOMA COMMUNITY COLLEGE IN 1965, IT WAS CONCLUDED THAT A NEW COLLEGE WILL CREATE ADDITIONAL ENROLLMENT IN ITS IMMEDIATE AREA AND WILL HAVE NO MEASURABLE EFFECT ON THE ENROLLMENT OF OLDER INSTITUTIONS. IN THE CASE OF TACOMA, WASHINGTON, THE PERCENTAGE OF RECENT HIGH SCHOOL GRADUATES WHO ATTENDED COMMUNITY COLLEGE NEARLY DOUBLED (PROXIMITY FACTOR). WHEN A NEW COLLEGE IS PLANNED, THE PROJECTED ENROLLMENT FIGURES SHOULD TAKE INTO CONSIDERATION THIS &amp;quot;PROXIMITY FACTOR.&amp;quot; TO APPLY THE PERCENTAGE OF STUDENTS WHO HAVE BEEN ATTENDING COLLEGES TO THE SIZE OF CURRENT AND FUTURE GRADUATING CLASSES IS NOT SUFFICIENT. STATISTICAL DATA AND TABLES SUPPORTING THE CONCLUSION ARE  INCLUDED. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010957</dc:identifier>
<dc:title>THE PROXIMITY FACTOR AND THE COMMUNITY COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Parent Background</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Trimester System</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Farmingdale)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Farmingdale. Agricultural and Technical Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO EVALUATE STUDENT ATTITUDES TOWARD SUMMER TRIMESTER SCHEDULING, A QUESTIONNAIRE WAS ADMINISTERED TO 206 ENTERING FRESHMEN. FINDINGS INDICATED THAT 37 PERCENT OF THESE STUDENTS DID NOT PREFER JUNE ENTRANCE AND THAT THE COURSE OFFERINGS UNIQUE TO FARMINGDALE HAD A BALANCING EFFECT ON ATTITUDES IN A NUMBER OF CASES. CHOICE OF COLLEGE WAS MADE IN THE JUNIOR AND SENIOR YEARS OF HIGH SCHOOL IN 56 PERCENT OF THE RESPONSES. PARENTAL INFLUENCE ON THE DECISION TO ATTEND COLLEGE WAS SIGNIFICANT IN THREE-FOURTHS OF THE CASES, ALTHOUGH GUIDANCE COUNSELORS AND FRIENDS HAD SUBSTANTIAL INFLUENCE ON THE CHOICE OF COLLEGE, THE LARGEST PERCENTAGE OF STUDENTS COME FROM NASSAU AND SUFFOLK COUNTIES AND ARE GRADUATES OF PUBLIC HIGH SCHOOLS. PARENTAL OCCUPATION WAS PRIMARILY IN THE SKILLED AND  SEMI-SKILLED CLASSIFICATIONS AND IN 50 PERCENT, THE HIGHEST EDUCATIONAL LEVEL OF PARENTS WAS HIGH SCHOOL. DATA ALSO DEMONSTRATED HIGH COGNIZANCE OF THE SPECIALIZED OCCUPATIONAL CURRICULUMS OFFERED BY THIS COLLEGE AND SOME AWARENESS OF FUTURE EMPLOYMENT OPPORTUNITIES. RECOMMENDATIONS TO INCREASE PUBLIC RELATIONS EFFORTS WITH REFERENCE TO THE ATTRACTIVENESS OF FARMINGDALE CURRICULUMS, YEAR-ROUND SCHEDULES, AND EMPLOYMENT PROSPECTS WERE OFFERED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED010958</dc:identifier>
<dc:title>DESCRIPTIVE REPORT ON THE JUNE 1964 CLASS SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>MARSH, LEONARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>VANCOUVER</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>British Columbia Univ., Vancouver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS ENVISIONED, THE REGIONAL COLLEGE IS JUSTIFIED BY THE MANY KINDS OF STUDENTS IT CAN SERVE AND THE VARIETY AND APPROPRIATENESS OF THE EDUCATIONAL SERVICES IT CAN OFFER. VANCOUVER ISLAND HAS TRANSPORTATION DIFFICULTIES, A MARKEDLY UNEVEN POPULATION, AND SPECIAL PROBLEMS IN FORESTRY EXPLOITATION. POPULATION GROWTH ON THE ISLAND HAS BEEN GREAT AND SCHOOL ENROLLMENT HAS INCREASED ACCORDINGLY. FOR THESE REASONS, RESIDENCES ARE ESSENTIAL, NEW CONCEPTS SUCH AS &amp;quot;WEEKEND COURSES&amp;quot; SHOULD BE IMPLEMENTED, AND A BRANCH CAMPUS IS NEEDED. AN ESTIMATED MINIMUM ENROLLMENT OF 650 STUDENTS REFERS TO FULL-TIME STUDENTS ONLY AND ASSUMES NO REDUCTION IN THE NUMBER ATTENDING 4-YEAR INSTITUTIONS. A POSSIBLE MAXIMUM ENROLLMENT IN THE FIRST YEAR IS 1,200. A FOUR-PROGRAM COMPREHENSIVE APPROACH TO THE  BASIC CURRICULUM IS PROPOSED--ACADEMIC, COLLEGE, TECHNICAL, AND DEVELOPMENTAL. THE CONSENSUS FAVORS RELATIVELY SMALL FEES, BUT SCHOLARSHIPS AND FREE BOOKS ARE ALSO PROPOSED. REPORTS ON STUDENT AND COMMUNITY SURVEYS, FINANCES, AND FUTURE PLANS ARE INCLUDED. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010959</dc:identifier>
<dc:title>A REGIONAL COLLEGE FOR VANCOUVER ISLAND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>203</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>County School Districts</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>SUMPTION, M. R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR PERCEIVES THE JOB OF THE HIGH SCHOOL AS OFFERING GENERAL EDUCATION AND PREVOCATIONAL TRAINING TO ALL ON THE SAME BASIS. DEFINING THE LATTER AS COLLEGE PREPARATORY, COMMERCIAL, AND VOCATIONAL SUBJECTS, HE DISCUSSES THE PROBLEMS IN THIS DUAL PRESENTATION BY A SMALL HIGH SCHOOL. A CURRICULUM PROGRAM FOR A COMPREHENSIVE HIGH SCHOOL, SUITED TO A MINIMUM OF 300 STUDENTS FOR EFFICIENCY, IS PRESENTED. POSSIBLE SOLUTIONS TO THE PROBLEMS DISCUSSED INCLUDE (1) CONSOLIDATION, (2) COOPERATIVE ARRANGEMENTS BETWEEN DISTRICTS FOR PERSONNEL AND MATERIALS, (3) EXPANSION OF SERVICES OFFERED BY THE INTERMEDIATE DISTRICT, (4) COOPERATION WITH REGIONAL TECHNICAL AND VOCATIONAL SCHOOLS, AND (5) REORGANIZATION OF GRADES IN THE SIX-SIX PLAN. A BIBLIOGRAPHY OF RELATED PUBLICATIONS IS INCLUDED.  THIS DOCUMENT IS ALSO AVAILABLE FROM THE OFFICE OF FIELD SERVICES, UNIVERSITY OF ILLINOIS, URBANA, ILLINOIS, FOR $0.15. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010960</dc:identifier>
<dc:title>THE PROBLEM OF THE SMALL HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1958-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educational Retardation</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Migrant Education</dc:subject>
<dc:subject>Migrant Workers</dc:subject>
<dc:subject>Neighborhoods</dc:subject>
<dc:creator scheme='personal author'>BURNETT, CALVIN W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>Florida (Collier County)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT CONTAINS THE AUTHOR&apos;S OBSERVATIONS OF, AND RECOMMENDATIONS TO, THE COLLIER COUNTY SCHOOLS&apos; TITLE III-B MIGRANT PROGRAM. HE DISCUSSES THE SCHOOLS, TEACHERS, CLASSES, ENVIRONMENTAL CONDITIONS, AND COMMUNITY AGENCIES WHICH ARE HELPING MIGRANT CHILDREN ACHIEVE SELF-FULFILLMENT. THE AUTHOR RECOMMENDS THAT THE FOLLOWING SUGGESTIONS BE IMPLEMENTED--ANALYSIS AND EVALUATIONS OF THE SPECIAL CLASSES AND PROGRAMS, SOCIAL AND CULTURAL STUDIES OF THE MIGRANT WORKERS, AN INCREASE OF COCURRICULAR ACTIVITIES AND SERVICES IN THE SCHOOLS, AND A MORE EFFECTIVE INTEGRATION OF COMMUNITY SERVICES AND EDUCATIONAL PROGRAMS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010961</dc:identifier>
<dc:title>EVALUATION OF TITLE III-B MIGRANT PROJECT OFFICE OF ECONOMIC OPPORTUNITY IN COLLIER COUNTY, FLORIDA</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Suburbs</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>GREGG, RUSSELL T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-YEAR STUDY IN WISCONSIN WAS MADE TO DETERMINE IF AN EDUCATIONAL ADMINISTRATIVE UNIT BETWEEN THE STATE AND LOCAL DISTRICTS WAS NEEDED, IF NEEDED, WHETHER THEIR COUNTY SCHOOL SUPERINTENDENT STRUCTURE WAS ADEQUATE, AND TO DEVELOP CRITERIA FOR THE TYPE OF INTERMEDIATE ADMINISTRATIVE UNIT NEEDED IF THEIRS WAS INADEQUATE. NINE ASSUMPTIONS FOR THE STUDY WERE LISTED. DATA WERE COLLECTED FROM THE LITERATURE ON THE INTERMEDIATE UNIT OF EDUCATIONAL ADMINISTRATION AND BY PERSONAL INTERVIEWS AND QUESTIONNAIRES FROM ALL COUNTY SUPERINTENDENTS OF SCHOOLS, ALL ADMINISTRATORS OF LOCAL SCHOOL DISTRICTS WHICH EMPLOYED THREE OR MORE TEACHERS, ALL MEMBERS OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION WHO HAD A SPECIFIC RELATIONSHIP TO PUBLIC SCHOOL ADMINISTRATION, AND A SELECTED GROUP OF LAY  CITIZENS. THE STUDY INDICATED THAT AN INTERMEDIATE ADMINISTRATIVE UNIT WAS NEEDED, BUT THAT THEIR COUNTY SCHOOL SUPERINTENDENCY WAS NOT ADEQUATE. NINE CRITERIA FOR DEVELOPING SATISFACTORY INTERMEDIATE ADMINISTRATIVE UNITS IN WISCONSIN WERE LISTED. THE AUTHOR STATED THAT THE STUDY HAS RELEVANCE FOR MANY OTHER STATES HAVING SIMILAR PATTERNS OF SCHOOL ORGANIZATION. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;ADMINISTRATOR&apos;S NOTEBOOK, &amp;quot; VOLUME 8, NUMBER 2, OCTOBER 1959. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010962</dc:identifier>
<dc:title>THE INTERMEDIATE UNIT OF SCHOOL ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1959-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Church Programs</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Migrant Education</dc:subject>
<dc:subject>Migrant Housing</dc:subject>
<dc:subject>Migrant Programs</dc:subject>
<dc:subject>Migrant Welfare Services</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Council of Churches of Christ, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MIGRANT MINISTRY IS AN INTERDENOMINATIONAL FIELD PROGRAM WHICH HAS SERVED THE NEEDS OF MIGRANT FARM WORKERS SINCE 1920. THIS DOCUMENT DESCRIBES THE FOLLOWING ASPECTS OF THE PROGRAM--NATIONAL GOALS, MAJOR CONCERNS IN THE FARM LABOR PROBLEM, RELATIONSHIP TO TITLE III-B OF THE ECONOMIC OPPORTUNITY ACT, AND NATIONAL BUDGET. THE INDIVIDUAL COMMUNITY PROGRAMS OFFERED IN 1965 AND THE STATES OFFERING THESE PROGRAMS ARE LISTED. ALSO PRESENTED ARE THE ADVANTAGES AND DISADVANTAGES OF COMMUNITY VOLUNTEER PROGRAMS, RESPONSIBILITIES OF PARTICIPATING CHURCHES, AND SUGGESTED FARM LABOR LEGISLATION. MIGRANCY IS DISCUSSED WITH RESPECT TO ITS CHALLENGE TO THE CHURCHES, THE PROBLEMS OF TRANSPORTATION AND UNIONIZATION, AND THE CONCERNS OF AGRICULTURAL GROWERS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010963</dc:identifier>
<dc:title>THE MIGRANT MINISTRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>CAREER SELECTION EDUCATION PROJECT</eric:keywords>
<eric:keywords>NEVADA</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT LISTS THE ASSUMPTIONS UPON WHICH THE CAREER SELECTION EDUCATION PROJECT IS BASED AND THE CRITERIA FOR A SCHOOL&apos;S PARTICIPATION IN THE PROJECT, AS DEVELOPED BY THE WESTERN STATES SMALL SCHOOLS PROJECT. THE OBJECTIVES OF THE PROJECT ARE TO AID STUDENTS MAKE REALISTIC CAREER SELECTIONS, DEVELOP SKILLS AND COMPETENCIES USEFUL IN MANY CAREERS, AND DEVELOP SPECIFIC JOB ENTRY SKILLS. A CAREER SELECTION AGENT ADMINISTERS THE PROGRAM AND COORDINATES THE GENERAL EDUCATION AND VOCATIONAL EDUCATION DIVISIONS OF EACH STUDENT&apos;S PROGRAM. AN INTEGRAL PART OF THE PROGRAM IS THE EFFECTIVE USE OF COMMUNITY RESOURCES FOR WORK EXPERIENCE, EXPLORATION, OBSERVATION, AND ANALYSIS. ATTACHED APPENDIXES INCLUDE A SPECIFIC OUTLINE OF THE CAREER SELECTION EDUCATION PROJECTS AT VIRGIN VALLEY  HIGH SCHOOL, MESQUITE, NEVADA, AND PATAGONIA HIGH SCHOOL, PATAGONIA, ARIZONA, AND AN OUTLINE OF THE TEST BATTERY USED IN THE PROJECT. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010964</dc:identifier>
<dc:title>CAREER SELECTION EDUCATION FOR STUDENTS ATTENDING SMALL ISOLATED SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acculturation</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Social Discrimination</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>MCKINLEY, FRANCIS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Tempe)</eric:keywords>
<eric:keywords>ARIZONA STATE UNIVERSITY</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS AN ADDRESS WHICH DISCUSSES THE PROBLEMS RELATED TO INDIAN EDUCATION AND SEVERAL PROGRAMS WHICH ATTEMPT TO OVERCOME THESE PROBLEMS. THE PROBLEMS PRESENTED INCLUDE THE INDIAN&apos;S EXTREME POVERTY, HIS LOW ASPIRATION LEVEL, HIS SELF-IMAGE, INDIAN ACCULTURATION, AND SOCIAL DISCRIMINATION AGAINST THE INDIAN. THE PROGRAMS DISCUSSED ARE--A UTE EXPERIMENT OF PLACING THE STUDENTS IN PUBLIC SCHOOLS, A PROGRAM PUTTING THE TRIBAL COUNCIL THROUGH A LEADERSHIP TRAINING COURSE, AND A YOUTH CAMP EXPERIMENT THAT EXPOSED INDIAN CHILDREN TO SOCIAL EXPERIENCES, RECREATION, HOBBIES, SCIENCE PROJECTS, AND MUSIC PROGRAMS. TWO OTHER PROGRAMS MENTIONED ARE TRAINING INDIAN CHILDREN FOR LEADERSHIP, AND EDUCATION ADAPTED TO INDIAN CHILDREN&apos;S NEEDS. THIS ADDRESS WAS GIVEN AT THE ANNUAL MEETING  OF THE INDIAN RIGHTS ASSOCIATION (81ST, ARIZONA STATE UNIVERSITY, MAY 12, 1964). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010965</dc:identifier>
<dc:title>FEDERAL INDIAN POLICY AS IT AFFECTS LOCAL INDIAN AFFAIRS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Cultural Traits</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Needs</dc:subject>
<dc:subject>Rural to Urban Migration</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>PRATT, WAYNE T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT STATES THAT BETWEEN 1952 AND 1961 APPROXIMATELY 50,000 RESERVATION INDIANS WERE ASSISTED BY THE BUREAU OF INDIAN AFFAIRS TO RELOCATE IN MANY OF THE LARGER METROPOLITAN AREAS OF THE UNITED STATES. THEIR SUCCESS IN CITY LIFE HAS BEEN LARGELY DEPENDENT UPON SATISFACTORY ADJUSTMENT TO THE LOCAL URBAN COMMUNITY LIFE SO FOREIGN TO THEM. THE AUTHOR POINTS OUT THAT BETTER UNDERSTANDING OF THE INDIAN AMERICAN IS NEEDED TO ASSIST THESE PEOPLE IN MAKING THE ADJUSTMENT. HE DISCUSSES THE INDIAN CONTRIBUTIONS TO AMERICAN LIFE, THEIR PRESENT NEEDS, THEIR CULTURAL, BEHAVIORAL, AND LANGUAGE PATTERNS, AND THEIR MAJOR CULTURAL CONCEPTS IN COMPARISON WITH WESTERN CULTURE. THE AUTHOR CONCLUDES THAT ORGANIZED GOVERNMENT CAN HELP INDIAN PEOPLE RELOCATE, BUT THE KEY FACTOR IN THE FINAL  PROCESS OF SUCCESSFUL ADJUSTMENT AND FULL PARTICIPATION IN THE LIFE OF THE COMMUNITY IS THE RESPONSIBILITY OF THE MEMBERS OF THE COMMUNITY. THESE MEMBERS NEED TO HAVE A BETTER UNDERSTANDING OF THE PROBLEMS OF THE INDIAN AMERICAN. THIS PAPER IS AN EXTENSION OF REMARKS GIVEN AT THE NAIRO CONFERENCE (SAN FRANCISCO, NOVEMBER 9, 1961). (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010966</dc:identifier>
<dc:title>TOWARD A BETTER UNDERSTANDING OF THE INDIAN AMERICAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-11-09</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Social Agencies</dc:subject>
<dc:subject>Social Problems</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>JANSSEN, DAVID R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Oakland)</eric:keywords>
<eric:keywords_geo>California (Oakland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oakland City Dept. of Human Resources, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT PRESENTS AN OUTLINE OF THE GOALS, PERSONNEL STRUCTURE, AND FUNCTION OF THE OAKLAND AMERICAN INDIAN ASSOCIATION. THE REPORT IS A STATISTICAL TREATMENT OF INFORMATION STATING WHICH INDIANS USED THE ASSOCIATION&apos;S COUNSELING SERVICE, AND TO WHAT ORGANIZATIONS THE INDIANS WERE REFERRED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010967</dc:identifier>
<dc:title>EVALUATION DESIGN AND SEMI-ANNUAL PROGRESS REPORT, COMPONENT NUMBER 24, OAKLAND AMERICAN INDIAN ASSOCIATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:creator scheme='personal author'>BORG, WALTER R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH SURVEY IS DESCRIBED WHICH EXAMINES THE TEACHER&apos;S ROLE IN THE SMALL RURAL SCHOOL AS IT IS PERCEIVED BY PRINCIPALS AND TEACHERS CURRENTLY EMPLOYED IN SMALL RURAL SCHOOLS, BY FACULTY MEMBERS IN COLLEGES AND DEPARTMENTS OF EDUCATION, AND BY TEACHER TRAINING STUDENTS IN FIVE STATES PARTICIPATING IN THE WESTERN STATES SMALL SCHOOLS PROJECT. THE DOCUMENT PRESENTS THE OBJECTIVES, PROCEDURES, TYPES OF QUESTIONNAIRES, THE RESULTING DATA, AND THE SUMMARY AND CONCLUSIONS THAT WERE IDENTIFIED WITH THIS STUDY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010968</dc:identifier>
<dc:title>PERCEPTIONS OF THE TEACHER&apos;S ROLE IN THE SMALL RURAL SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bulletin Boards</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:type></dc:type>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES BULLETIN BOARDS AS INSTRUCTIONAL RESOURCES TO STIMULATE THE CURIOSITY AND INTEREST OF CHILDREN. IT PRESENTS THE OBJECTIVES, ARRANGEMENT, PLANNING, AND LETTERING THAT COULD BE USED WITH BULLETIN BOARDS. A SHORT LESSON PLAN IS INCLUDED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010969</dc:identifier>
<dc:title>THE BULLETIN BOARD AS AN INSTRUCTIONAL RESOURCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Laborers</dc:subject>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Child Labor</dc:subject>
<dc:subject>Farm Labor</dc:subject>
<dc:subject>Foreign Workers</dc:subject>
<dc:subject>Groups</dc:subject>
<dc:subject>Labor Legislation</dc:subject>
<dc:subject>Sharecroppers</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:creator scheme='personal author'>BENNETT, FAY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Sharecroppers Fund, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT RECAPITULATES CONDITIONS AFFECTING THE SMALL FARMERS, SHARECROPPERS, AND AGRICULTURAL LABORERS IN 1965. THE AUTHOR PRESENTS INFORMATION ABOUT FARM LABOR STRIKES, UNIONIZATION, MECHANIZATION, AND STATISTICS OF ACCIDENT RATES, CHILD LABOR, WAGES AND EARNINGS, AND FOREIGN LABOR. THE AUTHOR EXPLAINS SEVERAL NEW FEDERAL AND STATE LAWS CONCERNING FARM LABORERS AND DESCRIBES THE FOLLOWING FEDERAL PROGRAMS--FARMERS HOME ADMINISTRATION, AGRICULTURAL STABILIZATION AND CONSERVATION SERVICE, OFFICE OF ECONOMIC OPPORTUNITY, AND THE MANPOWER DEVELOPMENT AND TRAINING ACT. INFORMATION EXPLAINING THE ACTIVITIES OF THE NATIONAL SHARECROPPERS FUND IS ALSO PRESENTED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010970</dc:identifier>
<dc:title>THE CONDITION OF FARM WORKERS AND SMALL FARMERS IN 1965, A REPORT TO THE BOARD OF DIRECTORS OF NATIONAL SHARECROPPERS FUND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Projects</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Talent</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>OVARD, GLEN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Western States Small Schools Project</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BROCHURE SUMMARIZES THE WESTERN STATES SMALL SCHOOL PROJECT. INCLUDED ARE THE PROJECT&apos;S BASIC ASSUMPTIONS, CRITERIA FOR MEMBERSHIP, A LIST OF THE FIVE PARTICIPATING STATES, THE HISTORY OF THE PROJECT, A DESCRIPTION OF FOUR MAJOR PROJECTS ORGANIZED TO PROMOTE SMALL SCHOOL IMPROVEMENT, SIGNIFICANT RESULTS OF PROJECT ACTIVITIES, A CAREER SELECTION EDUCATION PROGRAM, AND THE MANY DIVERSE PROJECTS OF THE PARTICIPATING STATES. THE ARIZONA PROJECT ATTEMPTS TO MEET THE NEEDS OF BOTH STUDENTS AND TEACHERS FOR INDIVIDUALIZING THE TEACHING-LEARNING PROCESS. THE COLORADO PROJECT IS CONCENTRATING ON NEW METHODS, TECHNIQUES, AND ORGANIZATIONAL PATTERNS. THE NEVADA PROJECT EMPLOYS A VARIETY OF INSTRUCTIONAL MEDIA OR MATERIALS TO REDUCE THE EFFECTS OF SMALLNESS AND ISOLATION. THE NEW MEXICO  PROJECT IS EMPHASIZING LINGUISTIC READING IMPROVED PREPARATION FOR CULTURALLY DEPRIVED RURAL CHILDREN, AND SPANISH FOR SPANISH-SPEAKING CHILDREN. THE UTAH PROJECT IS DEVELOPING GUIDELINES FOR AN ENVIRONMENT TO STIMULATE AND ENCOURAGE INDEPENDENT STUDY IN INDIVIDUALIZED PROGRAMS OF INSTRUCTION, EXPLORE APPROACHES TO MEETING THE PROBLEM OF EARLY CULTURAL DEPRIVATION, AND DEMONSTRATE THE EFFECTIVE USE OF EDUCATIONAL TELEVISION IN SMALL SCHOOLS. A DIRECTORY OF THE PROJECT DIRECTORS AND THE POLICY BOARD IS ALSO INCLUDED. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010971</dc:identifier>
<dc:title>A COMPREHENSIVE REGIONAL APPROACH TO SMALL SCHOOL DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Library Facilities</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:creator scheme='personal author'>KNUDSVIG, EVERETT C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UPPER MIDWEST SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>Amplified Telephones</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVE USE OF FLEXIBLE SCHEDULING, INSTRUCTIONAL AIDS, AND MODERN TECHNOLOGICAL TECHNIQUES IN SMALL SCHOOL SYSTEMS IS IMPERATIVE IF THE INDIVIDUAL STUDENT NEEDS ARE TO BE MET. FLEXIBLE SCHEDULING AND THE USE OF CORRESPONDENCE COURSES MAXIMIZE OPPORTUNITIES IN A LIMITED CURRICULUM. THE USE OF AN AMPLIFIED TELEPHONE IN A CLASSROOM IS DISCUSSED. THE NECESSITY OF WELL-EQUIPPED LIBRARIES TO SUPPLEMENT THE CURRICULUM CANNOT BE OVERLOOKED. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE COLLEGE OF EDUCATION RECORD.&amp;quot; (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED010972</dc:identifier>
<dc:title>RESPONSIBILITIES OF A MEMBER UMSSP SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Laborers</dc:subject>
<dc:subject>Automation</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Living Standards</dc:subject>
<dc:subject>Minimum Wage Legislation</dc:subject>
<dc:subject>Rural Education</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:creator scheme='personal author'>MYERS, ROBIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>LOUISIANA</eric:keywords>
<eric:keywords_geo>Louisiana</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Advisory Committee on Farm Labor, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED UPON THE FINDINGS OF A RURAL EDUCATION AND WELFARE SURVEY OF MORE THAN 900 SUGARCANE WORKERS IN THE NINE LOUISIANA COUNTIES WHERE SUGARCANE CULTIVATION IS CONCENTRATED, THIS DOCUMENT TELLS OF THE LIVES OF THE WORKERS AND EXPLAINS THE NATIONAL AND INTERNATIONAL &amp;quot;SUGAR SYSTEM&amp;quot; UNDER WHICH THEY LIVE. DISCUSSED ARE THE EFFECTS OF MECHANIZATION OF THE SUGAR INDUSTRY, WORKERS&apos; WAGES, THE WORKERS&apos; HOUSING, LIVING, AND WORKING CONDITIONS, THE HISTORY OF THE SUGAR INDUSTRY IN LOUISIANA, LEGISLATION PERTAINING TO THE LOUISIANA, NATIONAL, AND INTERNATIONAL SUGAR INDUSTRIES, UNIONIZATION FOR SUGAR WORKERS, A MANPOWER DEVELOPMENT AND TRAINING ACT PROGRAM, AND THE FUTURE OF SUGARCANE WORKERS. THE DOCUMENT INCLUDES THE SURVEY FORM WITH A QUESTION-BY-QUESTION SUMMARY OF THE RESULTS.  (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED010973</dc:identifier>
<dc:title>LOUISIANA STORY, 1964, THE SUGAR SYSTEM AND THE PLANTATION WORKERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Consultation Programs</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Group Activities</dc:subject>
<dc:subject>Individual Counseling</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Consultants</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Guidance</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>MORRILL, KATHERINE A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>Connecticut (Wallington)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ROLES OF A READING CONSULTANT IN TWO SITUATIONS--AS A CATALYST IN A GROUP AND AS A &amp;quot;HELPFUL FRIEND&amp;quot; IN A ONE-TO-ONE SITUATION--WERE COMPARED IN A 1964 STUDY. THIRTY-FIVE FIRST-GRADE CLASSROOMS AND 35 TEACHERS IN 10 SCHOOLS IN WALLINGTON, CONNECTICUT, WERE DIVIDED INTO TWO GROUPS. IN THE FIVE CONTROL SCHOOLS (METHOD 1), CONSULTANT HELP WAS GIVEN AT THE REQUEST OF THE TEACHER OR PRINCIPAL ON A ONE-TO-ONE BASIS. TEACHERS IN THE EXPERIMENTAL GROUP (METHOD 2) WERE RELEASED FROM CLASS ONE-HALF DAY TWICE A MONTH FOR A SERIES OF GROUP MEETINGS WITH THE READING CONSULTANT TO DISCUSS PROBLEMS AND EXCHANGE IDEAS. A PUPIL-SERVICE INVENTORY WAS COMPLETED BY EACH PARTICIPATING TEACHER EIGHT TIMES DURING THE 140-DAY STUDY. STUDENT GROWTH WAS TESTED BY A BATTERY OF TESTS INCLUDING THE GATES  PRIMARY READING TEST. ALTHOUGH NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN EXPERIMENTAL AND CONTROL GROUP TEST SCORES, METHOD 2 (EXPERIMENTAL) WAS FAVORED BY TEACHERS INVOLVED IN THE STUDY. TEACHER COMMENTS ABOUT METHOD 2 AND CONSULTANT RECOMMENDATIONS ARE GIVEN. WHILE THE STATISTICAL RESULTS DID NOT FAVOR METHOD 2, THE VALUE OF THE STUDY WAS APPARENT IN IMPROVED TEACHER ATTITUDE. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE READING TEACHER,&amp;quot; VOLUME 19, MAY 1966. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010974</dc:identifier>
<dc:title>A COMPARISON OF TWO METHODS OF READING SUPERVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Individual Testing</dc:subject>
<dc:subject>Matched Groups</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>HENDERSON, EDMUND H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF DELAWARE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIPS OF THREE PERSONALITY CONCEPTS, DIFFERENTIATION, ESTEEM, AND INDIVIDUALISM, TO READING ACHIEVEMENT AND DISABILITY WERE EXPLORED. THIRTY-TWO BOYS AND 16 GIRLS, AGE 7 TO 14 WITH 1 TO 6 YEARS READING RETARDATION AT THE UNIVERSITY OF DELAWARE READING STUDY CENTER WERE MATCHED WITH SUCCESSFUL READERS OF THE SAME AGE AND SEX. THE SCHOOL AND COLLEGE ABILITY TEST AND THE SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS WERE USED TO MATCH THE GROUPS. ALL SUBJECTS WERE TESTED INDIVIDUALLY WITH A NONVERBAL TEST INVOLVING FOUR TASKS TO DETERMINED THE EXTENT OF DIFFERENTIATION, ESTEEM, AND INDIVIDUALISM IN THEIR CONCEPTS. ACHIEVEMENT ON EACH TASK BY THE TWO GROUPS IS REPORTED AND DISCUSSED. RETARDED READERS WERE CHARACTERIZED BY A RELATIVELY HIGH DEGREE OF DEPENDENCY. SUGGESTIONS ARE  MADE FOR REMEDIAL TREATMENT EMPHASIZING INDIVIDUAL EFFORT. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE READING TEACHER,&amp;quot;&amp;quot; VOLUME 19, NOVEMBER 1965. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010975</dc:identifier>
<dc:title>SELF-SOCIAL CONSTRUCTS OF ACHIEVING AND NONACHIEVING READERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Experimental Groups</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Individual Reading</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, RODNEY H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-YEAR STUDY OF THE RESULTS OF BASAL AND INDIVIDUALIZED READING PROGRAMS IN 14 FIRST-GRADE EXPERIMENTAL AND 14 CONTROL CLASSROOMS IN EIGHT SCHOOL SYSTEMS IN WISCONSIN IS PRESENTED. SUBJECTS INCLUDED 359 BOYS AND 349 GIRLS. ALL EXPERIMENTAL (INDIVIDUALIZED) CLASSES WERE PAIRED WITH CONTROL (BASAL) CLASSES EITHER IN THE SAME BUILDING OR IN THE SAME COMMUNITY AS A SOCIOECONOMIC CONTROL FACTOR. ALL CHILDREN REMAINED IN THE SAME TYPE OF PROGRAM DURING THE 3-YEAR PERIOD. A CONTINUOUS INSERVICE TRAINING PROGRAM, DIRECTED BY THE UNIVERSITY OF WISCONSIN, WAS MAINTAINED FOR ALL PARTICIPATING TEACHERS OF BOTH GROUPS. ACCOMPLISHMENT WAS MEASURED OBJECTIVELY AT THE INITIATION OF THE STUDY AND AT THE CLOSE OF EACH YEAR DURING THE PERIOD. THE STUDY IS CONCERNED ONLY WITH TEST SCORES AND THE  COMPARISON BETWEEN TOTAL GROUPS, WHICH WERE MATCHED INITALLY BY AGE, CLASS SIZE, LENGTH OF SCHOOL YEAR, AND PUPIL INTELLIGENCE. WARNINGS AND RECOMMENDATIONS FOR TEACHING ARE INCLUDED IN THE STATEMENT OF RESULTS AND CONCLUSIONS DRAWN FROM THE STUDY. TABLES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN &amp;quot;ELEMENTARY ENGLISH,&amp;quot; VOLUME 42, DECEMBER 1965. (MC)</dc:description>
<dc:identifier scheme='eric_accno'>ED010976</dc:identifier>
<dc:title>INDIVIDUALIZED AND BASAL PRIMARY READING PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Letters (Alphabet)</dc:subject>
<dc:subject>Prereading Experience</dc:subject>
<dc:subject>Preschool Tests</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Visual Discrimination</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>BARRETT, THOMAS C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PICTURES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REVIEW OF THE LITERATURE CONCERNING THE RELATIONSHIP BETWEEN MEASURE OF PREREADING VISUAL DISCRIMINATION AND FIRST-GRADE READING ACHIEVEMENT IS GIVEN. THE RELATIVE PREDICTIVE POWER OF VISUAL DISCRIMINATION OF LETTERS, WORDS, GEOMETRIC DESIGNS, AND PICTURES WHEN THESE ABILITIES ARE STUDIED INDIVIDUALLY AND IN COMBINATION IS INDICATED. STUDIES INVESTIGATING VISUAL DISCRIMINATION AT THE BEGINNING OF THE FIRST GRADE AND READING ACHIEVEMENT LATER IN THE FIRST GRADE ARE INCLUDED. THE INVESTIGATIONS ARE PRESENTED UNDER THREE MAJOR CATEGORIES--THOSE THAT STUDY THE RELATIONSHIP BETWEEN VERBAL-VISUAL DISCRIMINATION, THOSE THAT RELATE NON-VERBAL-VISUAL-DISCRIMINATION, AND THOSE THAT COMPARE THE RELATIONSHIPS OF VARIOUS TYPES OF VISUAL DISCRIMINATION WITH READING ACHIEVEMENT WHEN THESE  RELATIONSHIPS ARE OBTAINED UNDER SIMILAR CONDITIONS. TABLES AND REFERENCES ARE INCLUDED. (HJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED010977</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN MEASURES OF PRE-READING VISUAL DISCRIMINATION AND FIRST GRADE READING ACHIEVEMENT--A REVIEW OF THE LITERATURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adults</dc:subject>
<dc:subject weight='MAJOR'>Comparative Analysis</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject weight='MAJOR'>Language</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject weight='MAJOR'>Structural Analysis</dc:subject>
<dc:subject weight='MAJOR'>Syntax</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>CARD, WILLIAM</dc:creator>
<dc:creator scheme='personal author'>MCDAVID, VIRGINIA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BIAS OF THE FREQUENCY OF THE 122 MOST COMMONLY USED ENGLISH WORDS WAS STUDIED. THE METHOD USED TO ASSEMBLE THESE DATA IS DESCRIBED FULLY. THE MOST FREQUENTLY USED WORDS WERE TAKEN FROM A DISSERTATION BY GEORGE K. MONROE, &quot;PHONEMIC TRANSCRIPTION OF GRAPHIC POSTBASE AFFIXES IN ENGLISH,&quot; GODFREY DEWEY, &quot;RELATIVE FREQUENCY OF ENGLISH SPEECH SOUNDS,&quot; MILES L. HANLEY, &quot;WORD INDEX TO JAMES JOYCE&apos;S ULYSSES,&quot; AND HENRY D. RINSLAND, &quot;A BASIC VOCABULARY OF ELEMENTARY SCHOOL CHILDREN.&quot; ALL BUT THE RINSLAND LIST WERE TAKEN FROM ADULT READING MATERIAL. WORDS WERE ARRANGED IN RANK ORDER. THE FREQUENCIES OF THE VARIOUS STUDIES WERE RECORDED. DATA WERE COMPARED ACCORDING TO SPECIFIC WORDS AS WELL AS ACCORDING TO STRUCTURE WORDS. REFERENCES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN &quot;COLLEGE  ENGLISH,&quot; MAY 1966. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010978</dc:identifier>
<dc:title>ENGLISH WORDS OF VERY HIGH FREQUENCY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basal Reading</dc:subject>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Experimental Groups</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Individualized Reading</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, RODNEY H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INTERIM REPORT OF A 3-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL BY THE LAKESHORE WISCONSIN CURRICULUM STUDY COUNCIL IS PRESENTED. DIFFERENT APPROACHES TO MATERIALS, PROCEDURES, GROUPING, AND SEQUENCE AS INTEGRAL PARTS OF THE READING PROGRAM WERE EXAMINED. INDIVIDUALIZED READING WAS DEFINED TO INCLUDE MATERIAL SELECTED BY STUDENTS WITH TEACHER GUIDANCE, TEACHER-PUPIL CONFERENCE AS THE INSTRUCTIONAL PROCEDURE, FLEXIBLE GROUPING, AND NONSEQUENTIAL SKILL DEVELOPMENT. IN THE BASAL APPROACH, MATERIAL WAS PRESELECTED, AND GROUP INSTRUCTION WAS PROVIDED. SKILLS WERE DEVELOPED SEQUENTIALLY. FOURTEEN FIRST-GRADE EXPERIMENTAL AND 14 FIRST-GRADE CONTROL CLASSROOMS PARTICIPATED ON A VOLUNTARY BASIS. CONTINUOUS INSERVICE TRAINING WAS  CONDUCTED. DATA WERE DERIVED FROM THE SCIENCE RESEARCH ASSOCIATES (SRA) PRIMARY MENTAL ABILITIES TEST, METROPOLITAN ACHIEVEMENT TEST, SOCIOGRAMS, INTERVIEWS, LOGBOOKS, SELF-CONCEPT SCALES, QUESTIONNAIRES, THE SRA READING COMPREHENSION TEST, AND THE SRA VOCABULARY TEST. MEAN SCORES, Z SCORES, DIFFERENCE SCORES, AND F TESTS WERE USED TO ANALYZE THE DATA. CHILDREN IN INDIVIDUALIZED READING PROGRAMS SHOWED SIGNIFICANTLY BETTER READING ACHIEVEMENT THAN CHILDREN IN BASAL READING PROGRAMS. COMPLETE RESULTS, IMPLICATIONS, TABLES, REFERENCES, AND A SUMMARY REPORT OF A PILOT STUDY ON INDIVIDUALIZED READING ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010979</dc:identifier>
<dc:title>A THREE-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL, AN INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>White Students</dc:subject>
<dc:creator scheme='personal author'>OLSON, ARTHUR V.</dc:creator>
<dc:creator scheme='personal author'>ROSEN, CARL L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>United States (Southeast)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION OF THE SIMILARITIES AND DIFFERENCES, BY RACE AND SEX, OF SPECIFIC STUDENTS ENROLLED IN TWO RECENTLY INTEGRATED HIGH SCHOOLS IN THE SOUTHEASTERN UNITED STATES IS REPORTED. SUBJECTS WERE 264 NINTH-GRADE PUPILS--140 NEGROES AND 124 CAUCASIANS. TO MEASURE READING INTERESTS AND CHOICE OF MATERIALS, A 40-ITEM QUESTIONNAIRE WAS CONSTRUCTED. SIX ITEMS MEASURED SOURCE OF READING, 34 ITEMS MEASURED READING INTERESTS. ANSWERS WERE CHOSEN FROM SIX CHOICES WHICH RANGED FROM LIKE VERY, VERY MUCH TO DISLIKE VERY, VERY MUCH. THE CALIFORNIA TEST OF MENTAL MATURITY, SHORT FORM, LEVEL 4, AND THE CALIFORNIA READING TEST, ADVANCED-FORM, WERE ADMINISTERED TO ALL PUPILS. CHI SQUARE WAS USED TO DETERMINE THE SIGNIFICANCE OF THE ORDER OF THE RANKS. THERE WAS A SIGNIFICANT DIFFERENCE  BETWEEN VERBAL INTELLIGENCE AND READING VOCABULARY IN FAVOR OF THE CAUCASIAN STUDENTS. EIGHTEEN ITEMS ON THE QUESTIONNAIRE DIFFERED SIGNIFICANTLY. RESPONSES OF NEGROES APPEARED TO BE HEAVILY WEIGHTED IN POSITIVE-CHOICE CATEGORIES. CAUCASIAN RESPONSES WERE MORE WIDELY DISTRIBUTED. NEGRO PUPILS EXPRESSED STRONGER CHOICES FOR READING CURRENT MATERIAL AND STRONGER INTERESTS IN SOCIAL RELATIONS, ROMANCE, TEEN-AGE PROBLEMS, HUMOR, AND OCCUPATIONAL AREAS. OTHER FINDINGS, TABLES, CONCLUSIONS, AND REFERENCES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010980</dc:identifier>
<dc:title>A COMPARISON OF WHITE AND NEGRO NINTH GRADE STUDENTS&apos; READING INTERESTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Reading Difficulty</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>School Responsibility</dc:subject>
<dc:subject weight='MAJOR'>Vision</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>ROSEN, CARL L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ROLE OF VISUAL SENSORY DEFICIENCIES IN THE CAUSATION READING DISABILITY IS DISCUSSED. PREVIOUS AND CURRENT RESEARCH STUDIES DEALING WITH SPECIFIC VISUAL PROBLEMS WHICH HAVE BEEN FOUND TO BE NEGATIVELY RELATED TO SUCCESSFUL READING ACHIEVEMENT ARE LISTED--(1) FARSIGHTEDNESS, (2) ASTIGMATISM, (3) BINOCULAR INCOORDINATIONS, AND (4) FUSIONAL DIFFICULTIES. FOUR PRIMARY RESPONSIBILITIES OF THE SCHOOL CONCERNING VISUAL PROBLEMS AS APPLICABLE TO THE CLASSROOM TEACHER ARE CITED--(1) THE DETECTION OF VISUAL PROBLEMS, (2) THE REFERRAL OF THE CHILD TO THOSE PROFESSIONALLY QUALIFIED, (3) THE ADJUSTMENTS OF INSTRUCTION TECHNIQUE, METHODS, AND EXPECTATIONS BASED UPON THE NATURE AND SEVERITY OF THE VISUAL PROBLEM, AND (4) LEADERSHIP AND PARTICIPATION IN RESEARCH. A BIBLIOGRAPHY IS INCLUDED.  THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF READING,&quot; VOLUME 9, OCTOBER 1965. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010981</dc:identifier>
<dc:title>VISUAL DEFICIENCIES AND READING DISABILITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Autoinstructional Aids</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Linear Programing</dc:subject>
<dc:subject weight='MAJOR'>Programed Instruction</dc:subject>
<dc:subject weight='MAJOR'>Programing Problems</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>KINGSTON, ALBERT J.</dc:creator>
<dc:creator scheme='personal author'>WASH, JAMES A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SOURCES OF CONFUSION INVOLVED IN INITIATING PROGRAMED INSTRUCTION IN THE CLASSROOM ARE LISTED--(1) SPECIALIZED VOCABULARY DEALING WITH THE FIELD, (2) TYPES OF MACHINERY WITH RANGE FROM THE HIGHLY COMPLEX TO THE VERY SIMPLE, AND (3) DIFFERENT MODES OF PROGRAMING. THE CHARACTERISTICS OF TRUE PROGRAMED FORMATS ARE GIVEN--(1) THE MATERIALS ARE DESIGNED SO THAT A STUDENT SETS HIS OWN RATE OF LEARNING, (2) A STUDENT MUST ACTIVELY INTERACT WITH THE MATERIALS, (3) THE STUDENT&apos;S RESPONSE IS IMMEDIATELY REINFORCED SO THAT HE KNOWS WHETHER HE IS RIGHT OR WRONG, AND (4) THE CONTENT IS INTRODUCED IN SMALL BITS IN THE LINEAR PROGRAM AND IN MEASURED BITS IN THE INTRINSIC PROGRAM. RESEARCH DEALING WITH MANY PHASES OF PROGRAMED LEARNING IS BRIEFLY SUMMARIZED AND A BIBLIOGRAPHY IS APPENDED.  THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF READING,&quot; VOLUME 9, NOVEMBER 1965. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED010982</dc:identifier>
<dc:title>PROGRAMED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:creator scheme='personal author'>BORMUTH, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>VALIDITY RESEARCH</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CLOZE READABILITY PROCEDURE FOR EVALUATING THE COMPREHENSION DIFFICULTY OF WRITTEN INSTRUCTIONAL MATERIALS WAS STUDIED. RESEARCH BEARING ON THE VALIDITY, THE FORMAL CHARACTERISTICS, AND THE APPLICATION OF THE CLOZE READABILITY PROCEDURE ARE REVIEWED. THE RESEARCH ON VALIDITY IS ARRANGED UNDER THE FOLLOWING TOPICS--MEASUREMENT OF POST-READING KNOWLEDGE, MEASUREMENT OF KNOWLEDGE GAIN, MEASUREMENT OF PASSAGE DIFFICULTY, AND CLOZE TEST RELIABILITY. RESEARCH ON APPLICATION INCLUDES--DESIGNING THE TESTING PROCEDURE, MULTIPLE SAMPLING PROBLEMS, DESIGNS, PROBLEMS, DELETION PROCEDURE, TEST ADMINISTRATION, SCORING PROCEDURE, INTERPRETATION OF SCORES, CRITERION SCORE, AND REPORTING PASSAGE PROCEDURE SEEMED TO RESULT IN VALID MEASUREMENTS OF THE COMPREHENSION DIFFICULTY OF WRITTEN  INSTRUCTIONAL MATERIALS. ITS ADVANTAGES ARE THAT (1) TEST ITEMS ARE EASILY MADE, (2) IRRELEVANT SOURCES OF VARIANCE ARE NOT INJECTED INTO THE MEASUREMENT OF DIFFICULTY, (3) RESULTS ARE MORE VALID THAN PRESENTLY AVAILABLE READABILITY FORMULAS, AND (4) IT IS APPLICABLE TO A WIDE RANGE OF EVALUATION TASKS. A BIBLIOGRAPHY IS INCLUDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010983</dc:identifier>
<dc:title>CLOZE READABILITY PROCEDURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>GUSZAK, FRANK J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Reading Comprehension Inventory (Guszak)</eric:keywords>
<eric:keywords>TEXAS</eric:keywords>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION TO DEVELOP PRACTICAL AND ECONOMICAL MEANS FOR DESCRIBING READING COMPREHENSION SKILLS AND TO DETERMINE TEACHER STRATEGIES FOR DEVELOPING THESE COMPREHENSION SKILLS WAS CONDUCTED. THE &amp;quot;READING COMPREHENSION INVENTORY&amp;quot; WAS DEVELOPED FROM A SYNTHESIS OF ELEMENTS COMMONLY AGREED TO CONSTITUTE READING COMPREHENSION. THE INVENTORY INCLUDED RECOGNITION, RECALL, TRANSLATION, CONJECTURE, EXPLANATION, AND EVALUATION. THESE COMPONENTS WERE ADOPTED FROM A CLASSIFICATION SCHEME BY ASCHNER AND GALLAGHER. A PILOT STUDY INDICATED THAT THE INSTRUMENT COULD BE USED RELIABLY BY DIFFERENT JUDGES. FOUR MAJOR STRATEGY AREAS OF TEACHER QUESTIONING ABOUT READING CONTENT WERE IDENTIFIED--INCIDENCE OF QUESTION TYPES, INCIDENCE OF CONGRUENCE BETWEEN THE QUESTION AND RESPONSE, MANIPULATION  OF THE INTERACTION SURROUNDING A SINGLE QUESTION, AND RELATING QUESTIONS TO ONE ANOTHER. A SAMPLE OF FOUR TEACHERS AND THEIR STUDENTS AT EACH OF THE GRADE LEVELS 2, 4, AND 6 WERE RANDOMLY SELECTED FROM A POPULATION OF 106 TEACHERS IN A PUBLIC SCHOOL SYSTEM IN TEXAS. EACH READING GROUP WAS OBSERVED. INTERACTIONS BETWEEN TEACHER AND PUPILS WERE TAPE RECORDED DURING A 3-DAY PERIOD. THE INCIDENCE OF QUESTION TYPES WAS ANALYZED. TABLES, CONCLUSIONS, IMPLICATIONS, AND REFERENCES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010984</dc:identifier>
<dc:title>READING COMPREHENSION DEVELOPMENT AS VIEWED FROM THE STANDPOINT OF TEACHER QUESTIONING STRATEGIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Context Clues</dc:subject>
<dc:subject>Diction</dc:subject>
<dc:subject>Experience</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Matched Groups</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>LIEBERMAN, JANET E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>GREEK MYTHS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF TEACHING VOCABULARY CONCEPTS THROUGH DIRECT EXPERIENCE AND THE INFLUENCE ON READING ACHIEVEMENT AND CONCEPT ACHIEVEMENT WERE STUDIED. FORTY-TWO FIFTH-GRADE PUPILS DIVIDED INTO 21 PAIRS MATCHED ON SEX AND INTELLIGENCE WERE ASSIGNED RANDOMLY TO AN EXPERIMENTAL AND CONTROL GROUP. FOR 19 WEEKS, TWICE A WEEK FOR A TOTAL OF 40 LESSONS THE EXPERIMENTAL GROUP WAS TAUGHT VOCABULARY EMPHASIZING INSTRUCTION THROUGH DIRECT EXPERIENCE. THE CONTROL GROUP, FOR THE SAME PERIOD OF TIME, RECEIVED REGULAR INSTRUCTION WHICH STRESSED DICTION, STRUCTURAL ANALYSIS, ANTONYMS, SYNONYMS, AND CONTEXT CLUES. ALTERNATE FORMS OF THE IOWA READING TEST AND A VOCABULARY LIST WERE ADMINISTERED AS A PRE- AND POST-TEST TO MEASURE READING ACHIEVEMENT AND CONCEPT ACHIEVEMENT RESPECTIVELY. BOTH  THE EXPERIMENTAL AND CONTROL GROUPS GAINED SIGNIFICANTLY IN READING ACHIEVEMENT AND CONCEPT DEVELOPMENT. NO SIGNIFICANT DIFFERENCE IN READING ACHIEVEMENT BETWEEN THE GROUPS WAS FOUND. HOWEVER, THE EXPERIMENTAL GROUP SHOWED SIGNIFICANTLY GREATER GAINS IN CONCEPT ACHIEVEMENT. TEACHING PROCEDURES AND MATERIALS ARE DESCRIBED. IMPLICATIONS, SUGGESTIONS FOR FUTURE RESEARCH, AND REFERENCES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010985</dc:identifier>
<dc:title>THE EFFECT OF DIRECT INSTRUCTION IN VOCABULARY CONCEPTS ON READING ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_cited>ED502398</eric:ies_cited>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Group Testing</dc:subject>
<dc:subject>Problems</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Terminal Education</dc:subject>
<dc:creator scheme='personal author'>SCHOENBECK, PAUL H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COUNSELING TECHNIQUES AND READING SKILLS FOR TERMINAL STUDENTS AT MIRACOSTA COLLEGE IN CALIFORNIA ARE DISCUSSED. AT MIRACOSTA COLLEGE, STUDENTS ARE ADMINISTERED A STANDARD GROUP DIAGNOSTIC READING TEST. TO INSURE COMMON UNDERSTANDING OF THEIR ABILITIES AND DEFICIENCIES, THEY ARE INFORMED OF TEST RESULTS. READING MATERIALS 2 YEARS BELOW THE LEVEL INDICATED BY THE STANDARDIZED TEST ARE USED INITIALLY. INITIAL SUCCESS AS WELL AS CLASSROOM CLIMATE IS IMPORTANT. COUNSELING IS CONDUCTED AT THE SAME TIME AS REMEDIAL READING IS TAUGHT AND IS A CONTINUOUS PROCESS. SELF-EVALUATION IS ALSO CONTINUOUS. PROBLEM AREAS INCLUDE THE LACK OF DIVERSIFIED MATERIAL, THE LACK OF TRAINED TEACHING PERSONNEL, THE LACK OF PUBLIC AWARENESS, AND THE USE OF LETTER GRADES AS AN EVALUATIVE DEVICE. THE  BENEFITS FROM THE PROGRAM ARE INCREASED ENROLLMENT, LOW DROPOUT RATE, DEMANDS FOR COMMUNITY SERVICE, REALISTIC SELF-APPRAISAL BY THE STUDENT, AND DEMAND FOR INSERVICE TRAINING. THIS PAPER WAS PRESENTED TO THE NATIONAL READING CONFERENCE (ST. PETERSBURG, DECEMBER 1, 1966). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010986</dc:identifier>
<dc:title>COUNSELING AND READING SKILLS FOR THE TERMINAL STUDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>BROZ, JAMES, JR.</dc:creator>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANNOTATED BIBLIOGRAPHY OF BOOKS, ARTICLES, BIBLIOGRAPHIES, AND STUDIES IN LINGUISTICS COMPILED BY THE CENTER FOR APPLIED LINGUISTICS FOR TEACHERS OF READING IS PRESENTED. THE MATERIALS ARE LISTED CHRONOLOGICALLY IN THREE GROUPS--PART 1, 1942-66, GENERAL REFERENCES REFLECTING THE THINKING OF LINGUISTS ABOUT LANGUAGE, ITS DEVELOPMENT AND GROWTH IN THE CHILD, AND RELATIONSHIPS BETWEEN SPEECH, PRINT, AND THE READING PROCESS, PART 2, 1960-66, REFERENCES DEALING WITH SPECIAL LANGUAGE PROBLEMS OF SPEAKERS OF NONSTANDARD VARIETIES OF ENGLISH OFTEN ASSOCIATED WITH THE SCHOOL PROBLEMS OF DISADVANTAGED YOUTH, AND PART 3, 1945-65, A LIMITED NUMBER OF REFERENCES TO THE SPECIAL ENGLISH LANGUAGE PROBLEMS OF SPEAKERS OF OTHER LANGUAGES, INCLUDING SOME MATERIAL ON TESTING ENGLISH LANGUAGE  PROFICIENCY. BECAUSE LITTLE WORK HAD BEEN DONE ON THE READING PROBLEMS OF SPEAKERS OF A DIVERGENT DIALECT OR OF A FOREIGN LANGUAGE, PARTS 2 AND 3 OF THE BIBLIOGRAPHY CONTAIN A FEW REFERENCES DEALING SPECIFICALLY WITH READING. REFERENCES TO OTHER BIBLIOGRAPHIES PUBLISHED BY THE CENTER ARE INCLUDED IN PART 3. AN ALPHABETICAL INDEX OF AUTHORS IS PROVIDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE EDUCATION AND RESEARCH PROGRAM, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVE., N.W., WASHINGTON, D.C. 20036. SINGLE COPIES ARE FREE, ADDITIONAL COPIES ARE $0.25 EACH. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010987</dc:identifier>
<dc:title>LINGUISTICS AND READING, A SELECTIVE ANNOTATED BIBLIOGRAPHY FOR TEACHERS OF READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Experimental Teaching</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>DOWNING, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>GREAT BRITAIN</eric:keywords>
<eric:keywords_geo>United Kingdom (Great Britain)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NECESSITY OF KEEPING AN EXPERIMENTAL, OPEN-MINDED OUTLOOK TOWARD FURTHER IMPROVEMENT IN THE INITIAL TEACHING ALPHABET (ITA) IS STRESSED. A LIMITED AMOUNT OF RESEARCH HAS LED TO THE CONCLUSION THAT THE TRADITIONAL ORTHOGRAPHY OF ENGLISH IS AN IMPORTANT CAUSE OF DIFFICULTY IN TEACHING AS WELL AS IN LEARNING READING AND WRITING IN ENGLISH-SPEAKING COUNTRIES. APPARENTLY, THE ORIGINAL ITA IDEA HAS BEEN MISCONSTRUED IN A LARGE NUMBER OF AMERICAN SCHOOLS. THE MISCONCEPTIONS IN A PUBLICATION BY V. OHANIAN (1966) &amp;quot;CONTROL POPULATIONS IN ITA EXPERIMENTS&amp;quot; ARE DISCUSSED. THESE AMERICAN ALTERATIONS ARE CONTRASTED WITH THE TYPICAL BRITISH METHOD OF TEACHING ITA EXPERIMENTAL CLASSES. FUTURE USE OF ITA DEPENDS ON RESEARCH TO IMPROVE THE WRITING SYSTEM ITSELF IN ORDER TO PROVIDE GREATER  EFFECTIVENESS IN THE TRANSFER TO READING AND WRITING IN THE CONVENTIONAL ORTHOGRAPHY OF ENGLISH. INFLUENCES WHICH MIGHT HINDER THE IMPROVEMENT OF THE ITA CONCEPT ARE DISCUSSED AND REFERENCES ARE GIVEN. THIS PAPER WAS PRESENTED TO THE NATIONAL READING CONFERENCE (ST. PETERSBURG, DECEMBER 2, 1966). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED010988</dc:identifier>
<dc:title>I. T. A. - WHAT NEXT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Correlation</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Relationship</dc:subject>
<dc:subject>Statistical Significance</dc:subject>
<dc:creator scheme='personal author'>CORLE, CLYDE G.</dc:creator>
<dc:creator scheme='personal author'>COULTER, MYRON L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Verbal Reading Arithmetic Skills Program</eric:keywords>
<eric:keywords>WORD PROBLEMS</eric:keywords>
<eric:keywords>California Achievement Tests</eric:keywords>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania School Study Council, University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE TO DETERMINE WHETHER STUDENTS WHO RECEIVED SPECIFIC ASSISTANCE WITH READING SKILLS IN ARITHMETIC SHOWED SUPERIOR ACHIEVEMENT IN THEIR READING AND ARITHMETIC WHEN COMPARED WITH A SIMILAR GROUP WHO DID NOT RECEIVE SUCH ASSISTANCE. FIFTEEN SCHOOLS WERE SELECTED FROM APPROXIMATELY 70 MEMBER SCHOOL DISTRICTS OF THE PENNSYLVANIA SCHOOL STUDY COUNCIL. TWO FOURTH-, FIFTH-, AND SIXTH-GRADE CLASSES WERE SELECTED FROM EACH SCHOOL. ONE CLASS SERVED AS THE EXPERIMENTAL GROUP AND THE OTHER AS THE CONTROL. DATA FOR EACH OF THE EXPERIMENTAL AND CONTROL CLASSROOMS ARE INCLUDED. ALTERNATE FORMS OF THE CALIFORNIA READING TEST, THE CALIFORNIA ARITHMETIC TEST, AND THE RASP TEST DEVELOPED BY THE INVESTIGATORS WERE ADMINISTERED AS PRE- AND POST-TESTS IN 10 READING COMPETENCIES  BELIEVED TO BE NECESSARY FOR SOLVING VERBAL ARITHMETIC PROBLEMS. CLASSROOM TEACHERS WERE GIVEN DIRECTIONS FOR THE INSTRUCTIONAL PERIODS. MEAN GAINS, CORRELATIONS, FACTOR ANALYSIS, AND EIGENVALUE WERE USED TO ANALYZE THE DATA. ON EACH ACHIEVEMENT TEST, THE MEAN GAIN IN SCORES FROM PRE- TO POST-TEST WAS GREATER FOR THE EXPERIMENTAL GROUPS. CORRELATIONS BETWEEN SUBTESTS WERE POSITIVE. THE SIZE OF THE CORRELATION INCREASED AT EACH GRADE LEVEL. A GENERAL FACTOR ACCOUNTED FOR 72 PERCENT OF THE VARIANCE. CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS ARE PRESENTED. A BIBLIOGRAPHY AND TABLES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED010989</dc:identifier>
<dc:title>THE READING-ARITHMETIC-SKILLS PROGRAM, A RESEARCH PROJECT IN READING AND ARITHMETIC.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Development</dc:subject>
<dc:subject weight='MAJOR'>Elementary School Science</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject weight='MAJOR'>Inservice Teacher Education</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:creator scheme='personal author'>HURD, PAUL DEHART</dc:creator>
<dc:creator scheme='personal author'>ROWE, MARY BUDD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS RELATED TO RESISTANCE TO INNOVATION IN THE ELEMENTARY SCHOOL SCIENCE CURRICULUM WERE IDENTIFIED THROUGH THE EVALUATION OF AN INSERVICE EDUCATION PROGRAM. THE SAMPLE WAS COMPOSED OF 290 ELEMENTARY TEACHERS AND ADMINISTRATORS WITH VARIED MATHEMATICS AND SCIENCE BACKGROUNDS, TEACHING EXPERIENCE, AND TEACHING OR ADMINISTRATIVE ASSIGNMENTS. TWICE DURING THE YEAR, THE TEACHERS ATTENDED THREE, 3-HOUR LESSONS IN AN ELEMENTARY SCIENCE INSERVICE PROGRAM. INTEREST AND UTILITY SCALES WERE ADMINISTERED AFTER EACH LESSON AND QUESTIONNAIRES WERE ADMINISTERED AFTER EACH OF THE TWO MAJOR SESSIONS. ALL TEACHERS INDICATED INTEREST IN THE PROGRAM. TEACHERS WITH 16 TO 20 YEARS OF EXPERIENCE WERE NOT AS INTERESTED, NOR DID THEY FIND THE PROGRAM AS USEFUL, AS THE OTHER EXPERIENCE SUBGROUPS.  TEACHERS WITH UP TO 15 HOURS OF COLLEGE MATHEMATICS FOUND THE PROGRAM MORE USEFUL THAN TEACHERS WITH MORE HOURS OF MATHEMATICS. THERE WAS NO SIGNIFICANT RELATIONSHIP BETWEEN THE TEACHERS&apos; SCIENCE BACKGROUND, WHETHER THEY HAD TAKEN A SCIENCE METHODS COURSE, AND THEIR RATING OF THE PROGRAM FOR USEFULNESS AND INTEREST. THE TEACHERS INDICATED A BELIEF THAT CHILDREN LEARN BEST BY DOING, BUT EXPRESSED A CONCERN FOR RELATED DISCIPLINE PROBLEMS. ADMINISTRATORS WERE MORE CONCERNED WITH THE TEACHER&apos;S LACK OF KNOWLEDGE OF SCIENCE CONTENT THAN WITH DISCIPLINE PROBLEMS ARISING FROM STUDENT ACTIVITIES. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&quot; VOLUME 4, ISSUE 1, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010990</dc:identifier>
<dc:title>THE USE OF INSERVICE PROGRAMS TO DIAGNOSE SOURCES OF RESISTANCE TO INNOVATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>HURD, PAUL DEHART</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords>AMERICAN INSTITUTE OF BIOLOGICAL SCIENCES</eric:keywords>
<eric:keywords>BIOLOGICAL SCIENCES CURRICULUM STUDY</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Inst. of Biological Sciences, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHANGES IN AMERICAN SECONDARY SCHOOL BIOLOGICAL EDUCATION DURING THE PERIOD 1890-1960 ARE DESCRIBED. INFORMATION FROM THE REPORTS OF IMPORTANT COMMITTEES SUMMARIZES CHANGES IN BIOLOGICAL EDUCATION DURING EACH DECADE OF THE PERIOD COVERED BY THE STUDY. CHANGES IN COURSE CONTENT, TEACHING METHODOLOGY, AND RATIONALE ARE RELATED TO CORRESPONDING CHANGES IN SOCIAL STRUCTURE, EDUCATIONAL PHILOSOPHY, AND EXISTING KNOWLEDGE OF LEARNING THEORY. TOPICAL AREAS ANALYZED INCLUDE (1) COURSE OBJECTIVES, (2) CRITERIA FOR THE SELECTION OF COURSE CONTENT, (3) TEXTBOOKS, (4) THE LEARNING OF BIOLOGY, AND (5) INSTRUCTIONAL RESOURCES. UNRESOLVED PROBLEMS IN BIOLOGICAL EDUCATION AND PROBLEMS AND ISSUES IN TEACHING BIOLOGY ARE DISCUSSED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010991</dc:identifier>
<dc:title>BIOLOGICAL EDUCATION IN AMERICAN SECONDARY SCHOOLS 1890-1960.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>269</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>Achievement</dc:subject>
<dc:subject weight='MAJOR'>Disadvantaged Youth</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:creator scheme='personal author'>GIDDINGS, MORSLEY G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS ASSOCIATED WITH ACHIEVEMENT IN SCIENCE BY DISADVANTAGED JUNIOR HIGH SCHOOL STUDENTS ARE IDENTIFIED. STUDENTS WITH IQ SCORES OF 97 OR HIGHER WERE CLASSIFIED AS EITHER SUCCESSFUL OR UNSUCCESSFUL ON THE BASIS OF SCORES FROM A GENERAL SCIENCE TEST. DATA FROM STUDENT INFORMATION SHEETS, INTERVIEWS WITH PARENTS, AND STUDENT CUMULATIVE RECORDS WERE EXAMINED FOR SIGNIFICANT SOCIOECONOMIC BACKGROUND DIFFERENCES BETWEEN THE TWO GROUPS. UNSUCCESSFUL SCIENCE STUDENTS WERE USUALLY MEMBERS OF LARGE FAMILIES, BUT THE PARENTS OF THE STUDENTS IN THE TWO GROUPS DID NOT DIFFER SIGNIFICANTLY IN EDUCATIONAL BACKGROUND OR SOCIOECONOMIC LEVEL. PARENTS OF SUCCESSFUL STUDENTS PROVIDED THEIR CHILDREN WITH MORE READING MATERIALS AND LIVING SPACE CONDUCIVE TO STUDY THAN DID THOSE OF UNSUCCESSFUL  STUDENTS. SUCCESSFUL STUDENTS DEVOTED MORE TIME TO THEIR ASSIGNMENTS, HAD A MORE FAVORABLE ATTITUDE TOWARD SCIENCE, AND MADE BETTER SCORES ON OBJECTIVE TESTS IN OTHER ACADEMIC AREAS THAN UNSUCCESSFUL STUDENTS. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&quot; VOLUME 4, ISSUE 2, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010992</dc:identifier>
<dc:title>FACTORS RELATED TO ACHIEVEMENT IN JUNIOR HIGH SCHOOL SCIENCE IN DISADVANTAGED AREAS OF NEW YORK CITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:31</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>SCHMITT, J.A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York State Regents Examinations</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_test>New York State Regents Examinations</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HIGH SCHOOL CHEMISTRY UNIT TESTS AND A PRETEST DESIGNED TO PREDICT STUDENT SUCCESS ON A STATE CHEMISTRY EXAMINATION WERE CONSTRUCTED. HIGH SCHOOL SCIENCE TEACHERS AND UNIVERSITY SCIENCE EDUCATORS USED BLOOM&apos;S TAXONOMY OF EDUCATIONAL OBJECTIVES TO CLASSIFY TEST QUESTIONS ACCORDING TO THE DEGREE THAT THEY INVOLVED RECALL, COMPREHENSION, APPLICATION, OR HIGHER COMPETENCIES. RESULTS FROM TRIAL USE OF THE INSTRUMENTS WERE ANALYZED THROUGH ITEM ANALYSIS. REVISED FORMS OF THE TEST WERE USED AS REGULAR EXAMINATIONS FOR APPROXIMATELY 1,200 STUDENTS DURING 1 SCHOOL YEAR. CORRELATIONS BETWEEN UNIT TESTS, AND UNIT TESTS AND PRETESTS WERE DETERMINED. MULTIVARIATE ANALYSIS WAS USED TO IDENTIFY COMBINATIONS OF TESTS THAT WERE THE BEST PREDICTORS OF STUDENT SUCCESS ON THE STATE EXAMINATION.  CORRELATIONS WERE ALSO DETERMINED FOR STUDENTS&apos; TOTAL SCORES ON DIFFERENT CLASSES OF QUESTIONS ON ALL TESTS. INTERCORRELATIONS BETWEEN THE UNIT TESTS AND THE PRETESTS RANGED FROM .45 TO .78. THOSE FOR THE UNIT TESTS RANGED FROM .61 TO .78. MULTIPLE CORRELATION COEFFICIENTS FOR DIFFERENT COMBINATIONS OF PREDICTING INSTRUMENTS RANGED FROM .75 TO .84. INTERCORRELATIONS FOR THE FOUR CATEGORIES OF TEST QUESTIONS RANGED FROM .80 TO .87. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 2, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010993</dc:identifier>
<dc:title>COOPERATIVE DEVELOPMENT OF LOCALLY ORIENTED ACHIEVEMENT TESTS IN CHEMISTRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:creator scheme='personal author'>HURD, PAUL DEHART</dc:creator>
<dc:creator scheme='personal author'>ROWE, MARY BUDD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Biological Sciences Curriculum Study</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN SMALL GROUP COMPATIBILITY AND ACHIEVEMENT IN THE BIOLOGICAL SCIENCE CURRICULUM STUDY LABORATORY BLOCK PROGRAM WAS TESTED. STUDENTS IN 14 CLASSES FROM FOUR HIGH SCHOOLS WERE ASSIGNED TO FOUR-MEMBER LABORATORY GROUPS CLASSIFIED AS COMPATIBLE OR INCOMPATIBLE. GROUP CLASSIFICATION WAS VALIDATED BY OBSERVERS WHO WERE NOT AWARE OF THE INITIAL CLASSIFICATION. THE TWO CATEGORIES OF GROUPS WERE EQUATED FOR SCHOLASTIC ABILITY AND BIOLOGY ACHIEVEMENT. DATA INCLUDED EFFICIENCY RATINGS AND PARTICIPATION INDEXES DETERMINED BY OBSERVERS, AND FINAL TEST RESULTS. SPEARMAN RANK ORDER CORRELATIONS BETWEEN PREDICTED GROUP COMPATIBILITY SCORES, BIOLOGICAL SCIENCE CURRICULUM STUDY BLUE VERSION FINAL EXAMINATION SCORES, MEAN GROUP EFFICIENCY SCORES, AND GROUP PARTICIPATION  INDEX SCORES WERE DETERMINED. THE PERFORMANCE OF INCOMPATIBLE GROUPS IN COLLEGE-BOUND CLASSES TENDED TO BE HIGHER THAN THOSE IN COMPATIBLE GROUPS. PERFORMANCE OF NONCOLLEGE-BOUND STUDENTS TENDED TO INCREASE WITH PREDICTED COMPATIBILITY. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 2, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010994</dc:identifier>
<dc:title>A STUDY OF SMALL GROUP DYNAMICS AND PRODUCTIVITY IN THE BSCS LABORATORY BLOCK PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject weight='MAJOR'>Concept Formation</dc:subject>
<dc:subject weight='MAJOR'>Elementary School Science</dc:subject>
<dc:subject weight='MAJOR'>Instruction</dc:subject>
<dc:subject weight='MAJOR'>Physical Sciences</dc:subject>
<dc:subject weight='MAJOR'>Problem Solving</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:creator scheme='personal author'>BUTTS, DAVID P.</dc:creator>
<dc:creator scheme='personal author'>JONES, HOWARD L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF PLANNED GUIDANCE ON THE PROBLEM-SOLVING BEHAVIOR OF ELEMENTARY STUDENTS WAS INVESTIGATED. FACTORS RELATED TO CHANGES IN PROBLEM-SOLVING BEHAVIORS WERE IDENTIFIED. APPROXIMATELY 50 PERCENT OF THE SIXTH-GRADE STUDENTS INCLUDED IN THE STUDY WERE GIVEN INQUIRY TRAINING 30 TO 60 MINUTES DAILY FOR 3 WEEKS. AN INVENTORY OF SCIENCE PROCESSES WAS CONSTRUCTED FOR THE STUDY. QUESTIONS INCLUDED IN THE INSTRUMENT WERE STUDIED BY A PANEL OF SCIENCE EDUCATORS AND ANALYZED FOR VALIDITY AND RELIABILITY. STUDENTS WERE PRE-TESTED AND POST-TESTED FOR KNOWLEDGE OF SCIENCE AND ABILITY TO USE THE PROCESSES RELATED TO PROBLEM-SOLVING IN SCIENCE. OTHER DATA WERE OBTAINED FROM STUDENT RECORDS. THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN INQUIRY TRAINING AND CHANGES IN THE PROBLEM-SOLVING  BEHAVIORS OF STUDENTS, BUT NO SIGNIFICANT RELATIONSHIP BETWEEN INQUIRY TRAINING AND CONCEPT TRANSFER OR CHANGES IN RECALL OF FACTUAL KNOWLEDGE. OTHER ANALYSES INDICATED NO RELATIONSHIP BETWEEN MEASURED INTELLIGENCE, CHRONOLOGICAL AGE, SCIENCE FACTUAL KNOWLEDGE, OR SEX AND CHANGES IN PROBLEM-SOLVING BEHAVIORS THAT OCCUR IN CONJUNCTION WITH INQUIRY TRAINING. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&quot; VOLUME 4, ISSUE 1, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010995</dc:identifier>
<dc:title>INQUIRY TRAINING AND PROBLEM SOLVING IN ELEMENTARY SCHOOL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:35</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Mental Rigidity</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:creator scheme='personal author'>CUNNINGHAM, JOHN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Assn for Research in Science Teaching</eric:keywords>
<eric:keywords>Science Curriculum Improvement Study</eric:keywords>
<eric:keywords>Einstellung Effect</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH FINDINGS RELATED TO RIGIDITY IN CHILDREN&apos;S PROBLEM-SOLVING ACTIVITIES ARE REVIEWED. EINSTELLUNG RIGIDITY WHICH AFFECTS CHILDREN&apos;S PERFORMANCE IN PROBLEM SOLVING IS CAUSED BY THE MATERIALS AND THE SEQUENCE OF EVENTS INVOLVED IN PROBLEM SITUATIONS. FUNCTIONAL FIXATION OCCURS WHEN CHILDREN ARE UNABLE TO USE OBJECTS FOR PROCESSES IN THE SOLUTION OF NEW PROBLEMS DUE TO THEIR PREVIOUS USE IN UNRELATED PROBLEMS. SUSCEPTIBILITY TO RIGIDITY AND ABILITY TO OVERCOME IT HAVE BEEN RELATED TO PERSONALITY TYPES, SITUATIONAL FACTORS, EFFECT OF PREVIOUS EXPERIENCE ON PERCEPTIONS, PSYCHOLOGICAL STRESS, AGE, SEX, AND INTELLIGENCE. FLEXIBILITY IN PROBLEM SOLVING IS A TYPE OF LEARNED BEHAVIOR. STUDENTS EXPOSED TO A VARIETY OF PROBLEMS ARE ABLE TO MAKE A SMOOTHER TRANSITION TO NEW PROBLEMS  THAN THOSE THAT HAVE BEEN DRILLED ON MANY SIMILAR PROBLEMS. PERMISSIVE TEACHING SITUATIONS AND SOCRATIC QUESTIONING MAY ALSO CONTRIBUTE TO THE DEVELOPMENT OF FLEXIBILITY IN STUDENTS PROBLEM SOLVING BEHAVIORS. THIS ARTICLE IS PUBLISHED IN &amp;quot;SCHOOL SCIENCE AND MATHEMATICS,&amp;quot; VOLUME 66, NUMBER 4, WHOLE 582, APRIL 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010996</dc:identifier>
<dc:title>RIGIDITY IN CHILDREN&apos;S PROBLEM SOLVING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Courses</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL EDUCATION ASSOCIATION</eric:keywords>
<eric:keywords>NATIONAL SCIENCE TEACHERS ASSOCIATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED COURSES OF STUDY FOR SCIENCE IN GRADES 7 THROUGH 12 COMPOSE THE TWO DIVISIONS OF THE VOLUME. APPROXIMATELY 120 COURSES OF STUDY FOR JUNIOR AND SENIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960, AND ALL ARE AVAILABLE FROM STATE OR LOCAL SCHOOL UNITS IN THE UNITED STATES. EACH ENTRY INCLUDES THE TITLE, COST, SOURCE OF COPIES, AND THE GRADE LEVEL OR ACADEMIC SUBJECT FOR WHICH IT WAS PREPARED. INFORMATION INCLUDED WAS SOLICITED FROM MEMBERS OF THE NATIONAL SCIENCE SUPERVISORS ASSOCIATION, ALL STATE DEPARTMENTS OF EDUCATION, AND SCHOOL SYSTEMS. THE TEXTBOOK SEGMENT OF THIS PUBLICATION INCLUDES MATERIAL FOR GENERAL SCIENCE AND COMPUTER SCIENCE, EARTH SCIENCE, BIOLOGY, CHEMISTRY, PHYSICAL  SCIENCE, AND PHYSICS. IN ADDITION, THERE IS A LISTING OF PROGRAM MATERIALS, SCIENCE EXPERIMENTS, AND TEACHER REFERENCES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE PUBLICATION SALES SECTION, NEA, 1201 SIXTEENTH ST. N.W., WASHINGTON, D.C. 20036, FOR $1.00. THE STOCK NUMBER IS 471-14296. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010997</dc:identifier>
<dc:title>BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS FOR GRADES 7-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Age Grade Placement</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:creator scheme='personal author'>SANDS, THEODORE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois State University</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Univ., Normal.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF A FIELD TEST OF SCIENCE LEARNING MATERIALS FOR ABLE ELEMENTARY STUDENTS IS REPORTED. THE LEARNING MATERIALS FIELD TESTED AND EVALUATED WERE UNGRADED INDEPENDENT STUDY KITS. THEY WERE DESIGNED FOR MAXIMUM SUITABILITY REGARDLESS OF TEACHER OR SCHOOL CIRCUMSTANCES. THE LEARNING MATERIALS INVOLVED CONCEPT FORMATION IN THE TOPICS OF ATOMS, MOLECULES, AND MEASUREMENT. TWO HUNDRED FIFTY-NINE STUDENTS FROM 31 DIFFERENT ILLINOIS SCHOOLS USED THE MATERIALS. STUDENTS IN THE STUDY WERE SELECTED BY THEIR TEACHERS AND ADMINISTRATORS. METHODS OF USING THE MATERIALS WERE ESTABLISHED BY THE TEACHERS. PRE-TESTS AND POST-TESTS WERE ADMINISTERED TO THE STUDENTS. RESULTS ARE REPORTED FOR EACH TEST ITEM AND EACH GRADE LEVEL. THE AUTHORS CONCLUDED THE LEARNING MATERIALS TESTED CAN BE  USED EFFECTIVELY. GREATER SUCCESS IN USE IS PREDICTED FOR GRADES 2 AND 3 THAN FOR GRADES 1 AND 4. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED010998</dc:identifier>
<dc:title>CONCEPT DEVELOPMENT MATERIALS FOR GIFTED ELEMENTARY PUPILS--FINAL REPORT OF FIELD TESTING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Reports</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Space Sciences</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>EISS, ALBERT F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>COMMISSION ON THE EDUCATION OF TEACHERS OF SCIENCE</eric:keywords>
<eric:keywords>NATIONAL SCIENCE TEACHERS ASSOCIATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MAJOR ADDRESSES AND SUMMARIES OF GROUP ACTIVITIES FROM FOUR CONFERENCES ON TEACHING SCIENCE IN THE JUNIOR COLLEGE ARE PRESENTED. THE PRESENT STATUS OF JUNIOR COLLEGE SCIENCE IS EXAMINED AND SUGGESTIONS ARE MADE FOR IMPROVEMENT. NEW APPROACHES TO PHYSICAL SCIENCE AND BIOLOGICAL ASPECTS OF THE SPACE PROGRAM ARE CONSIDERED. WORKING GROUP REPORTS INCLUDE INFORMATION RELATED TO GENERAL EDUCATION SCIENCE, TECHNICAL EDUCATION, BIOLOGY AND PHYSICAL SCIENCE LABORATORY PROGRAMS, STUDENT BACKGROUND, AND TRANSFER STUDENTS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED010999</dc:identifier>
<dc:title>SCIENCE EDUCATION IN THE JUNIOR COLLEGE, PROBLEMS AND PRACTICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Conceptual Schemes</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Scientific Literacy</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF INSTRUCTIONAL MATERIALS FOR TEACHING CONCEPTUAL SCHEMES AND SCIENTIFIC SKILLS IS DISCUSSED. THE SECOND SECTION OF THE VOLUME IS A COMMITTEE REPORT CONTAINING A LIST OF SEVEN CONCEPTUAL SCHEMES OF SCIENCE AND A LIST OF FIVE MAJOR CONSTITUENTS OF THE SCIENTIFIC PROCESS. EACH LISTED ITEM IS DISCUSSED. PLANS AND SUGGESTIONS FOR A LOCAL ACTION PROGRAM TO FOSTER CURRICULUM DEVELOPMENT CONSTITUTE THE THIRD SECTION OF THE BOOKLET. THE ESSENTIAL  COMPONENTS FOR A LOCAL ACTION PROGRAM ARE LISTED. TWELVE GUIDELINES FOR DEVELOPING A COORDINATED K-12 PROGRAM ARE ALSO LISTED AND DISCUSSED. THE APPENDIX INCLUDES THE NATIONAL SCIENCE TEACHERS ASSOCIATION POSITION ON CURRICULUM DEVELOPMENT IN SCIENCE AND A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.50. THE STOCK NUMBER IS 471-14282. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011000</dc:identifier>
<dc:title>THEORY INTO ACTION...IN SCIENCE CURRICULUM DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Laboratories</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Biological Sciences Curriculum Study</eric:keywords>
<eric:keywords>Chemical Education Materials Study</eric:keywords>
<eric:keywords>CHEMICAL BOND APPROACH</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Physical Science Study Committee</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Academy of Sciences - National Research Council, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION OF THE GENERAL PHILOSOPHY AND PRINCIPLES OF SCIENCE EDUCATION WITH PARTICULAR REFERENCE TO LABORATORY WORK AND SUGGESTIONS FOR THE IMPROVEMENT OF SCIENCE TEACHING ARE PRESENTED. THE DISCUSSION OF GENERAL PRINCIPLES INCLUDES SUCH TOPICS AS (1) THE PURPOSE OF THE LABORATORY IN SCIENCE TEACHING, (2) THE NATURE OF THE CURRENT SCIENTIFIC ENDEAVOR, (3) LEARNING THEORY AND ITS IMPLICATIONS FOR LABORATORY STUDY, (4) STUDENT TRAITS, (5) THE PREPARATION OF TEACHERS, (6) THE PHYSICAL PLANT AND FACILITIES, AND (7) RECENT EXPERIMENTAL APPROACHES TO THE SECONDARY SCHOOL SCIENCE CURRICULUM. SUGGESTIONS RELATED TO THE TEACHING OF SCIENCE ARE OFFERED FOR THE SAME TOPICS. APPENDIXES IN THIS WORK INCLUDE COURSE TOPICS AND ANNOTATED FILM LISTS FOR PSSC PHYSICS, BSCS BIOLOGY, CBA  CHEMISTRY, AND CHEMS CHEMISTRY. A LIST OF GENERAL REFERENCES IS ALSO INCLUDED. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011001</dc:identifier>
<dc:title>GUIDELINES FOR DEVELOPMENT OF PROGRAMS IN SCIENCE INSTRUCTION, REPORT OF A STUDY MAKING SPECIFIC REFERENCE TO THE TEACHING FUNCTION OF THE LABORATORY IN SECONDARY SCHOOL SCIENCE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Projects</dc:subject>
<dc:subject>Student Research</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BRANDWEIN, PAUL F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Inst. of Biological Sciences, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS VOLUME CONTAINS A COLLECTION OF PAPERS CONCERNING GIFTED HIGH SCHOOL STUDENTS AND IDENTIFIES PROCEDURES TEACHERS CAN USE TO GUIDE SUCH STUDENTS IN BIOLOGICAL INVESTIGATIONS. THE FIRST FOUR CHAPTERS SUMMARIZE CURRENT INFORMATION ABOUT (1) TRAITS OF CREATIVE STUDENTS, (2) PROMISING PROCEDURES AND TECHNIQUES FOR WORKING WITH CAPABLE BIOLOGY STUDENTS, (3) THE NECESSARY SCHOOL ENVIRONMENT AND ASSISTANCE TO GIVE STUDENTS WHO ARE STARTING INVESTIGATIONS, AND (4) NEEDS OF LIBRARIES ADEQUATE FOR STUDENT RESEARCH. CHAPTER FIVE IS A BIBLIOGRAPHY CONCERNING GIFTED STUDENTS. THE APPENDIXES INCLUDE SPECIFIC INFORMATION ABOUT (1) A PROJECT ROOM EQUIPPED FOR BIOLOGY, (2) SAFETY PRACTICES, (3) ANIMAL CARE, (4) KINDS OF STUDENT PROJECTS, (5) TYPES OF STUDENT REPORTS, (6) EXAMPLES OF TEACHER  PROJECTS, (7) A SAMPLE BIOLOGY SEMINAR, (8) A COMMUNITY SEMINAR PROJECT, AND (9) A NATIONAL PROJECT TO STIMULATE INDIVIDUAL WORK IN BIOLOGY. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011002</dc:identifier>
<dc:title>TEACHING HIGH SCHOOL BIOLOGY--A GUIDE TO WORKING WITH POTENTIAL BIOLOGISTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>127</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Size</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Overseas Dependents Schools</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Overseas Education Association, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS A BASIS FOR IMPROVING THE EDUCATION OF THE 160,000 CHILDREN OF OVERSEAS AMERICAN MILITARY AND CIVILIAN PERSONNEL, 1,639 TEACHERS IN 285 OF THE 327 DEPARTMENT OF DEFENSE OVERSEAS DEPENDENTS SCHOOLS IN 28 COUNTRIES RESPONDED TO A 19-ITEM QUESTIONNAIRE COVERING TEACHING EXPERIENCE, EDUCATIONAL BACKGROUND, PERSONNEL PRACTICES, CLASSROOM MATERIALS, CLASS SIZE, AND TEACHING LOAD. DISTRIBUTIONS OF AMOUNT OF OVERSEAS TEACHING EXPERIENCE (AVERAGE OF 3.3 YEARS) AND OF FORMAL EDUCATION AMONG ELEMENTARY TEACHERS SHOW INCREASES IN PROPORTIONS OF ADVANCED DEGREE HOLDERS WITH INCREASES IN TEACHING EXPERIENCE. ONE THIRD OF THE SECONDARY SCHOOL TEACHERS HELD ADVANCED DEGREES. SIXTEEN PERCENT OF THE ELEMENTARY TEACHERS AND 21 PERCENT OF THE SECONDARY TEACHERS WERE TEACHING PARTLY OR WHOLLY OUT  OF THEIR FIELD OF TRAINING. ONE OF EVERY SIX OVERSEAS TEACHERS (MOSTLY WIVES OF MILITARY PERSONNEL) WAS HIRED LOCALLY, MOST BUT NOT ALL OF WHOM MET STATESIDE REQUIREMENTS FOR TEACHING. FOR THESE PERSONS, THE SECURITY AND TENURE PROVISIONS APPLICABLE TO &amp;quot;REGULAR&amp;quot; TEACHERS HAVE NOT BEEN IN EFFECT BUT ARE STRONGLY RECOMMENDED. &amp;quot;DRASTIC&amp;quot; SHORTAGES OF BOOKS, SUPPLIES, AND TEACHERS (PARTICULARLY SECONDARY SCHOOL TEACHERS OF SPECIALIZED SUBJECTS) WERE REPORTED AND, ALSO, CLASS SIZE IN EXCESS OF STATESIDE MEDIANS. PROVISIONS FOR SABBATICALS AND LEAVES OF ABSENCE, BUDGETING BASED ON STATESIDE PRACTICES, AND A SINGLE MANAGER FOR OVERSEAS SCHOOLS AND SCHOOL AREAS WERE RECOMMENDED. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011004</dc:identifier>
<dc:title>OVERSEAS EDUCATION ASSOCIATION QUESTIONNAIRE. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Ohio (Cleveland)</eric:keywords>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cleveland Public Schools, OH.</dc:creator>
<dc:creator scheme='institution'>John Carroll Univ., Cleveland, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ATTRACT OUTSTANDING ARTS AND SCIENCE GRADUATES INTO TEACHING CAREERS, AND TO GIVE THEM THE SPECIAL TRAINING NEEDED FOR WORK WITH DISADVANTAGED YOUTH, JOHN CARROLL UNIVERSITY IN COOPERATION WITH THE PUBLIC SCHOOLS OFFERS A TWO-SUMMER PLUS TWO-SEMESTER PROGRAM LEADING TO A MASTER&apos;S DEGREE, A SECONDARY TEACHING CERTIFICATE WITH 1/2-YEAR TEACHING EXPERIENCE AND FURTHER STRENGTHENING IN A MAJOR FIELD. BACHELOR DEGREE HOLDERS WHO HAVE NOT COMPLETED TEACHER CERTIFICATION REQUIREMENTS ARE ELIGIBLE. THE FIRST SUMMER CONSISTS OF TWO 5-WEEK SESSIONS--(1) WORKSHOP IN EDUCATING THE CULTURALLY DISADVANTAGED IN AN URBAN ENVIRONMENT (6 CREDITS), AND (2) GENERAL PSYCHOLOGY OR ELECTIVE, AND SPECIAL METHODS (OF TEACHING SPECIAL SUBJECTS) TO DISADVANTAGED ADOLESCENTS (6 CREDITS). THE SECOND  SUMMER IS DEVOTED TO FULL-TIME GRADUATE STUDY (12 CREDITS). IN BETWEEN ARE AN INTERNSHIP SEMESTER (FULL TIME), SUPERVISED TEACHING INTERNSHIP AND INTERNSHIP SEMINAR (9 CREDITS), AND AN ACADEMIC SEMESTER OF FULL-TIME STUDY (12-15 CREDITS). INTERNS WILL BE PAID $2,500 PLUS SCHOLARSHIP AID OF $500 TO $2,500, THE LATTER CONTINGENT ON ACCEPTING A POSITION IN THE CLEVELAND SCHOOLS AFTER COMPLETION OF THE PROGRAM. TUITION AND FEES WILL AVERAGE $1,600 FOR THE ENTIRE PROGRAM. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011005</dc:identifier>
<dc:title>MASTER OF ARTS IN TEACHING, EMPHASIS ON THE TEACHING OF DISADVANTAGED ADOLESCENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:creator scheme='personal author'>HURD, BLAIR E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ESTIMATES OF TEACHER SUPPLY AND DEMAND IN CALIFORNIA ELEMENTARY AND SECONDARY SCHOOLS LEAD TO THE EXPECTATION OF AN AVERAGE ANNUAL DEFICIT OF 6,510 TEACHERS DURING THE 1965-75 PERIOD. THE DEFICIT (31 PERCENT OF THE DEMAND) WILL HAVE TO BE MET BY OUT-OF-STATE RECRUITING AND BY HIRING THOSE WHO DO NOT QUALIFY FOR REGULAR CREDENTIALS. MAJOR REDUCTIONS IN PROVISIONALLY CERTIFICATED PERSONS AND IN PUPIL-TEACHER RATIOS ARE UNLIKELY IN THE NEAR FUTURE. AT THE JUNIOR COLLEGE LEVEL, THE SUPPLY OF TEACHERS DURING THE 1965-75 PERIOD IS DIFFICULT TO PREDICT, ALTHOUGH DEMAND IS ESTIMATED AT 1,750 PERSONS ANNUALLY. ALSO DISCUSSED ARE THE EFFECTS ON TEACHER SUPPLY AND DEMAND OF CHANGES IN CERTIFICATION REQUIREMENTS, FEDERAL SUPPORT, LEGISLATIVE ACTION, COMPETITION FOR PERSONNEL FROM HIGHER  EDUCATION AND BUSINESS, LEVEL OF FINANCIAL SUPPORT, LONG-RANGE RECRUITMENT PROGRAMS, NEW INSTRUCTIONAL MEDIA, AND ATTITUDES OF COLLEGE STAFFS TOWARD TEACHER EDUCATION. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011006</dc:identifier>
<dc:title>CALIFORNIA&apos;S NEED FOR TEACHERS, 1965-75.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Inservice Teacher Education</dc:subject>
<dc:subject weight='MAJOR'>Teacher Certification</dc:subject>
<dc:subject weight='MAJOR'>Teacher Supervision</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Jersey State Dept. of Education, Trenton.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ENABLE TEACHERS WITH EMERGENCY OR PROVISIONAL CERTIFICATES TO MEET CERTIFICATION REQUIREMENTS, SUPERVISED TEACHING AND A RELATED SEMINAR USE ON ON-THE-JOB EXPERIENCES OF THE PARTICIPANT TO DEVELOP PROFESSIONAL COMPETENCIES. A LOCAL SUPERVISOR AND COLLEGE REPRESENTATIVE WORK CLOSELY WITH THE TEACHER WHO IS VISITED AT LEAST BIWEEKLY OVER A 1-YEAR PERIOD. PARALLEL TO SUPERVISED TEACHING, A RELATED SEMINAR CONDUCTED BY THE COLLEGE REPRESENTATIVE IS HELD FOR 30 CLOCK HOURS FOR EACH OF THE TWO COLLEGE SEMESTERS. THE ENTIRE PROGRAM CARRIES 8 SEMESTER HOURS OF COLLEGE CREDIT. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011007</dc:identifier>
<dc:title>IN-SERVICE SUPERVISED TEACHING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:24:54</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>LIU, B. ALFRED</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INQUIRY INTO THE SCHOLASTIC LEVEL OF TEACHER EDUCATION VERSUS OTHER STUDENTS EXAMINED THE RECORDS OF 2,660 FALL 1965 MATRICULANTS TO GRADUATE STUDY IN TEACHER EDUCATION AND IN ARTS AND SCIENCES IN THE FOUR SENIOR COLLEGES OF THE UNIVERSITY (BROOKLYN, CITY, HUNTER, AND QUEENS). ALTHOUGH THERE WAS SOME VARIATION AMONG THE FOUR COLLEGES, TAKEN TOGETHER, IT WAS FOUND THAT (1) AT LEAST THREE-FOURTHS OF THE MATRICULANTS MET THE MINIMUM ADMISSION REQUIREMENT OF A &amp;quot;B-&amp;quot; AVERAGE, (2) NEARLY TWO-THIRDS MAINTAINED A &amp;quot;B&amp;quot; AVERAGE IN GRADUATE COURSES IN THE MAJOR, (3) THERE WERE NO SUBSTANTIAL DIFFERENCES IN SCHOLASTIC LEVEL BETWEEN TEACHER EDUCATION AND ARTS AND SCIENCE STUDENTS OR BETWEEN THOSE WHOSE GRADUATE AND UNDERGRADUATE WORK WAS NOT DONE IN THE SAME COLLEGE OR BETWEEN CITY  UNIVERSITY UNDERGRADUATES VERSUS THOSE FROM OTHER COLLEGES, (4) THERE WERE ONLY SMALL DIFFERENCES AMONG VARIOUS MAJORS WITHIN TEACHER EDUCATION, WHEREAS SCHOLASTIC AVERAGES RANGED SOMEWHAT MORE WIDELY FOR SPECIALIZATIONS WITHIN ARTS AND SCIENCES, AND (5) THE VARIOUS FINDINGS WERE HEAVILY INFLUENCED BY THE MORE THAN TWO-FIFTHS OF THE MATRICULANTS WHO WERE ADMITTED ON PROBATION WHO, FOR EXAMPLE, TENDED TO HAVE LOWER GRADE POINT AVERAGES. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011008</dc:identifier>
<dc:title>SCHOLASTIC LEVEL OF NEW GRADUATE MATRICULANTS IN TEACHER EDUCATION AND IN ARTS AND SCIENCES, FALL SEMESTER 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BRELL, HELEN</dc:creator>
<dc:creator scheme='personal author'>JUSTMAN, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, Brooklyn, NY. Brooklyn Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TEACHER EDUCATION PROGRAM AT BROOKLYN COLLEGE IS AIMED AT (1) PREPARATION OF TEACHERS, (2) SERVICE TO SCHOOLS AND COMMUNITY AGENCIES, AND (3) INSCHOOL RESEARCH. DETAILS ARE GIVEN ON PROGRAMS OF PRE- AND IN-SERVICE TEACHER EDUCATION THROUGH SIXTH-YEAR ADVANCED CERTIFICATE PROGRAMS, INCLUDING PROGRAMS IN SPECIAL EDUCATION, COUNSELING, AND AN EXPERIMENTAL PROGRAM FOR PREPARING COLLEGE GRADUATES FOR ELEMENTARY SCHOOL TEACHING IN ECONOMICALLY DISADVANTAGED URBAN AREAS. SUMMER INSTITUTES AND WORKSHOPS ARE ALSO OFFERED. FIVE (PUBLIC ELEMENTARY AND JUNIOR HIGH) &amp;quot;CAMPUS&amp;quot; SCHOOLS COLLABORATE INTENSIVELY WITH THE COLLEGE. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011010</dc:identifier>
<dc:title>TEACHER EDUCATION AT BROOKLYN COLLEGE, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>78</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Administration</dc:subject>
<dc:subject>Degrees (Academic)</dc:subject>
<dc:subject>Education Majors</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:creator scheme='personal author'>MCKENZIE, WILLIAM R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Carbondale)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Illinois Univ., Carbondale.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GRADUATE SCHOOLS OF EDUCATION OF 10 (MOSTLY MIDWESTERN STATE) UNIVERSITIES WERE EXAMINED TO DETERMINE HOW THEY RELATE TO THE GRADUATE OFFICE, THE TYPES OF DEGREES GRANTED, AND THE QUALITY OF THEIR PROGRAMS. EACH OF THE 10 GRADUATE DEANS, AS WELL AS OTHER INVOLVED PERSONS, WERE INTERVIEWED, AND PRINTED MATERIAL, INCLUDING THE GRADUATE BULLETINS, WERE READ. FINDINGS AND RECOMMENDATIONS WERE--(1) NONE OF THE GRADUATE OFFICES DEVOTED AN AMOUNT OF TIME TO THE SCHOOL OF EDUCATION COMMENSURATE WITH THE NUMBER OF ITS STUDENTS AND SHOULD BEGIN TO DO SO, (2) MOST GRADUATE STUDENTS IN EDUCATION WERE NOT MAKING USE OF THE FULL RESOURCES OF THE UNIVERSITY FOR THEIR PROGRAMS AND SHOULD BE ENCOURAGED TO DO SO, (3) THE VARIETY AND NUMBER OF GRADUATE DEGREES AWARDED WERE TOO CONFUSING, SERVE  LITTLE PURPOSE, AND SHOULD BE AMENDED TO ONE CONSISTENT PATTERN, AND (4) GRADUATE DEGREES IN EDUCATION DO NOT HAVE THE STATUS OF DEGREES IN OTHER FIELDS AND THE PH.D. SHOULD BE THE ONLY TERMINAL DEGREE IN EDUCATION. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011011</dc:identifier>
<dc:title>ELEMENTS OF GRADUATE ORGANIZATION IN TEN UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>MYERS, KENT E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Cedar City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>College of Southern Utah, Cedar City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INFORMAL TRIAL AND EVALUATION OF TEAM TEACHING WAS CARRIED OUT IN EACH OF THREE COLLEGE COURSES FOR TEACHERS. THE POSITIVE CONSEQUENCES OF TEAM TEACHING WERE JUDGED TO BE--(1) MORE EFFECIIVE COVERAGE OF MORE MATERIAL, (2) MORE EFFICIENT USE OF THE TEACHER&apos;S TIME, (3) GREATER MOTIVATION AND STUDENT INTEREST, (4) GREATER OPPORTUNITY FOR STUDENT EXPLORATION WITH THE TEACHER OF INDIVIDUAL PROBLEMS AND ASSIGNMENTS, AND (5) UPGRADED TEACHING RESULTING FROM INTERTEAM CRITIQUES OF MEMBERS&apos; TEACHING. THE MAJOR DANGER SIGNS WERE--(1) OCCASIONAL POOR RAPPORT AMONG TEAM MEMBERS, (2) A TENDENCY TO &amp;quot;LET GEORGE DO IT,&amp;quot; (3) OCCASIONAL DISAGREEMENT ON EXAMINATION CONTENT, (4) PROBLEMS WITH FACULTY LOAD. OF THESE, FACULTY LOAD WAS THE MAJOR PROBLEM, WHICH, IF SOLVED, COULD PERMIT TEAM TEACHING  TO BE USED TO GREATER ADVANTAGE. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011012</dc:identifier>
<dc:title>TEAM TEACHING AT THE COLLEGE OF SOUTHERN UTAH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Instruction</dc:subject>
<dc:subject>Electromechanical Aids</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:creator scheme='personal author'>BISBEY, GERALD D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Cedar Falls)</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Coll. of Iowa, Cedar Falls. Bureau of Research and Examination Services.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE IF MECHANICAL AIDS CAN BE OF SIGNIFICANT HELP IN THE TEACHING OF COLLEGE MATHEMATICS, A TELEWRITER (FACSIMILE TELEGRAPH FOR REPRODUCING GRAPHIC MATERIAL) WAS USED TO TEACH EIGHT SESSIONS OF A 16-SESSION EXTENSION COURSE (EXPERIMENTAL GROUP) IN FOUNDATIONS IN ARITHMETIC. TWO CONTROL GROUPS, ONE ON- AND ONE OFF-CAMPUS, WERE TAUGHT WITHOUT THE TELEWRITER. IN THE EXPERIMENTAL GROUP A COORDINATOR WHO WAS A QUALIFIED TEACHER WAS ALWAYS PRESENT IN THE ROOM TO MONITOR THE EQUIPMENT. EXPERIMENTAL AND CONTROL GROUPS DID NOT DIFFER IN PRETEST SCORES OF MENTAL MATURITY. ON MIDTERM AND FINAL CRITERION TESTS, THE EXPERIMENTAL GROUP WAS SIGNIFICANTLY SUPERIOR TO THE OFF-CAMPUS CONTROL GROUP BUT NOT TO THE ON-CAMPUS CONTROL GROUP. HOWEVER, 88 PERCENT OF THE EXPERIMENTAL GROUP  STUDENTS PREFERRED A LIVE TEACHER TO THE TELEWRITER. MANY FELT THE SUCCESS OF THE TELEWRITER WAS AT LEAST PARTIALLY DUE TO THE PRESENCE OF THE COORDINATOR, WHO OFTEN AIDED IN TEACHING THE SUBJECT. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011013</dc:identifier>
<dc:title>TELEWRITER STUDY, SPRING SEMESTER, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Teachers</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>LAURIANA, SISTER M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Madonna Coll., Livonia, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE THE EFFECTIVENESS OF ITS TEACHER EDUCATION PROGRAM, MADONNA COLLEGE COLLECTED INFORMATION ON THE FIRST YEAR OF TEACHING OF 86 OF ITS 101 STUDENTS WHO WERE RECOMMENDED FOR CERTIFICATION DURING THE PAST 6 YEARS. THE PRINCIPALS EMPLOYING THESE GRADUATES COMPLETED AN EIGHT-ITEM OPEN-ENDED QUESTIONNAIRE ON HIGH AND LOW POINTS OF PERFORMANCE AND PREPARATION, AND RATED THE TEACHER (VIA CHECKLIST) AS A PERSON, A PROFESSIONAL WORKER, AND A MEMBER OF THE COMMUNITY. THE RATINGS SHOWED MOST OF THE TEACHERS TO BE GROWING NORMALLY OR BETTER IN PROFESSIONAL COMPETENCE. TWENTY-EIGHT PERCENT OF THE ADMINISTRATORS MADE RECOMMENDATIONS FOR PERFORMANCE IMPROVEMENT (24 PERCENT FOR STRONGER DISCIPLINE), AND 15 PERCENT FOR PREPARATION IMPROVEMENT. NINETY-ONE PERCENT INDICATED THAT IT WAS  NOT NECESSARY FOR THE COLLEGE SUPERVISOR TO VISIT THE TEACHER. ALL BUT ONE OF THE TEACHERS WERE INVITED TO RETURN TO THE SCHOOL SYSTEM. AT LEAST 90 PERCENT OF THE TEACHERS WERE RATED FAVORABLE OR BETTER ON RELATIONSHIPS WITH PUPILS, PARENTS, FACULTY, AND COMMUNITY. IN OVERALL EVALUATION, FIVE-SIXTHS OF THE TEACHERS WERE RATED ABOVE &amp;quot;AVERAGE&amp;quot; (59 PERCENT &amp;quot;GOOD&amp;quot; AND 23 PERCENT &amp;quot;SUPERIOR&amp;quot;). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011014</dc:identifier>
<dc:title>CASE STUDY, THE EVALUATION OF FIRST-YEAR TEACHER GRADUATES OF MADONNA COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:type></dc:type>
<eric:keywords>RICHMOND</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Virginia State Dept. of Education, Richmond.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IDENTIFY THE AMOUNTS OF TIME WHICH TEACHERS GIVE TO THEIR INSTRUCTIONAL AND NONINSTRUCTIONAL DUTIES, A QUESTIONNAIRE WAS SENT TO A RANDOM SAMPLE OF 3,594 CLASSROOM TEACHERS, OF WHOM 1,725 RETURNED USABLE REPLIES. MOST SPENT ABOUT 8 TO 9 HOURS A DAY (INCLUDING 2 TO 3 HOURS OUTSIDE OF THE SCHOOL DAY) ON TEACHING, PREPARATION FOR TEACHING, AND EVALUATING PUPILS. CLERICAL DUTIES NOT RELATED TO INSTRUCTION REQUIRED ABOUT 1 HOUR DURING THE SCHOOL DAY. NONINSTRUCTIONAL DUTIES RECURRING DAILY, MONTHLY, PERIODICALLY, AND AT THE END OF THE SCHOOL YEAR INCLUDE COLLECTING AND ACCOUNTING FOR MONEY (25 HOURS A YEAR), REQUESTING AND ORDERING TEACHING MATERIAL (12 HOURS), AND TAKING INVENTORY (5 HOURS). RECOMMENDATIONS WERE--(1) PROVISION FOR AND UTILIZATION OF CLERICAL ASSISTANTS AND TEACHER  AIDES, (2) ESTABLISHMENT OF CENTRALIZED PUPIL ACCOUNTING SYSTEMS, (3) PERIODIC REASSESSMENT OF POLICIES GOVERNING USE OF TEACHER TIME FOR NONINSTRUCTIONAL DUTIES. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011015</dc:identifier>
<dc:title>AN ANALYSIS OF THE USE OF TEACHER TIME IN VIRGINIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject weight='MAJOR'>Delinquency</dc:subject>
<dc:subject weight='MAJOR'>Disadvantaged Youth</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject weight='MAJOR'>Employment</dc:subject>
<dc:subject>Employment Problems</dc:subject>
<dc:subject weight='MAJOR'>Guidance Centers</dc:subject>
<dc:creator scheme='personal author'>JONES, ROY J.</dc:creator>
<dc:creator scheme='personal author'>TERRELL, DAVID L</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A YOUTH EMPLOYMENT COUNSELING CENTER WAS ESTABLISHED TO PROVIDE A TENTATIVE WORKING MODEL FOR THE SETTING UP OF NEW YOUTH EMPLOYMENT PROGRAMS. MANY OF THE SOCIALLY DISADVANTAGED YOUTHS (AGES 16 TO 18) SERVED BY THE CENTER HAD POLICE RECORDS. THE CENTER&apos;S COUNSELING STAFF WAS RECRUITED FROM MANY DISCIPLINES AND DEALT ONLY WITH THE PROBLEMS RELATED TO THE YOUTHS&apos; EMPLOYMENT PROBLEMS AND WITH THEIR DEVELOPING A REALISTIC AND MEANINGFUL OUTLOOK ABOUT THEIR FUTURE. COUNSELING AND EMPLOYMENT PLACEMENT PROBLEMS AROSE FROM THE YOUTHS&apos; INADEQUATE MEANS OF EXPRESSION, LACK OF KNOW-HOW IN TAKING WRITTEN TESTS, ACADEMIC HANDICAPS, AND SELF-DEFEATING ATTITUDES. THE YOUTHS&apos; POLICE RECORDS AND LABOR LAWS PROHIBITING YOUTH EMPLOYMENT FURTHER CONTRIBUTED TO THE PROBLEMS OF FINDING JOBS FOR THEM.  (BD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011016</dc:identifier>
<dc:title>PROBLEMS ASSOCIATED WITH DEVELOPING A REALISTIC EMPLOYMENT COUNSELING PROGRAM FOR DISADVANTAGED URBAN YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:25:08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Preparation</dc:subject>
<dc:subject weight='MAJOR'>Disadvantaged Youth</dc:subject>
<dc:subject weight='MAJOR'>Educational Improvement</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Scholarships</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>DEY, CHARLES F.</dc:creator>
<dc:creator scheme='personal author'>JACKSON, DAVIS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Dartmouth Coll., Hanover, NH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER PROGRAM OFFERED INTENSIVE ACADEMIC PREPARATION TO DISADVANTAGED BOYS WHO HAD RECEIVED SCHOLARSHIPS TO INDEPENDENT SCHOOLS. THE PROGRAM&apos;S STRESS ON ENGLISH, READING, AND MATHEMATICS WAS MAINTAINED BY CLOSE PERSONAL CONTACT BETWEEN STAFF AND STUDENTS, SMALL CLASS SECTIONS, AND INDIVIDUAL TUTORING. THE TUTORS LIVED WITH THE STUDENTS THROUGHOUT THE PROGRAM AND WERE THUS ABLE TO SPOT POTENTIAL DIFFICULTIES AND TO ACT TO RESOLVE THEM. THROUGH THEIR INSIGHT INTO THE STUDENTS&apos; PERSONALITIES THEY WERE ABLE TO BROADEN AND INTENSIFY THE OVERALL IMPACT OF THE PROGRAM. WEEKEND EXCURSIONS, CULTURAL ACTIVITIES, AND ATHLETICS ALSO WERE MADE A PART OF THE PROGRAM. SEVENTY-FOUR OF THE 82 PARTICIPATING STUDENTS WERE RECOMMENDED TO THE PREPARATORY SCHOOLS. A 5-YEAR FOLLOWUP STUDY OF THE  ACADEMIC CAREERS OF THE PARTICIPATING STUDENTS IS PLANNED. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011017</dc:identifier>
<dc:title>A BETTER CHANCE, AND EDUCATIONAL PROGRAM SPONSORED BY DARTMOUTH COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>101</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:25:09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEAUG1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>GEWIRTZ, MARVIN H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 7-WEEK SUMMER INSTITUTE COURSE FOR ELEMENTARY SCHOOL TEACHERS, SUPERVISORS, AND ADMINISTRATORS WHO WORK WITH DISADVANTAGED CHILDREN WAS EVALUATED BY QUESTIONNAIRE. THE PURPOSE OF THE EVALUATION WAS TO (1) MEASURE THE IMMEDIATE IMPACT OF THE COURSE ON THE PARTICIPANTS, (2) OBTAIN A SELF-ESTIMATE OF THE PARTICIPANTS&apos; ATTITUDES, (3) EXPLORE STAFF-PARTICIPANT RELATIONS, AND (4) MAKE RECOMMENDATIONS FOR CHANGE. THE RESULTS SHOWED NO MEASURABLE CHANGE IN THE PARTICIPANTS&apos; OPTIMISM OR SENSITIVITY ABOUT THE EDUCABILITY OF THE DISADVANTAGED CHILD OR IN A READINESS TO USE NONTRADITIONAL TEACHING APPROACHES. HOWEVER, BY THE END OF THE COURSE THE PARTICIPANTS FELT BETTER PREPARED TO TEACH THESE STUDENTS. THE EVALUATORS CONCURRED IN THIS JUDGEMENT AND SURMISED THAT THE PARTICIPANTS&apos;  CONFIDENCE HAD INCREASED DURING THE COURSE. THE DIFFERENT OBJECTIVES OF THE INSTITUTE STAFF AND THE PARTICIPANTS WAS A SOURCE OF DIFFICULTY IN THAT THE STAFF THOUGHT THAT KNOWLEDGE OF SOCIOLOGICAL AND CONCEPTUAL THEORY SHOULD HAVE BEEN THE PRIMARY OBJECTIVE OF THE COURSE, WHILE THE PARTICIPANTS WERE MORE CONCERNED WITH THE PRACTICAL KNOWLEDGE RELEVANT TO THE SITUATION. IT WAS FELT THAT THIS SUMMER INSTITUTE PROGRAM CAN BE A PROMISING WAY TO REACH THE DISADVANTAGED BY OFFERING THEIR TEACHERS PROPER ORIENTATION ABOUT THE SPECIAL PROBLEMS OF THESE CHILDREN. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011018</dc:identifier>
<dc:title>TEACHING THE DISADVANTAGED--SUMMER INSTITUTE FOR PROFESSIONAL TRAINING OF TEACHERS, SUPERVISORS AND ADMINISTRATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Personnel</dc:subject>
<dc:subject>Clinics</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Guidance Centers</dc:subject>
<dc:subject>Guidance Personnel</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Mental Health Clinics</dc:subject>
<dc:subject>Parochial Schools</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Religious Factors</dc:subject>
<dc:subject>School Health Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>SEBALD, DOROTHY D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION WAS MADE OF A PROGRAM WHICH PROVIDED PROFESSIONAL CLINICAL AND GUIDANCE SERVICES TO DISADVANTAGED NONPUBLIC SCHOOL PUPILS TO DEVELOP THEIR EDUCATIONAL MOTIVATION, PERSONAL ADJUSTMENT, DEVELOPMENT OF SELF-WORTH, AND &amp;quot;WHOLESOME MENTAL HEALTH.&amp;quot; CLINICAL CENTERS WERE OPENED TO PROVIDE A RANGE OF PROFESSIONAL SERVICES, AND A TEACHER-TRAINING PROGRAM WAS DEVELOPED WHICH STRESSED CLASSROOM MENTAL HEALTH PRACTICES AND SOUND MENTAL HYGIENE TECHNIQUES. THE EVALUATION WAS BASED ON OBSERVATIONS, INTERVIEWS, SURVEYS, AND OTHER DATA. PRAISING THE ORGANIZATION AND ACHIEVEMENTS OF THE PROJECT, AND URGING ITS CONTINUATION AND EXTENSION, THE REPORT OFFERED SOME RECOMMENDATIONS--(1) BETTER COMMUNICATION BETWEEN CENTERS AND NONPUBLIC SCHOOL PERSONNEL IS NEEDED, (2) THE CENTER STAFF  SHOULD BE ACQUAINTED WITH THE CULTURAL AND RELIGIOUS BACKGROUND OF THE GROUPS THEY SERVE, (3) THE NATURE OF THE CLINICAL AND GUIDANCE SERVICES NEEDS CLARIFICATION, RECRUITMENT OF STAFF MUST BE INTENSIFIED, AND EFFORTS SHOULD BE MADE TO FIND MULTILINGUAL STAFF, (4) OTHER SUGGESTIONS DEAL WITH SITES, FACILITIES, SCHEDULES, AND ADMINISTRATIVE DETAILS. APPENDIXES INCLUDE THE ORIGINAL PROJECT PROPOSAL, LISTS OF SCHOOLS AND STAFFS, EVALUATION INSTRUMENTS, TABLES, AND THE EVALUATION PROCEDURE. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011019</dc:identifier>
<dc:title>OUT-OF-SCHOOL CLINICAL AND GUIDANCE CENTERS FOR DISADVANTAGED PUPILS IN NON-PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Middle Schools</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>SCHWARTZ, E. TERRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROFESSIONAL OBSERVER TEAMS ASSESSED THE EXTENT OF INTEGRATION, ACHIEVEMENT, PUPIL-STAFF AND PEER RELATIONSHIPS, AND STUDENT SELF-IMAGE PERCEPTION IN SEVEN MIDDLE SCHOOLS. AS PART OF THE PLAN TO ESTABLISH MIDDLE SCHOOLS (INSTITUTED IN A SYSTEMWIDE 4-4-4 GRADE DISTRIBUTION) TO PROMOTE INTEGRATION AND QUALITY EDUCATION, SPECIFIC JUNIOR HIGH SCHOOLS HAD BEEN SELECTED TO RECEIVE THE NEW SIXTH GRADE. THE OBSERVERS FOUND THAT FIVE OF THESE SEVEN SCHOOLS WERE HIGHLY SEGREGATED AND NONE FULLY INTEGRATED. HOWEVER, SCHOOLMATES FREELY CROSSED RACIAL AND ETHNIC LINES FOR A VARIETY OF NONACADEMIC ACTIVITIES. RECOGNIZING THAT THE TESTING INSTRUMENTS WERE UNRELIABLE, THE OBSERVERS STILL FELT THAT NO SIGNIFICANT ACADEMIC IMPROVEMENTS CAME ABOUT UNDER THE NEW SCHEME, AND THE STAFF GENERALLY  THOUGHT THAT THE STRUCTURE AND CURRICULUM IMPEDED ACHIEVEMENT. TEACHERS WERE NOT WELL PREPARED FOR THE TRANSITION AND MANY REACTED NEGATIVELY TO THE CHANGE. RECOMMENDED ARE--(1) BETTER CHOICES OF FUTURE MIDDLE SCHOOLS TO INSURE FULL INTEGRATION, (2) INTERRACIAL INSERVICE PROGRAMS FOR PRINCIPALS AND STAFFS TO FOSTER UNDERSTANDING, (3) THE DEVELOPMENT OF SUITABLE CURRICULUM, ADMINISTRATIVE PROCEDURES, PARENT-SCHOOL COOPERATION, AND A SINGLE STANDARDIZED EVALUATIVE MEASURE OF PUPIL PROGRESS. APPENDED ARE DATA EVALUATION MATERIAL, TABLES, AND THE FORMS USED IN THE STUDY. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011020</dc:identifier>
<dc:title>AN EVALUATION OF THE TRANSITIONAL MIDDLE SCHOOL IN NEW YORK CITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Guidance Personnel</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Orientation</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Attitudes</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>SCHWARTZ, SYDNEY</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION WAS MADE OF THE SUCCESS OF A PROGRAM FOR DISADVANTAGED PRESCHOOL CHILDREN ESTABLISHED TO ENHANCE THEIR SELF-CONCEPT, INCREASE THEIR LEARNING ABILITY, AND FOSTER IN THEM A POSITIVE ATTITUDE TOWARD SCHOOL. THE PROGRAM FOCUSED ON THE INTERRELATIONSHIPS OF THE CHILDREN AND TEACHERS AND ON THE CURRICULUM IN THE 38 PARTICIPATING SCHOOLS. DATA WERE GATHERED ON A SELECTED REPRESENTATIVE SAMPLE BY OBSERVATION AND INTERVIEWERS&apos; PERSONAL REPORTS. SOME OF THE FINDINGS WERE--(1) THE PROGRAM SUCCEEDED BEST IN CREATING POSITIVE FEELINGS ABOUT SCHOOL BUT WAS LEAST EFFECTIVE IN DEVELOPING THE CHILDREN&apos;S ABILITY TO THINK AND REASON, (2) DESPITE THE PROBLEMS INHERENT IN THE SWIFT ORGANIZATION OF A HUGE, COMPLEX PROGRAM, THE NEED WAS STILL GREAT FOR REFINEMENT IN RECRUITMENT AND  TRAINING OF PERSONNEL, COOPERATION IN ADMINISTRATIVE PLANNING, COMMUNICATION BETWEEN REGULAR AND SUMMER STAFFS, MORE GUIDANCE STAFF, AND BETTER USE OF AUXILIARY PROFESSIONALS, AND (3) MORE STAFF ORIENTATION AND GUIDANCE WAS NEEDED. INCLUDED IN THE REPORT WERE VARIOUS QUESTIONNAIRES, DATA SHEETS, AND INTERVIEW GUIDES FOR BOTH THE CHILD CENTERS AND HEADSTART PROGRAMS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011021</dc:identifier>
<dc:title>PRESCHOOL CHILD DEVELOPMENT CENTERS IN DISADVANTAGED AREAS OF NEW YORK CITY--SUMMER 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>TANNENBAUM, ABRAHAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO PROJECTS INITIATED BY THE NEW YORK CITY BOARD OF EDUCATION TO IMPROVE A CAREER GUIDANCE PROGRAM FOR EIGHTH- AND NINTH-GRADE STUDENTS WERE EVALUATED. NEW CURRICULUMS FOR THE CLASSES WERE CREATED AND FOUR TEACHER TRAINING SESSIONS ON THEIR USE WERE GIVEN. THE EVALUATORS ASSESSED THE ACHIEVEMENT OF THE BOARD&apos;S GOALS THROUGH QUESTIONNAIRES, INTERVIEWS, AND OBSERVATION, BUT WERE GREATLY HANDICAPPED BY THE UNAVAILABILITY OF THE CURRICULUM GUIDES, BY THE LESS THAN 40 PERCENT RESPONSE TO THE QUESTIONNAIRES, AND BY GREAT TIME PRESSURES. RECOMMENDATIONS WERE MADE THAT (1) THE INSERVICE TEACHING PROGRAM BE GIVEN AT THE BEGINNING OF THE SCHOOL YEAR USING THE ACTUAL PROPOSED MATERIAL, (2) TEACHERS BE PREPARED IN VARIOUS SPECIALIZED SUBJECTS AND TRAINED BY THOSE INVOLVED IN PREPARING THE  NEW CURRICULUMS, AND (3) MORE TIME BE GIVEN TO THE INSERVICE TRAINING. THE MATERIALS WHICH THE EVALUATORS EVENTUALLY SAW WERE NEITHER NEW NOR CONSISTENT WITH A CLEAR GOAL FOR CAREER GUIDANCE CLASS PUPILS NOR VALUABLE TO THE TEACHERS. IT WAS QUESTIONED WHETHER EITHER PHASE OF THE PROGRAM MERITED FEDERAL FUNDING. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011022</dc:identifier>
<dc:title>CURRICULUM DEVELOPMENT AND TEACHER TRAINING FOR DISADVANTAGED PUPILS IN SPECIAL CLASSES (CAREER GUIDANCE) IN REGULAR JUNIOR HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>TANNENBAUM, ABRAHAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROJECT TO IMPROVE THE TEACHING OF MALADJUSTED CHILDREN (GRADES 2 TO 12) IN SPECIAL EDUCATION PROGRAMS THROUGH THE USE OF ADDITIONAL STAFF AND SUPPORTIVE SERVICE WAS EVALUATED. DATA WERE GATHERED PRIMARILY BY OBSERVATIONS, INTERVIEWS, AND QUESTIONNAIRES. GENERAL RECOMMENDATIONS WERE MADE--(1) IT WOULD BE PREFERABLE TO HAVE FEWER BUT BETTER PROGRAMS, (2) CURRICULUM AND SPECIAL EDUCATION EXPERTS SHOULD DEVELOP AN APPROPRIATE PROGRAM FOR THESE CHILDREN, AND INNOVATIONS SHOULD BE BASED ON A STUDY OF THE LITERATURE ON SPECIAL EDUCATION, (THE BOARD OF EDUCATION IS NOW PREPARING SUCH A GUIDE), AND (3) WAYS SHOULD BE FOUND TO RECRUIT MORE TEACHERS. INCENTIVES MIGHT INCLUDE TUITION-FREE COURSES AND INCREMENTS IN CONJUNCTION WITH SPECIAL LICENSING. THE UNIQUE FEATURES OF THE PROGRAM WERE  DESCRIBED, AND THE PRINCIPAL AND TEACHERS&apos; QUESTIONNAIRES, STUDENTS&apos; SCHOOL ATTITUDE SCALE, AS WELL AS OTHER RELEVANT DATA WERE APPENDED. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011023</dc:identifier>
<dc:title>IMPROVING INSTRUCTION IN SCHOOLS FOR SOCIALLY MALADJUSTED CHILDREN AND EDUCATIONAL SERVICES FOR SOCIALLY MALADJUSTED PUPILS IN SELECTED SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Attitudes</dc:subject>
<dc:subject>Speech Improvement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CARTON, AARON S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE QUALITY, FEASIBILITY, AND APPROPRIATENESS OF A NONPUBLIC DAY SCHOOL SPEECH IMPROVEMENT PROGRAM WERE ASSESSED. EVALUATIONS OF THE RESULTS OF THE PROGRAM WERE BASED ON PUPIL PROGRESS REPORTS, OBSERVED SPEECH IMPROVEMENT, AND RESPONSES TO STAFF QUESTIONNAIRES. SOME DIFFICULTY WAS ENCOUNTERED IN MEASURING THE IMPACT OF THE PROGRAM ON PUPIL SPEECH IMPROVEMENT BECAUSE OF THE INADEQUATE IMPLEMENTATION OF THE PROGRAM AND ITS SHORT DURATION. IT WAS FOUND THAT THE PROGRAM SUFFERED FROM PROBLEMS IN PERSONNEL RECRUITMENT, DIFFERING INTERPRETATIONS OF OBJECTIVES, LARGE CLASSES, AND A LACK OF INTEGRATION INTO THE REGULAR SCHOOL PROGRAM. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011024</dc:identifier>
<dc:title>BASIC SPEECH IMPROVEMENT PROGRAM FOR DISADVANTAGED PUPILS IN NON-PUBLIC SCHOOLS--REGULAR DAY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>STEINHOFF, CARL R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EIGHTY-SEVEN SUMMER MUSIC AND ART PROGRAMS FOR PUBLIC AND NONPUBLIC SCHOOL DISADVANTAGED FIRST TO SIXTH GRADERS WERE EVALUATED. THE PARTICIPANTS WERE SELECTED BECAUSE OF THEIR INTEREST AND THEIR ABILITY TO READ AT GRADE LEVEL. THE AIMS OF THE PROGRAMS WERE TO PROVIDE AN EXPERIENCE IN THE ARTS, IDENTIFY AND ENCOURAGE THE TALENTED, AND BROADEN THE PARTICIPANTS&apos; CULTURAL BACKGROUND. THE EVALUATION WAS BASED ON QUESTIONNAIRES TO TEACHERS AND PRINCIPALS, OBSERVATION OF CLASSES, AND INTERVIEWS WITH STAFF, CHILDREN, AND PARENTS. IT WAS FOUND THAT (1) THE QUALITY AND SUCCESS OF THE PROGRAMS DEPENDED ON THE QUALITY OF THE TEACHER, AND (2) THE PROGRAMS WERE OVERLY AMBITIOUS IN THE LIGHT OF THE BUREAUCRATIC PROBLEMS OF IMPLEMENTATION AND DID NOT REACH THOSE FOR WHOM IT WAS ESTABLISHED. IT  IS RECOMMENDED THAT (1) STAFF SELECTION BE BASED ON EXPERIENCE AND QUALIFICATION TO TEACH A SPECIFIC SKILL, (2) SELECTION OF STUDENTS BE IMPROVED TO INCLUDE POOR READERS, WHO ALSO NEED A COMPREHENSIVE EDUCATIONAL EXPERIENCE, (3) APPROPRIATE PHYSICAL FACILITIES AND SUPPLIES BE MADE AVAILABLE ON TIME, (4) CULTURAL TRIPS BE INCLUDED, AND (5) ADMINISTRATION BE MORE CONCERNED WITH IMAGINATIVE USE OF TIME AND STAFF. HOWEVER, IT IS FELT THAT THE PROGRAMS WERE VALUABLE AND SHOULD BE CONTINUED, WITH ADDITIONAL FUNDS TO DEVELOP AND IMPROVE THEM. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011025</dc:identifier>
<dc:title>SUMMER PROGRAM IN MUSIC AND ART FOR DISADVANTAGED PUPILS IN PUBLIC AND NON-PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>After School Centers</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>RIGRODSKY, SEYMOUR</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROCEDURES USED IN SPEECH THERAPY PROGRAMS WHICH PROVIDED WEEKLY SMALL-GROUP REMEDIAL TREATMENT TO DISADVANTAGED NONPUBLIC SCHOOL STUDENTS WERE CRITICALLY EVALUATED. RECOMMENDATIONS WERE MADE FOR (1) A WELL-SUPERVISED, CENTRALLY CONTROLLED PROGRAM OF IDENTIFICATION AND SCREENING OF APPLICANTS, (2) DIAGNOSTIC, REFERRAL, AND THERAPY PRACTICES, (3) SELECTION OF STAFF AND FACILITIES, AND (4) EXPERIMENTAL AND EVALUATIVE TECHNIQUES. THE PROJECT WAS NOT IN PROGRESS LONG ENOUGH TO ASSESS PUPIL PROGRESS. THE QUESTIONNAIRE USED FOR THIS EVALUATION WAS APPENDED. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011026</dc:identifier>
<dc:title>SPEECH THERAPY SERVICES FOR DISADVANTAGED PUPILS IN NON-PUBLIC SCHOOLS--REGULAR DAY SCHOOLS AND INTERIM AFTER-SCHOOL CENTERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Community Cooperation</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>GEWIRTZ, MAX</dc:creator>
<dc:creator scheme='personal author'>WEINBERG, GEORGE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PLANNING PHASE OF A COOPERATIVE PROJECT OF THE QUEENS COLLEGE EDUCATION DEPARTMENT AND A DISADVANTAGED QUEENS PUBLIC SCHOOL WAS EVALUATED. THE GOALS OF THE PROJECT WERE TO PROVIDE (1) UNDERGRADUATE AND PRETENURE TEACHER TRAINING FOR POTENTIAL LEADERSHIP ROLES IN DISADVANTAGED SCHOOLS, (2) A PROTOTYPAL EDUCATIONAL FACILITY, AND (3) AN UPGRADED EDUCATION FOR STUDENTS. THE PROJECT PLANNED TO PROVIDE MORE PROFESSIONAL STAFF IN THE SCHOOL AS WELL AS SUCH SERVICES AND ACTIVITIES AS A PRESCHOOL MEAL, SNACKS, ENRICHMENT MATERIALS, SUMMER RECREATION, AND AFTER-SCHOOL STUDY CENTERS. SOME RECOMMENDATIONS ARE MADE--(1) BECAUSE OF THE POTENTIAL DIFFICULTIES IN A DUAL SCHOOL-COLLEGE DIRECTORSHIP, THE RESPONSIBILITIES OF ADMINISTRATING THE PROGRAM MUST BE CLEARLY DEFINED, (2) A COMMUNITY  ADVISORY BOARD, WITH A PAID COORDINATOR, SHOULD BE CREATED AS A LIAISON BETWEEN THE NEIGHBORHOOD AND THE SCHOOL, (3) THE BOARD OF EDUCATION MUST GUARANTEE THAT SUPPLIES FOR THE PROJECT ARE DELIVERED ON TIME. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011027</dc:identifier>
<dc:title>S.U.T.E.C., A PROJECT TO DEMONSTRATE THE EFFECTIVENESS OF A SCHOOL UNIVERSITY TEACHER EDUCATION CENTER IN PREPARING TEACHERS OF DISADVANTAGED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Volunteers</dc:subject>
<dc:creator scheme='personal author'>ELKIN, ANNA</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Federation Employment and Guidance Service, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR EMPHASIS IN THIS LIST OF REFERENCES IS ON THE ECONOMIC, TRAINING, AND VOCATIONAL PROBLEMS OF THE DISADVANTAGED. SPECIFICALLY, THE AREAS COVERED ARE (1) CURRENT MANPOWER TRENDS, (2) TOOLS FOR WORKING WITH THE ECONOMICALLY DISADVANTAGED (COMMUNITY PROGRAMS, EDUCATION, GOVERNMENTAL MEANS, GUIDANCE SERVICES, AND RESEARCH PROJECTS), (3) TRAINING GUIDES, (4) VOCATIONAL REHABILITATION, AND (5) THE WORK OF THE VOLUNTEER IN THE COMMUNITY. PERSONS OR INSTITUTIONS TO WRITE TO FOR FURTHER INFORMATION ARE INCLUDED IN THE REFERENCES. THE REFERENCES ARE AVAILABLE FREE OR AT A MINIMAL COST. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011028</dc:identifier>
<dc:title>A GUIDE TO CURRENT RESOURCES FOR ANTIPOVERTY PROGRAMS, A SELECTED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Community Relations</dc:subject>
<dc:subject>Cooking Instruction</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Eating Habits</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Extended School Day</dc:subject>
<dc:subject>Group Activities</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>BASSECHES, MAURICE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HISTORY OF AND THE INSTRUCTIONAL TECHNIQUES USED IN THIS PROGRAM FOR IMPROVING THE EDUCATION OF LOW SOCIOECONOMIC STATUS CHILDREN ARE DESCRIBED AND ANECDOTALLY ILLUSTRATED. FIFTEEN SCHOOLS NOW PARTICIPATE IN THE PROGRAM, WHICH ORIGINATED IN 1942 AS A DEMONSTRATION PROJECT IN TWO ELEMENTARY SCHOOLS. SPECIFICALLY DESCRIBED ARE (1) THE ROLE OF THE COLLABORATING TEACHER, (2) CURRICULUM AND ACTIVITIES DURING THE SCHOOL DAY AND IN THE AFTER-SCHOOL PROGRAM, AND (3) THE INVOLVEMENT OF THE SCHOOLS IN THE COMMUNITY. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011029</dc:identifier>
<dc:title>EXTENDED SCHOOL SERVICES THROUGH THE ALL-DAY NEIGHBORHOOD SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>STEVENS, GLENN Z.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION WAS DESIGNED TO HELP STATE AND LOCAL VOCATIONAL EDUCATION LEADERS DEVELOP PROGRAMS TO PREPARE YOUTHS AND ADULTS FOR EMPLOYMENT ENTRY OR ADVANCEMENT IN THE OFF-FARM AGRICULTURAL OCCUPATIONS. EIGHT INSTRUCTIONAL AREAS ARE IDENTIFIED AND DEFINED, AND EXAMPLES OF JOB TITLES ARE GIVEN FOR EACH--AGRICULTURAL PRODUCTION, AGRICULTURAL MECHANICS, AGRICULTURAL SUPPLIES, AGRICULTURAL PRODUCTS, AGRICULTURAL RESOURCES, FORESTRY, ORNAMENTAL HORTICULTURE, AND OTHER AGRICULTURE. TO HELP PRACTITIONERS USE THE &amp;quot;DICTIONARY OF OCCUPATION TITLES&amp;quot; AND &amp;quot;STANDARD INDUSTRIAL CLASSIFICATION MANUAL,&amp;quot; SELECTED JOB TITLES AND INSTRUCTIONAL AREAS ARE LISTED WITH THEIR COUNTERPART FROM THESE REFERENCES. A SELECTED BIBLIOGRAPHY ON OCCUPATIONAL GUIDANCE IN AGRICULTURE CONTAINS ITEMS PUBLISHED  BETWEEN 1962 AND 1965. STANDARDIZED TESTS WHICH BEST APPLY TO THESE OCCUPATIONS ARE LISTED. THE APPENDIX LISTS JOB TITLES IN THE AREA OF AGRICULTURAL PRODUCTION AND GIVES A SAMPLE COUNSELOR-STUDENT DIALOG USING THE RESOURCES DISCUSSED IN THIS REPORT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR RESEARCH AND LEADERSHIP DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION, THE OHIO STATE UNIVERSITY, 980 KINNEAR ROAD, COLUMBUS, OHIO 43212. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011030</dc:identifier>
<dc:title>OCCUPATIONAL GUIDANCE FOR OFF-FARM AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Graduates</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Sex (Characteristics)</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>WILSON, RICHARD C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>HARTFORD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut State Dept. of Education, Hartford.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 48 CONNECTICUT SCHOOLS AND INSTITUTES SUPPLYING INFORMATION FOR THIS STUDY REPORTED 2,736 VOCATIONAL GRADUATES IN 1965. OF THESE, 85 PERCENT WERE EMPLOYED IN OCCUPATIONS FOR WHICH THEY WERE TRAINED. ALTHOUGH THERE WERE 311 MORE GRADUATES THAN IN 1964. THERE WAS A 3.2 PERCENT DECREASE IN GRADUATES CONTINUING THEIR EDUCATION. UNEMPLOYMENT DECREASED FORM 1.6 PERCENT IN 1964 TO 1.2 PERCENT IN 1965. THE 1,732 WHO WERE EMPLOYED IN THEIR FIELD WOULD EARN A GROSS INCOME OF $7,061,918. TABLES OF DATA ARE SHOWN FOR MALE AND FEMALE GRADUATES BY SCHOOLS, PROGRAMS, OCCUPATIONS, AND TOWNS. FOR EACH CLASSIFICATION, DATA SHOW THE NUMBER OF COURSES OFFERED, GRADUATES IN 1965, THOSE WHO CONTINUED TRAINING IN FULL-TIME SCHOOL, THOSE WHO ENTERED THE ARMED SERVICES, THOSE AVAILABLE FOR  EMPLOYMENT, THE MEAN HOURLY WAGE EARNED, THE NUMBER EMPLOYED IN OCCUPATIONS NOT RELATED TO TRADE, THE UNEMPLOYED, AND THOSE NOT ACCOUNTED FOR. A TABLE AND GRAPHS SHOW TOTAL GRADUATES, NUMBERS EMPLOYED AND NUMBERS CONTINUING FULL-TIME EDUCATION SINCE 1956. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011031</dc:identifier>
<dc:title>FOLLOW-UP OF 1965 GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>Transparencies</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>HAMLIN, HERBERT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE MATERIALS TYPED ON A &amp;quot;KINDERGARTEN&amp;quot; TYPEWRITER WERE PREPARED FOR STATE VOCATIONAL LEADERS, TEACHERS, ADMINISTRATORS, AND COORDINATORS TO USE IN PROMOTING EDUCATIONAL PROGRAMS FOR OFF-FARM AGRICULTURAL OCCUPATIONS. THE LARGE TYPE STYLE AND FORMAT ALLOWS THE USER TO MAKE PRESENTATIONS BY USING AN OPAQUE PROJECTOR, OVERHEAD PROJECTOR, OR MULTIPLE COPIES. TRANSPARENCIES AND SPIRIT DUPLICATOR MASTERS MAY BE MADE DIRECTLY FROM THE PAGES OF THE DOCUMENT. PRESENTATIONS INCLUDE DEFINITIONS, THE SCOPE AND COMPLEXITY OF THE PROGRAM, DIFFERENCES, NEEDS, FAVORING FACTORS, SHARED RESPONSIBILITY, STATE ACTION, AREA SCHOOL ROLE, DIVISION OF RESPONSIBILITY, RECRUITMENT AIDS, PLACEMENT, STATE LEVEL RESPONSIBILITY, COORDINATION, POLICY DEVELOPMENT, ADMINISTRATIVE DECISIONS, AND HAZARDS. THE  MATERIALS WERE ORIGINALLY PRESENTED BY DR. H.M. HAMLIN AT THE NATIONAL CONFERENCE ON OFF-FARM AGRICULTURAL OCCUPATIONS SPONSORED BY THE CENTER IN MAY 1965. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011032</dc:identifier>
<dc:title>ORGANIZING TO PROVIDE AGRICULTURAL EDUCATION FOR OFF-FARM OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Orientation Materials</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HAMLIN, HERBERT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUCCESS OF PROGRAMS FOR PREPARING STUDENTS FOR ENTRY INTO OFF-FARM AGRICULTURE DEPENDS UPON FUNDAMENTAL POLICY AND ADMINISTRATIVE DECISIONS. THE MAJOR OBJECTIVE OF THIS DOCUMENT IS TO HELP GOVERNING BOARDS AND ADMINISTRATORS THINK THROUGH THE ELEMENTS OF ESTABLISHING SOUND PROGRAMS. IT EXPLAINS THAT (1) OFF-FARM OCCUPATIONAL PROGRAMS ARE ONLY PARTIALLY EXPLORED, (2) NEW PROGRAMS MUST BE PART OF A TOTAL PROGRAM, (3) THE CLIENTELE IS LARGE, (4) POLICIES SHOULD BE DEVELOPED FIRST, (5) EVERY PRECAUTION SHOULD BE TAKEN, (6) BOARD SUPPORT IS INDISPENSABLE, (7) SEVERAL ADMINISTRATIVE LEVELS ARE INVOLVED, AND (8) CONSULTING COMMITTEES ARE VALUABLE. INCLUDED ARE DISCUSSIONS ON POLICY DECISIONS, ADMINISTRATIVE DECISIONS, ADAPTING PROGRAMS TO HIGH SCHOOLS, USING CONSULTING COMMITTEES,  AND PUBLICITY AND PROMOTION. A LIST OF REFERENCES IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR RESEARCH AND LEADERSHIP DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION, THE OHIO STATE UNIVERSITY, 980 KINNEAR ROAD, COLUMBUS, OHIO 43212. 980 KINNEAR ROAD, COLUMBUS, OHIO 43212. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011033</dc:identifier>
<dc:title>POLICY AND ADMINISTRATIVE DECISIONS NEEDED WHEN INTRODUCING VOCATIONAL AND TECHNICAL EDUCATION IN AGRICULTURE FOR OFF-FARM OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Orientation Materials</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>HAMLIN, HERBERT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR OBJECTIVE OF THIS PUBLICATION IS TO ORIENT BOARD MEMBERS, ADMINISTRATORS, TEACHERS, COUNSELORS, AND LAYMEN TO THE EMERGING CONCEPT OF PROGRAMS FOR OFF-FARM AGRICULTURAL OCCUPATIONS AS PART OF A COMPREHENSIVE PROGRAM OF VOCATIONAL EDUCATION IN AGRICULTURE, IT EXPLAINS THAT A PROGRAM IS DEVELOPING, THE NEED IS ESTABLISHED, CLUSTERING OF OCCUPATIONS MAKES TRAINING FEASIBLE, STATE PLANNING AND OPERATION OF PILOT PROGRAMS ARE IMPERATIVE, THE PRINCIPAL BURDEN WILL FALL UPON AREA SCHOOLS, AND EFFORTS MUST BE COORDINATED. TOPICS COVERED ARE THE NEED FOR A PROGRAM OF EDUCATION IN OFF-FARM OCCUPATIONS, ANTICIPATED BENEFITS, DISTRIBUTION OF RESPONSIBILITY, THE SIGNIFICANCE OF AREA SCHOOLS, COOPERATION WITH EMPLOYERS AND ORGANIZED LABOR, INVOLVEMENT OF OTHER EDUCATORS, STAFFING,  FUNDING, FACILITIES, STUDENT SELECTION AND PLACEMENT, PART-TIME STUDENTS, BASIC EDUCATIONAL DEFICIENCIES, PROGRAM PLANNING, RELATED WORK EXPERIENCE, EVALUATION, ADVISORY COMMITTEES, AND POLICY DEVELOPMENT. FIVE EXAMPLES OF DEVELOPING PROGRAMS ARE CITED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR RESEARCH AND LEADERSHIP DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION, THE OHIO STATE UNIVERSITY, 980 KINNEAR ROAD, COLUMBUS, OHIO 43212. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011034</dc:identifier>
<dc:title>VOCATIONAL AND TECHNICAL EDUCATION IN AGRICULTURE FOR OFF-FARM OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Coordinators</dc:subject>
<dc:subject>Employers</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Legal Problems</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, HAROLD</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR OBJECTIVE OF THIS PUBLICATION IS THE ORIENTATION OF VOCATIONAL AGRICULTURE TEACHERS TO THE CONCEPTS OF PLANNING AND CONDUCTING A COOPERATIVE OCCUPATIONAL EXPERIENCE PROGRAM FOR OFF-FARM AGRICULTURE. CONTENTS INCLUDE--(1) INTRODUCTION, (2) DEVELOPING LOCAL POLICIES CONCERNING OCCUPATIONAL EXPERIENCE, (3) UTILIZING A CONSULTING COMMITTEE, (4) CONDUCTING A COMMUNITY SURVEY, (5) PROMOTING COOPERATIVE OCCUPATIONAL EXPERIENCES, (6) SELECTING TRAINING STATIONS, (7) SELECTION OF STUDENTS, (8) LEGAL REQUIREMENTS FOR STUDENT WORKERS, (9) PLACEMENT OF STUDENTS IN TRAINING STATIONS, (10) COOPERATING WITH OTHER GROUPS OR ORGANIZATIONS, (11) DEVELOPING TRAINING PLANS, (12) DEVELOPING TRAINING AGREEMENTS, (13) COORDINATION, (14) EVALUATION OF STUDENT PROGRESS, (15) INSTRUCTOR AND  STUDENT PROGRESS, (16) FOLLOWUP OF STUDENTS UPON GRADUATION, AND (17) EVALUATION OF COOPERATIVE OCCUPATIONAL EXPERIENCE. THE APPENDIX INCLUDES A SAMPLE POLICY STATEMENT, AN OCCUPATIONAL SURVEY FORM, A COOPERATOR INTERVIEW FORM, A STUDENT APPLICATION FORM, A SELF INTEREST TEST, STANDARDS AND PROVISIONS FOR STUDENT-LEARNER CERTIFICATES, A TRAINING AGREEMENT, A STUDENT EVALUATION FORM, AND AN EMPLOYER&apos;S RATING OF STUDENT FORM. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR RESEARCH AND LEADERSHIP DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION, THE OHIO STATE UNIVERSITY, 980 KINNEAR ROAD, COLUMBUS OHIO 43212. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011035</dc:identifier>
<dc:title>PLANNING AND CONDUCTING COOPERATIVE OCCUPATIONAL EXPERIENCE IN OFF-FARM AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>148</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>State Departments of Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR PURPOSE OF THE SEMINAR WAS TO PROVIDE AN OPPORTUNITY FOR STATE LEADERS TO COOPERATIVELY FORMULATE PLANS FOR INITIATING AND IMPROVING STATE RESEARCH AND DEVELOPMENT PROGRAMS. ATTENDING WERE 68 STATE AND NATIONAL LEADERS IN AGRICULTURAL EDUCATION, VOCATIONAL EDUCATION AND SUPPORTING DISCIPLINES FROM 31 STATES. THEY CONSIDERED THE STATE LEADERSHIP ROLE IN (1) RESEARCH AND DEVELOPMENT PROGRAM PLANNING, (2) OUTSIDE RESOURCE UTILIZATION, (3) PILOT PROGRAM PLANNING, CONDUCT, AND EVALUATION, (4) NEW PROGRAM ADOPTION, (5) FUND SOURCE IDENTIFICATION, AND (6) REGIONAL RESEARCH PROGRAM REVIEW AND PLANS. PRESENTATIONS INCLUDED--&amp;quot;THE NEED FOR STATE PROGRAMS OF RESEARCH AND DEVELOPMENT,&amp;quot;&amp;quot;DEVELOPING COMPREHENSIVE STATE PROGRAMS OF RESEARCH AND DEVELOPMENT,&amp;quot;&amp;quot;UTILIZING OUTSIDE  RESOURCES IN RESEARCH AND DEVELOPMENT,&amp;quot;&amp;quot;OPPORTUNITIES AND RESPONSIBILITIES FOR RESEARCH AND DEVELOPMENT,&amp;quot;&amp;quot;DEVELOPING PROPOSALS FOR FUNDING RESEARCH AND DEVELOPMENT PROJECTS,&amp;quot;&amp;quot;ARE WE ASKING THE RIGHT QUESTION,&amp;quot;&amp;quot;PROMISING RESEARCH DIRECTIONS IN OFF-FARM AGRICULTURAL OCCUPATIONS,&amp;quot;&amp;quot;PRIORITY AREAS FOR PROGRAM DEVELOPMENT IN AGRICULTURAL EDUCATION,&amp;quot;&amp;quot;STATE LEADERSHIP RESPONSIBILITIES IN PLANNING AND CONDUCTING PILOT PROGRAMS,&amp;quot; AND &amp;quot;EVALUATION OF PILOT PROGRAMS.&amp;quot; (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011036</dc:identifier>
<dc:title>PROGRAM DEVELOPMENT AND RESEARCH, REPORT OF A NATIONAL SEMINAR ON AGRICULTURAL EDUCATION (OHIO STATE UNIVERSITY, AUGUST 9-13, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>191</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HENSEL, JAMES W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROVIDING 72 LEADERS FROM 36 STATES AN OPPORTUNITY TO POOL RESOURCES AND PLAN FOR EVALUATION, THE SEMINAR WAS DIRECTED TOWARD CONSIDERATION OF STATE STAFF LEADERSHIP ROLES IN EVALUATING PILOT PROGRAMS, APPRAISING TEACHING MODELS, PLANNING CONTINUING EVALUATION, DEVELOPING EVALUATION TECHNIQUES IN CONJUNCTION WITH PROGRAM PLANNING, AND FORMULATING DISSEMINATION PROCEDURES. INDIVIDUAL PRESENTATIONS INCLUDED--(1) &amp;quot;PURPOSES OF THE SEMINAR,&amp;quot; (2) &amp;quot;OBJECTIVES AND EVALUATION IN VOCATIONAL AGRICULTURE,&amp;quot; (3) &amp;quot;THE CENTER PROJECT IN OFF-FARM AGRICULTURAL OCCUPATIONS,&amp;quot; (4) &amp;quot;FEDERAL RESPONSIBILITIES IN EVALUATION OF VOCATIONAL AND TECHNICAL EDUCATION,&amp;quot; (5) &amp;quot;THE ROLE OF THE CENTER IN NATIONAL EVALUATION,&amp;quot; (6) &amp;quot;GUIDELINES FOR THE DEVELOPMENT OF INSTRUMENTS FOR EVALUATION IN VOCATIONAL  AGRICULTURE,&amp;quot; (7) &amp;quot;A PROGRESS REPORT ON INTERSTATE COOPERATION,&amp;quot; (8) &amp;quot;EVALUATION THROUGH RESEARCH,&amp;quot; (9) &amp;quot;NATIONAL EVALUATION IN VOCATIONAL AGRICULTURE,&amp;quot; (10) &amp;quot;ALTERNATIVES IN PROGRAM PLANNING,&amp;quot; AND (11) &amp;quot;EVALUATION AND PROGRAM PLANNING.&amp;quot; (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011037</dc:identifier>
<dc:title>EVALUATION AND PROGRAM PLANNING IN AGRICULTURAL EDUCATION, REPORT OF A NATIONAL SEMINAR (OHIO STATE UNIVERSITY, JULY 27-30, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>128</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Skills</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Occupational Clusters</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MASLEY, PHILIP T.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut State Dept. of Education, Hartford.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS CONDUCTED TO ASCERTAIN OFF-FARM AGRICULTURAL EMPLOYMENT OPPORTUNITIES AND IDENTIFY DISTRIBUTION OF THOSE OCCUPATIONS OR JOB CLUSTERS WITH IMPLICATIONS FOR VOCATIONAL AGRICULTURE CURRICULUM DEVELOPMENT. OF 1,170 FIRMS IDENTIFIED IN A 25 PERCENT SAMPLE OF TOWNS IN CONNECTICUT, 685 WERE CONTACTED AND 480 USABLE RESPONSES WERE OBTAINED BY INTERVIEWERS USING TWO INTERVIEW SCHEDULES. TWO HUNDRED AND NINETY JOB TITLES WERE IDENTIFIED, PRIMARILY IN THE SEMISKILLED AND SALES LEVEL OF EMPLOYMENT. FOOD HANDLING AND PROCESSING, ORNAMENTAL HORTICULTURE, AND LIVESTOCK INDUSTRY WERE THE OCCUPATIONAL FAMILIES HAVING THE MOST EMPLOYEES. IT WAS PREDICTED THAT OVER 17,000 EMPLOYEES IN THE STATE WOULD NEED AGRICULTURAL COMPETENCIES IN 1970. PROJECTIONS OF NEED FOR EMPLOYEES IN 1970  EXCEEDED 10 TIMES THE ANNUAL NUMBER OF VOCATIONAL AGRICULTURE GRADUATES IN 1965. EMPLOYERS PREFERRED HIRING HIGH SCHOOL GRADUATES BETWEEN 17 AND 24 YEARS OLD WITH SOME OCCUPATIONAL EXPERIENCE AND PROFICIENCY IN AGRICULTURE. BECAUSE 51 PERCENT OF THE FIRMS AND 59 PERCENT OF THE EMPLOYEES WERE LOCATED IN CITIES WITH POPULATIONS OVER 25,000, FOCUS ON PROGRAMS NEAR THESE CITIES SEEMED ADVISABLE. RECOMMENDATIONS WERE MADE FOR THE USE OF FINDINGS OF THE STUDY, ESPECIALLY THOSE RELATING TO CLUSTERS OF JOB AND COMPETENCIES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011038</dc:identifier>
<dc:title>CURRICULA IMPLICATIONS FOR NON-FARM AGRICULTURAL EMPLOYMENT IN CONNECTICUT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Career Planning</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Utilization</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, ROBERT E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PURPOSES OF THE CONFERENCE WERE TO (1) REVIEW EXPERIENCES, PROBLEMS, AND INSIGHTS DEVELOPED BY THE INDIVIDUAL PARTICIPANTS THROUGH RESEARCH AND OPERATIONAL USE OF NEW TECHNOLOGIES, (2) REVIEW THE RELATION OF THESE TECHNOLOGIES TO VOCATIONAL EDUCATION, VOCATIONAL COUNSELING, AND GUIDANCE, AND (3) ARRANGE FOR CONTINUED COMMUNICATION AMONG PARTICIPANTS AS THEY USE SYSTEMS ANALYSIS AND TECHNOLOGY IN VOCATIONAL GUIDANCE RESEARCH AND PRACTICE. THREE AREAS WERE DISCUSSED--(1) PROJECTS DEVOTED TO THE STUDY OF CAREERS, (2) PROJECTS FOR THE DEVELOPMENT AND PRESENTATION OF MATERIAL FOR THE ENHANCEMENT OF CAREER DECISIONS BUT NOT INVOLVING THE COMPUTER, AND (3) PROJECTS DEVOTED TO THE DEVELOPMENT OF MATERIAL AND THE PRESENTATION AND ASSESSMENT OF PRESENTATION WITH THE ASSISTANCE OF  TIME-SHARED COMPUTERS. SUMMARIES ARE GIVEN FOR (1) PROJECT TALENT, (2) EXPLORATORY STUDY OF INFORMATION PROCESSING PROCEDURES AND COMPUTER-BASED TECHNOLOGY IN VOCATIONAL COUNSELING, (3) A HARVARD-NEEDS-NEWTON INFORMATION SYSTEM FOR VOCATIONAL DECISIONS, (4) A STUDY OF INTELLECTUAL GROWTH AND VOCATIONAL DEVELOPMENT, (5) THE DEVELOPMENT AND EVALUATION OF A PILOT COMPUTER-ASSISTED VOCATIONAL GUIDANCE PROGRAM, (6) CLEAR LANGUAGE PRINTOUT OF DEMOGRAPHIC AND PSYCHOMETRIC DATA REGARDING COLLEGE STUDENTS, (7) A MULTIMEDIA APPROACH FOR COMMUNICATING OCCUPATIONAL INFORMATION TO NONCOLLEGE YOUTH, (8) VOCATIONAL ORIENTATION SYSTEMS, AND FIVE OTHER PROJECTS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011039</dc:identifier>
<dc:title>SYSTEMS UNDER DEVELOPMENT FOR VOCATIONAL GUIDANCE, A REPORT OF A RESEARCH EXCHANGE CONFERENCE (OHIO STATE UNIVERSITY, AUGUST 18-19, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Occupational Home Economics</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>HOWELL, KATHLEEN</dc:creator>
<dc:creator scheme='personal author'>LEE, SYLVIA L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SEMINAR WAS HELD TO PROVIDE STATE LEADERS IN HOME ECONOMICS WITH AN OPPORTUNITY TO GAIN GREATER UNDERSTANDING OF HOME ECONOMICS PROGRAMS OF OCCUPATIONAL PREPARATION. PARTICIPANTS INCLUDED DIRECTORS OF AREA VOCATIONAL SCHOOLS, TEACHER EDUCATORS, DEANS OF SCHOOLS OF HOME ECONOMICS, UNIVERSITY EXTENSION SPECIALISTS, STATE EDUCATION DEPARTMENT PERSONNEL, SCHOOL ADMINISTRATORS, SUBJECT MATTER SPECIALISTS, U.S. OFFICE OF EDUCATION REPRESENTATIVES, HOME ECONOMICS SUPERVISORS, DEPARTMENT OF LABOR STAFF, AND GUIDANCE PERSONNEL. THE FOLLOWING PAPERS WERE AMONG THOSE PRESENTED--(1) &amp;quot;A CHALLENGE TO HOME ECONOMICS LEADERS,&amp;quot; (2) &amp;quot;UNDERSTANDING THE URBAN SOCIETY,&amp;quot; (3) &amp;quot;DYNAMICS OF CHANGE,&amp;quot; (4) &amp;quot;A FRAMEWORK FOR PROGRAM DEVELOPMENT,&amp;quot; (5) &amp;quot;DEVELOPMENT OF POST-HIGH SCHOOL PROGRAMS,&amp;quot; (6) &amp;quot;USE OF  RESEARCH STUDIES,&amp;quot; AND (7) &amp;quot;EFFECTIVE PLAN FOR PILOT PROGRAMS.&amp;quot; KEY PROBLEMS AND IDEAS FOR ACTION WHICH GREW OUT OF GROUP DISCUSSION WERE PRESENTED UNDER FOUR HEADINGS--(1) WORK WITH ALL PHASES OF VOCATIONAL EDUCATION, (2) ADULT PROGRAMS TO MEET COMMUNITY NEEDS, (3) PROGRAMS DESIGNED TO MEET THE NEEDS OF THE DISADVANTAGED, AND (4) WAYS TO SELECT AND PREPARE TEACHERS FOR TEACHING IN OCCUPATIONAL PROGRAMS. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011040</dc:identifier>
<dc:title>PROGRAM DEVELOPMENT FOR OCCUPATIONAL EDUCATION, A REPORT OF A NATIONAL SEMINAR FOR LEADERS IN HOME ECONOMICS EDUCATION (OHIO STATE UNIVERSITY, MARCH 28-31, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>122</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>School Surveys</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>GROVES, RAMSEY M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR OBJECTIVE WAS TO ASCERTAIN THE STATUS OF VOCATIONAL EDUCATION FOR STUDENTS WITH SPECIAL NEEDS. THE STUDY INCLUDED ONLY PROGRAMS OPERATED IN PUBLIC HIGH SCHOOLS, FUNDED EITHER PARTIALLY OR FULLY BY THE VOCATIONAL EDUCATION ACT, PUBLIC LAW 88-210, AND DESIGNED SPECIFICALLY FOR STUDENTS WHO HAVE ACADEMIC, SOCIOECONOMIC, OR OTHER HANDICAPS THAT PREVENT THEM FROM SUCCEEDING IN REGULAR VOCATIONAL EDUCATION PROGRAMS. PROGRAMS FOR STUDENTS WHO HAVE LOW MENTAL CAPACITY AND REQUIRE A HIGH DEGREE OF ATTENTION BY SPECIALLY TRAINED SCHOOL PERSONNEL WERE EXCEPTED. OF THE 333 TEACHERS RECEIVING A SURVEY QUESTIONNAIRE, 229 RESPONDED. HOWEVER, ONLY 79 QUESTIONNAIRES WERE USABLE BECAUSE OF THE SCOPE OF THE STUDY. THE PROGRAMS WERE SIMILAR TO THE REGULAR VOCATIONAL PROGRAMS. A MAJORITY  WERE OPERATED FOR MORE THAN ONE TYPE OF DISADVANTAGED STUDENT AND THE CURRICULUMS WERE PLANNED AND ADAPTED TO THE STUDENTS&apos; ABILITIES. THEY WERE OFTEN DESIGNED TO TRAIN THE STUDENT FOR EMPLOYMENT IN A BROAD SPECTRUM OF OCCUPATIONS RATHER THAN FOR A PARTICULAR SKILL. A NATIONAL SURVEY TO DETERMINE THE NUMBERS AND LOCATIONS OF STUDENTS WITH SPECIAL NEEDS AND RESEARCH TO DETERMINE NUMBERS AND KINDS OF JOBS FOR WHICH STUDENTS WITH SPECIAL NEEDS COULD BE TRAINED WERE RECOMMENDED. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011041</dc:identifier>
<dc:title>A NATIONAL SURVEY OF VOCATIONAL EDUCATION PROGRAMS FOR STUDENTS WITH SPECIAL NEEDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>100</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Agriculture</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Critical Path Method</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CHRISTENSEN, VIRGIL E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE 5-DAY SEMINAR WAS TO ASSIST RESEARCH COORDINATING UNIT PERSONNEL AND OTHER EDUCATIONAL LEADERS PLAN AND CONDUCT COMPREHENSIVE STATE PROGRAMS OF RESEARCH AND DEVELOPMENT IN VOCATIONAL EDUCATION. ITS SPECIFIC OBJECTIVES WERE TO (1) DEVELOP A CONCEPT OF RESEARCH AND DEVELOPMENT AND THE CONDITIONS ESSENTIAL FOR ITS SUCCESS, (2) DEVELOP UNDERSTANDING OF FUNCTIONAL ORGANIZATIONAL STRUCTURE, (3) IDENTIFY KEY INDIVIDUAL AND ORGANIZATIONAL ROLES, (4) DEVELOP AN UNDERSTANDING OF THE DYNAMICS OF PLANNED CHANGE, (5) STIMULATE EMPATHY AND SUPPORT, (6) ESTABLISH LINES OF COMMUNICATION FOR COORDINATING STATE, REGIONAL, AND NATIONAL ACTIVITIES, AND (7) PROVIDE A SETTING FOR SHARING IDEAS AND SEEKING SOLUTIONS. THE SEMINAR WAS ATTENDED BY 57 PARTICIPANTS FROM MANY OF THE  STATES. AMONG THE PAPERS PRESENTED AT THE SEMINAR WERE &amp;quot;THE RESEARCH AND DEVELOPMENT CONCEPT - WHAT IS THERE TO BE DONE AND WHO CAN DO IT BEST,&amp;quot;&amp;quot;IMPROVING RESEARCH IN VOCATIONAL EDUCATION,&amp;quot;&amp;quot;STRUCTURING THE RESEARCH ENVIRONMENT,&amp;quot;&amp;quot;ORGANIZING FOR IMPLEMENTING CHANGES IN EDUCATION, SOME IMPLICATIONS FROM AGRICULTURE AND DIFFUSION RESEARCH,&amp;quot;&amp;quot;DISSEMINATION OF RESEARCH AND DEVELOPMENT INFORMATION,&amp;quot;&amp;quot;APPLICATIONS OF PERT TO EDUCATION,&amp;quot; AND &amp;quot;RESEARCH COORDINATION - WHAT LIES AHEAD.&amp;quot; (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011042</dc:identifier>
<dc:title>NATIONAL VOCATIONAL-TECHNICAL EDUCATION SEMINAR ON THE DEVELOPMENT AND COORDINATION OF RESEARCH BY STATE RESEARCH COORDINATING UNITS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Skills</dc:subject>
<dc:subject>Television Research</dc:subject>
<dc:subject>Textbook Selection</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Trade and Industrial Teachers</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>COTRELL, CALVIN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NATIONAL LEADERS WERE BROUGHT TOGETHER TO FOCUS THEIR ATTENTION ON THE GENERATION OF GUIDELINES FOR RESEARCH AND DEVELOPMENT PROGRAMS TO EXPAND AND IMPROVE TRADE AND INDUSTRIAL TEACHER EDUCATION. TO PROVIDE BACKGROUND INFORMATION AND TO STIMULATE THINKING, SEVERAL PAPERS WERE COMMISSIONED AND PRESENTED. THESE PAPERS INCLUDED--(1) &amp;quot;A REVIEW OF RESEARCH IN TRADE AND INDUSTRIAL TEACHER EDUCATION,&amp;quot; (2) &amp;quot;REPORT OF ANALYSIS OF SOURCES OF TRADE AND INDUSTRIAL TEACHERS,&amp;quot; (3) &amp;quot;ANALYSIS OF TRADE AND INDUSTRIAL TEACHER EDUCATION PROFESSIONAL LITERATURE,&amp;quot; (4) &amp;quot;DEVELOPMENT OF TECHNICAL TRAINING, TEACHER TRAINING, AND SCHOOL ADMINISTRATION PROCEDURES IN THE U.S. NAVY,&amp;quot; (5) &amp;quot;TELEVISION RECORDINGS--A NEW DIMENSION IN TEACHER EDUCATION,&amp;quot; (6) &amp;quot;A CURSORY STUDY OF INNOVATIONS IN TRADE-TECHNICAL  TEACHER EDUCATION IN THE UNITED STATES,&amp;quot; (7) &amp;quot;IMPLICATIONS OF COMPUTERIZED INSTRUCTION,&amp;quot; (8) &amp;quot;THE DEVELOPMENT OF TRAINING LESSONS FOR PRE-SERVICE AND INITIAL-IN-SERVICE VOCATIONAL TEACHER EDUCATION RECORDED AND PRESENTED THROUGH VIDEO TAPE AND TELEVISION WITH SEMINAR SESSIONS,&amp;quot; AND (10) &amp;quot;PROJECTIONS FOR TRADE AND INDUSTRIAL TEACHER EDUCATION.&amp;quot; (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011043</dc:identifier>
<dc:title>TRADE AND INDUSTRIAL TEACHER EDUCATION, REPORT OF A NATIONAL INVITATIONAL RESEARCH PLANNING CONFERENCE (OHIO STATE UNIVERSITY, MAY 23-27, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>197</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Coordinators</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Employers</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HUFFMAN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES OF THE SEMINAR WERE TO PROMOTE THE USE OF COOPERATIVE EDUCATION IN ALL VOCATIONAL SERVICES AND TO EXPLORE THE POSSIBILITIES OF INTERSERVICE TRAINING FOR OCCUPATIONS REQUIRING KNOWLEDGE AND SKILLS FROM SEVERAL AREAS. IT WAS ATTENDED BY OVER 110 STATE LEADERS FROM 41 STATES. THE GUIDELINES ARE ORGANIZED IN FIVE GROUPS DEALING WITH THE SCHOOL, THE TEACHER-COORDINATOR, THE PROGRAM, THE STUDENT-TRAINEE, AND THE EMPLOYER. AMONG THE SEVENTEEN PAPERS WERE--(1) &amp;quot;IMPENDING SOCIAL, ECONOMIC, AND EMPLOYMENT CHANGES THAT MAY AFFECT COOPERATIVE EDUCATION,&amp;quot; (2) &amp;quot;COOPERATIVE EDUCATION AS A POLICY OF THE NATIONAL SCHOOL BOARDS ASSOCIATION,&amp;quot; (3) &amp;quot;ESTABLISHMENT, ORGANIZATION, AND OPERATION OF COOPERATIVE EDUCATION,&amp;quot; AND (4) &amp;quot;SOME QUESTIONS THAT NEED TO BE ANSWERED ABOUT THE TRAINING  OF COORDINATORS.&amp;quot; THE APPENDIX CONTAINS (1) SPEAKER-CONSULTANT BIOGRAPHICAL SKETCHES, (2) THE SEMINAR PROGRAM, (3) FORMS FOR ORGANIZING THE SEMINAR, (4) A SELECTED BIBLIOGRAPHY, (5) FORMS FOR ADMINISTERING COOPERATIVE EDUCATION, (6) A ROSTER OF THE 147 SEMINAR PARTICIPANTS, AND (7) A QUESTIONNAIRE USED TO GATHER INFORMATION FROM SELECTED COOPERATIVE EDUCATION PROGRAMS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011044</dc:identifier>
<dc:title>GUIDELINES FOR COOPERATIVE EDUCATION AND SELECTED MATERIALS FROM THE NATIONAL SEMINAR HELD AUGUST 1-5, 1966, A MANUAL FOR THE FURTHER DEVELOPMENT OF COOPERATIVE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>245</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>TURNER, RICHARD L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. Inst. of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE STUDY WAS TO EXAMINE THE RELIABILITY AND VALIDITY OF SEVEN PROBLEMS IN THE TEACHING OF ARITHMETIC. THE VALIDITY OF THE PROBLEMS WAS INVESTIGATED ON THE CRITERIA OF (1) DIFFERENTIATING ELEMENTARY SCHOOL TEACHERS OF ARITHMETIC, GRADES 3-6, FROM COMPARABLY EDUCATED NONTEACHERS, (2) BEING SENSITIVE TO THE EFFECTS OF ELEMENTARY SCHOOL TEACHING EXPERIENCE, AND (3) HOLDING SENSIBLE RELATIONSHIPS TO NUMEROUS INDEPENDENT VARIABLES. IT WAS FOUND THAT TEACHERS AS A GROUP OUTPERFORM NONTEACHERS AS A GROUP AND THAT PERFORMANCE IS SENSITIVE TO THE EFFECTS OF TEACHING EXPERIENCE. INTELLIGENCE, READING COMPREHENSION, MINNESOTA TEACHERS ATTITUDE INDEX (MTAI) SCORE, AND SIZE OF INSTITUTION AT WHICH A TEACHER PREPARES ARE INDEPENDENT VARIABLES POSITIVELY RELATED TO PERFORMANCE.  THE SPLIT-HALF RELIABILITY FOR THE MOST VALID SCORE WAS .84 AMONG TEACHERS AND .87 AMONG STUDENT TEACHERS. THE STABILITY COEFFICIENT FOR STUDENT TEACHERS, WITH A 4-MONTH INTERVAL BETWEEN TESTINGS, WAS .63. FROM THESE RESULTS, THE CONCLUSION WAS DRAWN THAT THE PROBLEMS IN TEACHING ARITHMETIC THAT WERE INVESTIGATED WERE REASONABLY RELIABLE, ALTHOUGH SOMEWHAT WEAK IN STABILITY, AND THAT THEY HELD THE EXPECTED SET OF RELATIONSHIPS TO THE CRITERIA CHOSEN FOR THE INITIAL STEPS IN VALIDATION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011045</dc:identifier>
<dc:title>PROBLEM SOLVING PROFICIENCY AMONG ELEMENTARY SCHOOL TEACHERS. II, TEACHERS OF ARITHMETIC, GRADES 3-6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Greek</dc:subject>
<dc:subject>Italian</dc:subject>
<dc:subject>Japanese</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:creator scheme='personal author'>FAUSER, CHRISTL</dc:creator>
<dc:creator scheme='personal author'>STOLUROW, LAWRENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WAS A COMPILATION OF ABSTRACTS OF FOREIGN LANGUAGE COURSES WHICH WERE EITHER TOTALLY OR PARTIALLY PROGRAMED. THESE COURSES HAD ENGLISH EITHER AS THE TARGET OR AS THE STUDENT LANGUAGE. IN ADDITION TO PROGRAMS THAT WERE AVAILABLE, INFORMATION ABOUT CERTAIN PROGRAMS WHICH MIGHT LATER BE AVAILABLE WAS ALSO INCLUDED. THE NAMES AND ADDRESSES OF PUBLISHERS OR DISTRIBUTORS WERE USUALLY GIVEN. THE PROGRAMS WERE IN NO WAY EVALUATED. THE LISTING OF A PROGRAM WAS NOT MEANT TO IMPLY RECOMMENDATIONS OR A JUDGMENT ABOUT QUALITY OF THE MATERIALS OR PROCEDURES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011046</dc:identifier>
<dc:title>ABSTRACT OF FOREIGN LANGUAGE PROGRAMS. PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, TECHNICAL REPORT NO. 7.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Experiments</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>DAVIS, DANIEL J.</dc:creator>
<dc:creator scheme='personal author'>STOLUROW, LAWRENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL SITUATION WAS DEVELOPED IN WHICH THE SUBJECT HAD THE TASK OF DETERMINING WHICH OF A SET OF POSSIBLE EVENTS HAD OCCURRED ON EACH TRIAL. THIS WAS DONE BY ASKING THE EXPERIMENTER QUESTIONS WHICH COULD BE ANSWERED &amp;quot;YES&amp;quot; OR &amp;quot;NO&amp;quot; UNTIL THE EVENT WAS NAMED. FOUR EXPERIMENTS WERE CONDUCTED IN WHICH STRATEGIES WERE EXAMINED AS A FUNCTION OF VARIOUS ENVIRONMENTAL FACTORS. THE OVERALL RESULTS OF THE EXPERIMENTS INDICATED THE THREE MAIN FACTORS THAT INFLUENCED THE USE OF STRATEGIES WERE (1) THE EXTENT TO WHICH THE QUESTIONS REFLECTED THE DOMINANT CHARACTERISTICS OF THE STIMULI, (2) THE AVERAGE AMOUNT OF INFORMATION WHICH WAS OBTAINED WITH QUESTIONS, AND (3) THE RISK OF HAVING TO USE A LARGE NUMBER OF QUESTIONS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011047</dc:identifier>
<dc:title>AN EXAMINATION OF HUMAN STRATEGIES FOR ACQUIRING INFORMATION. PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, TECHNICAL REPORT NO. 8.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Student Research</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, GORDON V.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AIM OF THIS STUDY WAS TO DEVELOP, DEMONSTRATE, AND EVALUATE THE FEASIBILITY OF A PARTICULAR MODEL FOR A STUDENT ACCOUNTING SYSTEM AT THE UNIVERSITY OF TEXAS, INCORPORATING PREVIOUSLY COLLECTED INFORMATION PLUS ADDITIONAL QUESTIONNAIRE DATA FROM STUDENTS. A CENTRAL DATA BANK WAS ESTABLISHED TO INCLUDE (1) THE ACADEMIC RECORD OF THE STUDENT PRIOR TO ENTRY INTO THE UNIVERSITY, (2) THE RESULTS OF ADMISSION TESTS, INCLUDING THOSE USED FOR PLACEMENT, AND (3) SELECTED BACKGROUND INFORMATION ABOUT THE STUDENT, INCLUDING OCCUPATIONAL CHOICE, MARITAL STATUS, SCHOLARSHIP OR LOAN STATUS, OUTSIDE EMPLOYMENT, HOUSING SITUATION, AND PARENTS&apos; EDUCATION AND EMPLOYMENT. STUDENTS WERE IDENTIFIED BY SOCIAL SECURITY NUMBER. IT WAS SHOWN THAT A SATISFACTORY SYSTEM FOR STATISTICAL STUDIES COULD BE  DEVELOPED BY THE USE OF IBM 1230 ANSWER SHEETS AS QUESTIONNAIRES. THE EXPENSE, HOWEVER, OF GATHERING AND PROCESSING STUDENT QUESTIONNAIRES WAS SO CONSIDERABLE THAT CAREFUL DECISIONS WERE NEEDED TO DETERMINE WHAT QUESTIONS WOULD BE ASKED AND HOW FREQUENTLY THE QUESTIONNAIRES SHOULD BE FILLED OUT. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011048</dc:identifier>
<dc:title>THE DEVELOPMENT OF A STUDENT ACCOUNTING SYSTEM. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Secondary School Curriculum</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ypsilanti)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Eastern Michigan Univ., Ypsilanti.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS CONDUCTED TO DETERMINE IF A 2-WEEK WORKSHOP IN EXPERIMENTAL PSYCHOLOGY FOR HIGH SCHOOL TEACHERS WOULD SIGNIFICANTLY MODIFY THEIR TEACHING PRACTICES AND CONTENT EMPHASES. THE SPECIFIC HYPOTHESES CONCERNING HIGH SCHOOL TEACHERS OF PSYCHOLOGY COMPLETING A 2-WEEK WORKSHOP IN EXPERIMENTAL PSYCHOLOGY WERE THAT THE TEACHERS WILL (1) SIGNIFICANTLY MODIFY THE CONTENT OF THEIR COURSES IN THE DIRECTION OF EXPERIMENTAL RESEARCH ORIENTATION DURING THE FOLLOWING YEAR AND (2) INCLUDE MORE EXPERIMENTS, DEMONSTRATIONS, AND FILMS THAT WILL EMPHASIZE PSYCHOLOGY AS A LABORATORY SCIENCE. THE HYPOTHESES WERE TESTED USING A SINGLE GROUP OF EIGHT EXPERIENCED PSYCHOLOGY TEACHERS IN A PRE- AND POST-TEST DESIGN. AN INVENTORY OF TEACHING METHODS AND COURSE CONTENT EMPHASES WAS EMPLOYED TO  DETERMINE THE NATURE OF THE COURSES TAUGHT IN THE ACADEMIC YEAR PRECEDING THE WORKSHOP AND THE ACADEMIC YEAR FOLLOWING THE WORKSHOP. THE WORKSHOP ACTIVITIES INCLUDED THE PREPARATION OF DEMONSTRATIONS AND EXPERIMENTS APPROPRIATE FOR HIGH SCHOOL STUDENTS, VIEWING INSTRUCTIONAL FILMS, AND GROUP DISCUSSIONS OF COURSE ORGANIZATION, AND THE NATURE OF SCIENCE. SIGNIFICANT DIFFERENCES WERE OBTAINED FOR BOTH HYPOTHESES. THERE WAS SIGNIFICANTLY MORE EMPHASIS ON PSYCHOLOGY AS A SCIENCE, THE HUMAN ORGANISM, AND LEARNING. SIGNIFICANTLY LESS EMPHASIS WAS GIVEN TO THE TOPIC OF ADJUSTMENT AND MENTAL HEALTH. TEACHING PRACTICES WERE MODIFIED TO INCLUDE SIGNIFICANTLY MORE LABORATORY DEMONSTRATIONS, EXPERIMENTS, AUDIOVISUAL AIDS, AND REFERENCE MATERIALS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011049</dc:identifier>
<dc:title>MODIFICATION OF TEACHING PRACTICES AND COURSE CONTENT IN HIGH SCHOOL PSYCHOLOGY. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Program Costs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Systems Development</dc:subject>
<dc:creator scheme='personal author'>DRESSEL, PAUL L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BROAD STUDY WAS CONDUCTED OF THE DEVELOPMENTAL PROCEDURES AND COSTS OF THE NEWER MEDIA PREPARED FOR COURSE INSTRUCTION AT MICHIGAN STATE UNIVERSITY. DETAILS OF THE STUDY WERE PRESENTED IN TWO SEMINAR PAPERS THAT WERE PRESENTED AS DISSEMINATION REPORTS IN 1965 AT THE NATIONAL CONFERENCE OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION IN CHICAGO, AND AT THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION CONVENTION IN MILWAUKEE. THE FIRST PAPER DISCUSSED THE RELATION OF SYSTEMS METHODOLOGY TO UNIVERSITY CURRICULAR AND INSTRUCTIONAL PLANNING. ATTENTION WAS FOCUSED ON (1) THE ANALYSIS OF THE COMPONENTS REQUIRED WITHIN THE INSTRUCTIONAL SYSTEM, (2) THE DESIGN OF DEVELOPMENTAL PROCEDURES NEEDED TO PRODUCE THE SYSTEM, AND (3) FIELD TRIALS OF THESE DEVELOPMENTAL PROCEDURES. THE SECOND PAPER  DISCUSSED THE FUNCTIONS OF THE MEDIA SPECIALIST BY (1) IDENTIFYING A LOGICAL SEQUENCE OF MAJOR DECISIONS AND (2) ANALYZING THE PROBLEMS OF TRANSLATING DECISIONS INTO ACTUAL INSTRUCTIONAL MATERIALS. MEANS OF MOTIVATING FACULTY TO UNDERTAKE USE OF NEWER MEDIA WERE ALSO DISCUSSED.(AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011050</dc:identifier>
<dc:title>A PROCEDURAL AND COST ANALYSIS STUDY OF MEDIA IN INSTRUCTIONAL SYSTEMS DEVELOPMENT. QUARTERLY TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>89</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>CLEMENTS, ROBERT D.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Muncie)</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ball State Univ., Muncie, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR OBJECTIVE WAS TO DETERMINE THE RELATIVE EFFECTIVENESS OF THREE METHODOLOGICAL APPROACHES TO THE TEACHING OF ART IN THE ELEMENTARY SCHOOL. QUESTIONNAIRES ASKING HOW MUCH PERSONAL INVOLVEMENT, ART QUALITY, UNIQUENESS, AND PRIDE WERE GENERATED BY EACH MOTIVATIONAL TREATMENT WERE COMPLETED BY OBSERVERS AND ART TEACHERS FOR 90 LESSONS. EACH GRADE LEVEL RECEIVED FIVE SERIES OF A WIDE VARIETY OF ART MATERIALS. EACH SERIES USED ALL THREE TREATMENTS. FOR EXAMPLE, IN A JEWELRY SERIES, THE SUBJECT MOTIVATION WAS ANIMAL CLAY PINS, THE MEDIA MOTIVATION WAS PASTE JEWELRY, AND THE COMBINATION MOTIVATION WAS PLANT FORMS IN CLOISONNE. ANALYSES OF VARIANCE SHOWED SUBJECT AND COMBINATION MOTIVATIONS TO BE MORE EFFECTIVE ON THE STUDENT INVOLVEMENT CRITERIA, AND COMBINATION MOTIVATIONS TO  BE MORE EFFECTIVE ON THE ART QUALITY CRITERIA. IN SIXTH GRADE, COMBINATION MOTIVATION WAS MOST EFFECTIVE, SUBJECT SECOND, AND MEDIA LEAST EFFECTIVE (THE AGE OF REALISM). IN FOURTH AND FIFTH GRADES, COMBINATION WAS BEST, MEDIA SECOND, AND SUBJECT MOTIVATION LEAST EFFECTIVE (THE AGE OF TINKERING). IN SECOND AND THIRD GRADES, SUBJECT MOTIVATION WAS MOST EFFECTIVE (AN AGE OF SYMBOLS). NO DIFFERENCE WAS FOUND AT FIRST GRADE. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011051</dc:identifier>
<dc:title>THE EFFECTIVENESS OF THREE MOTIVATIONAL METHODS (MEDIA, SUBJECT MATTER, AND COMBINATION MOTIVATIONS) IN AN ART PROGRAM IN THE ELEMENTARY GRADES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Dental Assistants</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:subject>Teacher Responsibility</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>CAVANAUGH, P.L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Detroit Univ., MI. School of Dentistry.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 4-WEEK SUMMER PROGRAM OF TEACHER TRAINING FOR DENTAL ASSISTANTS WAS HELD FOR 20 PARTICIPANTS WHO PLANNED TO TEACH IN NEW DENTAL ASSISTING PROGRAMS. THE PROGRAM WAS PLANNED TO DEVOTE HALF THE SUBJECT AREA TO AN ORIENTATION AND A PREPARATION IN SELECTED AREAS OF PROFESSIONAL EDUCATION DEEMED ESSENTIAL TO SUCCESSFUL TEACHING. THE REMAINING SUBJECT AREA RELATED TO THE ROLE OF THE DENTAL ASSISTANT TEACHER IN DIRECTING A SCHOOL OF DENTAL ASSISTANTS, DEVELOPING ITS CURRICULUM, AND COORDINATING THE TOTAL PROGRAM. EVALUATION MEASURES WERE USED AT THE BEGINNING AND END OF THE TRAINING PROGRAM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011052</dc:identifier>
<dc:title>PILOT VOCATIONAL TEACHER TRAINING INSTITUTE IN DENTAL ASSISTING, AUGUST 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indian Languages</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Conceptual Schemes</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Papago</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>MATHIOT, MADELEINE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STRUCTURAL APPROACH TO THE COGNITIVE ANALYSIS OF LANGUAGE WAS PRESENTED IN THIS RESEARCH ON THE LANGUAGE AND CULTURE OF THE PAPAGO INDIANS OF ARIZONA. IN THIS STUDY, THE COGNITIVE PATTERNS OF A LANGUAGE WERE CALLED &amp;quot;THEMES OF THE LANGUAGE&amp;quot; AND THE COGNITIVE PATTERNS OF NONVERBAL CULTURE WERE CALLED &amp;quot;THEMES OF THE CULTURE.&amp;quot; BOTH KINDS OF THEMES WERE CONSIDERED TO BE FEW IN NUMBER AND PATTERNED. THE HYPOTHESIS OF THE STUDY WAS THAT THE THEME STRUCTURE OF THE LANGUAGE IS SEPARATE FROM THE THEME STRUCTURE OF THE CULTURE BUT IS RELATED IN VARYING DEGREES. THIS HYPOTHESIS IS DIFFERENT FROM THE SAPIR-WHORF HYPOTHESIS THAT THE COGNITIVE DOMAIN OF LANGUAGE IS DIRECTLY RELATED TO CULTURE AND THUS INFLUENCES CULTURAL BEHAVIOR. THIS COGNITIVE STUDY OF THE PAPAGO LINGUISTIC SYSTEM STRESSED  THE IMPORTANCE OF OPERATIONALLY DEFINED CONCEPTUAL TOOLS AND ADHERENCE TO AN ESTABLISHED SEQUENCE OF ANALYTIC STEPS. THIS APPROACH TO THE COGNITIVE ANALYSIS OF LANGUAGE YIELDED THREE TYPES OF RESULTS, NAMELY, (1) ANALYTICALLY DERIVED CONTENTS, (2) SUGGESTED THEMES, AND (3) A SUGGESTION REGARDING THE RELATIONS THAT MAKE UP THE THEME STRUCTURE. THE RESULTS WERE JUDGED BY A CRITERION OF LOGICAL RELIABILITY, AND IT WAS CONCLUDED THAT THE THREE RESULTS MET THE CRITERION IN VARYING DEGREES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011053</dc:identifier>
<dc:title>A STUDY OF METHOD IN LANGUAGE-AND-CULTURE RESEARCH. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>414</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Anxiety</dc:subject>
<dc:subject weight='MAJOR'>Costs</dc:subject>
<dc:subject weight='MAJOR'>Educational Environment</dc:subject>
<dc:subject weight='MAJOR'>Educational Facilities Design</dc:subject>
<dc:subject weight='MAJOR'>School Buildings</dc:subject>
<dc:creator scheme='personal author'>COOPER, JAMES G.</dc:creator>
<dc:creator scheme='personal author'>IVEY, CARL H.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico State Dept. of Education, Santa Fe.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE INTO THE EFFECTS OF AN ELEMENTARY SCHOOL-FALLOUT SHELTER UPON THE EDUCATIONAL CLIMATE WITHIN THAT SCHOOL AS COMPARED TO THE CLIMATES OF WINDOWLESS OR CONVENTIONAL SCHOOLS. THE ABO SCHOOL IN ARTESIA, NEW MEXICO, WAS BUILT WITHOUT WINDOWS AND ENTIRELY BELOW GROUND EXCEPT FOR THE ENTRY. INITIAL CONSTRUCTION COSTS WERE ABOUT 21 PERCENT HIGHER THAN FOR A CONVENTIONAL STRUCTURE. CUSTODIAL SERVICES WERE SOMEWHAT LOWER THAN FOR OTHER SCHOOLS IN ARTESIA. TEACHER VARIBLES WERE EXAMINED AND ANALYZED. IT WAS FOUND THAT THE ABO TEACHERS WERE VERY MUCH LIKE THE OTHER TEACHERS IN ARTESIA. THE STUDY OF PUPIL VARIABLES INCLUDED ANXIETY AND ATTENDANCE. NO EVIDENCE WAS FOUND TO INDICATE THAT THE ABO PUPILS WERE MORE ANXIOUS OR HAD ANY MORE ATTENDANCE PROBLEMS THAN PUPILS  ATTENDING CONVENTIONAL OR WINDOWLESS SCHOOLS IN ARTESIA. NO EVIDENCE WAS FOUND DURING A 2-YEAR PERIOD TO RAISE ANY QUESTIONS ABOUT THE FEASIBILITY OF COMBINING A FALLOUT SHELTER WITH THE EDUCATIONAL FUNCTION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011054</dc:identifier>
<dc:title>A COMPARATIVE STUDY OF THE EDUCATIONAL ENVIRONMENT AND THE EDUCATIONAL OUTCOMES IN AN UNDERGROUND SCHOOL, A WINDOWLESS SCHOOL AND CONVENTIONAL SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>91</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:26:27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-3-99-033</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Coordination</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Liberal Arts</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:creator scheme='personal author'>BROWN, LEIBA</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Bureau of Applied Social Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXTENT OF CONTACT BETWEEN EDUCATIONAL RESEARCHERS AND THEIR COLLEAGUES IN THE LIBERAL ARTS WAS INVESTIGATED TO LOCATE THOSE ORGANIZATIONAL CONDITIONS IN UNIVERSITIES WHICH WOULD PROMOTE THE EXCHANGE OF THE INTELLECTUAL RESOURCES OF BOTH GROUPS. THE DESIGN OF THE STUDY INCLUDED SURVEYING THE CONTACTS WHICH EDUCATIONAL RESEARCHERS HAVE WITH THE LIBERAL ARTS, IDENTIFYING THE SOCIAL STRUCTURAL CONDITIONS WHICH FOSTER INTEGRATION OF BOTH GROUPS, AND LOCATING THOSE CONDITIONS WHICH SERVE TO WIDEN THE GAP BETWEEN THEM. SUCH AREAS AS HISTORICAL FACTORS, THE ROLE OF THE UNIVERSITY POWER STRUCTURE, ORGANIZATIONAL ARRANGEMENTS, CAREER LINES, ROLE OF THE FUNDING AGENCIES, AND THE CONSEQUENCES OF DIFFERENT DEGREES OF INTEGRATION OF THE TWO GROUPS WERE STUDIED. WHILE FINAL CONCLUSIONS  AWAITED FURTHER DATA, THE EXISTING DATA SUGGESTED THAT CONTACTS BETWEEN EDUCATIONAL RESEARCHERS AND THE LIBERAL ARTS WERE NOT FULLY INSTITUTIONALIZED WHERE THEY DID EXIST. A PRELIMINARY RECOMMENDATION WAS THAT BRINGING LIBERAL-ARTS-TRAINED RESEARCHERS INTO SCHOOLS OF EDUCATION SHOULD BE SUPPLEMENTED BY ENCOURAGING EDUCATIONAL RESEARCHERS TO AFFILIATE DIRECTLY WITH PROFESSIONAL SOCIETIES IN THE LIBERAL ARTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011055</dc:identifier>
<dc:title>EDUCATIONAL RESEARCH AND THE LIBERAL ARTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Culture</dc:subject>
<dc:subject>Bengali</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Hindi</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:creator scheme='personal author'>GHEI, S.N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Edwards Personal Preference Schedule</eric:keywords>
<eric:keywords>INDIA</eric:keywords>
<eric:keywords>Vermont (Burlington)</eric:keywords>
<eric:keywords_geo>India</eric:keywords_geo>
<eric:keywords_geo>Vermont</eric:keywords_geo>
<eric:keywords_test>Edwards Personal Preference Schedule</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Vermont Univ., Burlington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EFFORT WAS MADE TO MEASURE THE EXTENT TO WHICH THE OBSERVED DIFFERENCES IN THE PERSONALITY STRUCTURE OF AMERICAN COLLEGE STUDENTS AND COLLEGE STUDENTS IN INDIA MIGHT HAVE BEEN AFFECTED BY CROSS-CULTURAL DIFFERENCES IN A SOCIAL DESIRABILITY SET DERIVED FROM THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS). EIGHT HYPOTHESES WERE TESTED ON 243 AMERICAN LIBERAL ARTS UNDERGRADUATE FEMALES AND 258 FROM TWO LINGUISTIC REGIONS (HINDI AND BENGALI) OF INDIA. RESULTS SHOWED THAT SOCIAL DESIRABILITY SCALE VALUES OF PERSONALITY STATEMENTS WERE POSITIVELY AND SIGNIFICANTLY RELATED NOT ONLY ACROSS TWO DISTINCT LINGUISTIC REGIONS OF INDIA BUT ALSO ACROSS THE AMERICAN AND INDIAN CULTURES. IT WAS CONCLUDED THAT PERSONALITY TESTS IN WHICH VARIOUS RESPONSE SETS HAVE BEEN PURPOSELY CONTROLLED MAY  PROVE TO BE USEFUL IN THE OBJECTIVE CROSS-CULTURAL STUDY OF PERSONALITY. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011056</dc:identifier>
<dc:title>CROSS-CULTURAL STUDY OF THE RELATIONSHIP BETWEEN THE SOCIAL DESIRABILITY VARIABLE AND PERSONALITY VARIABLES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Mathematics Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Television Research</dc:subject>
<dc:creator scheme='personal author'>DWIGHT, LESLIE A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southeastern State Coll., Durant, OK.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF TELEVISION TEACHING OF ELEMENTARY MATHEMATICS TEACHERS WAS COMPARED WITH REGULAR CLASSROOM TEACHING BY ESTIMATING THE DIFFERENCES IN ACHIEVEMENT, INTEREST, DESIRE, MERIT, AND POSSIBILITIES THAT EACH APPROACH HAD TO OFFER. EACH GROUP WAS ADMINISTERED A BATTERY OF EIGHT TESTS ON A PRE- AND POST-TEST BASIS. ON EACH OF THE EIGHT TESTS THE REGULAR CLASS AVERAGED BETTER THAN THE TELEVISION CLASS, AND THE DIFFERENCE BETWEEN CLASSES TENDED TO INCREASE WITH TIME. IT WAS CONCLUDED THAT, WHILE THE TELEVISION CLASS PARTICIPANTS DID NOT ACHIEVE AS WELL AS THE REGULAR CLASS PARTICIPANTS, THE AVERAGE SCORES ON THE TESTS INDICATE THAT THE TELEVISION PARTICIPANTS DID GAIN CONSIDERABLE KNOWLEDGE FROM THE TELEVISED LESSONS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011057</dc:identifier>
<dc:title>EXPLORATORY TYPE OF EVALUATION OF TV TRAINING OF ELEMENTARY MATHEMATICS TEACHERS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Leadership</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Integration Studies</dc:subject>
<dc:subject>Intergroup Education</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>Southern Community</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>HORTON, AIMEE I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Fisk Univ., Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE EXAMPLES OF RACIALLY INTEGRATED, RESIDENTIAL ADULT EDUCATION PROGRAMS CONDUCTED FOR THE TRAINING OF CIVIL RIGHTS AND COMMUNITY LEADERS IN THE SOUTH WERE EXAMINED. THE PROGRAMS STUDIED WERE (1) A 1955 WORKSHOP ON SCHOOL DESEGREGATION, ONE OF A SERIES OF WORKSHOPS DEVELOPED BY THE HIGHLANDER FOLK SCHOOL, AN ADULT EDUCATION CENTER IN RURAL TENNESSEE, (2) THE 1965 ANNUAL INSTITUTE OF RACE RELATIONS CONDUCTED BY THE RACE RELATIONS DEPARTMENT OF THE AMERICAN MISSIONARY ASSOCIATION AT FISK UNIVERSITY, NASHVILLE, TENNESSEE, AND (3) A 1965 CITIZENSHIP SCHOOL TEACHER TRAINING WORKSHOP SPONSORED BY THE SOUTHERN CHRISTIAN LEADERSHIP CONFERENCE, THE CIVIL RIGHTS ORGANIZATION HEADED BY DR. MARTIN LUTHER KING. EACH PROGRAM WAS EXAMINED AS A POTENTIAL MODEL FOR POSSIBLE USE BY INSTITUTIONS  AND ORGANIZATIONS IN THE SOUTH CONCERNED WITH DEVELOPING LEADERSHIP TRAINING PROGRAMS. THE DATA ON WHICH THE DESCRIPTION AND ANALYSIS OF EACH OF THE THREE PROGRAMS WAS BASED DEALT WITH PROGRAM OBJECTIVES, EXAMPLES OF LEARNING EXPERIENCES USED TO OBTAIN THESE OBJECTIVES, STUDENT AND STAFF EVALUATION OF PROGRAMS, AND THE APPARENT EFFECT AND EFFECTIVENESS OF THE PROGRAMS AS VIEWED BY THE PARTICIPANTS. THE FIRST AND THIRD OF THE THREE PROGRAMS WERE JUDGED TO HAVE POTENTIAL USE AS MODELS IN OTHER INSTITUTIONS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011058</dc:identifier>
<dc:title>AN ANALYSIS OF SELECTED PROGRAMS FOR THE TRAINING OF CIVIL RIGHTS AND COMMUNITY LEADERS IN THE SOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>186</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>Algebra</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Experimental Groups</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>VAN HORN, CHARLES</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>STRUCTURE OF INTELLECT</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FROM A STUDY OF GUILFORD&apos;S MODEL OF THE STRUCTURE OF INTELLECT, THE HYPOTHESIS WAS FORMED THAT THE ABILITIES MOST IMPORTANT TO LEARNING MATHEMATICS AND MOST LIKELY TO BE CULTIVATED IN MATHEMATICS CLASS ARE THOSE WHICH REQUIRE THE OPERATIONS OF COGNITION AND CONVERGENT PRODUCTION PERFORMED ON SYMBOLIC AND SEMANTIC CONTENT. A BATTERY OF TESTS SELECTED TO REPRESENT SEVERAL COMBINATIONS OF THESE OPERATIONS AND CONTENTS WAS ASSEMBLED TO PROVIDE DATA BY WHICH THE HYPOTHESIS MIGHT BE TESTED. TWO SAMPLES OF PUPILS ABOUT TO BEGIN THE STUDY OF ALGEBRA WERE TESTED. ONE SAMPLE WAS DRAWN FROM SCHOOLS IN WHICH THE MATERIALS AND METHODS DEVELOPED BY THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM) WERE IN USE, AND THE OTHER FROM SCHOOLS WHICH USED OTHER MATERIALS. AT THE END  OF THE SAME SCHOOL YEAR, THE SUBJECT-MATTER PROFICIENCIES OF THOSE PUPILS WERE MEASURED BY APPROPRIATE CRITERION TESTS, AND THE SAME EXPERIMENTAL TESTS WERE ADMINISTERED TO ANOTHER SAMPLE OF PUPILS FROM THE SAME SCHOOLS. PUPILS ENROLLED IN UICSM COURSES EXCELLED IN MORE THAN HALF OF THE EXPERIMENTAL MEASURES. THE PROJECT HYPOTHESIS WAS TENTATIVELY SUPPORTED. ONE OF THE CONCLUSIONS STATED WAS THAT THE EXPECTATION THAT MEASURES OF COGNITION OF SYMBOLIC SYSTEMS WOULD BE VALID PREDICTORS OF ALGEBRA ACHIEVEMENT WAS NOT SUBSTANTIATED. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011059</dc:identifier>
<dc:title>A COMPARISON BETWEEN TWO KINDS OF SECONDARY MATHEMATICS COURSES WITH RESPECT TO INTELLECTUAL CHANGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Employment Opportunities</dc:subject>
<dc:subject weight='MAJOR'>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:subject weight='MAJOR'>Youth Employment</dc:subject>
<dc:creator scheme='personal author'>KAUFMAN, JACOB J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park. Inst. for Research on Human Resources.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ISSUES IN THE EDUCATION OF YOUTH FOR EMPLOYMENT WERE INVESTIGATED. THE STUDY INCLUDED AN EVALUATION OF VOCATIONAL EDUCATION, ITS IMAGE, AND THE ROLE IT PLAYS IN THE TRAINING OF SUCH SPECIAL GROUPS AS GIRLS AND NEGROES. IT WAS FOUND THAT, FROM AN EARNING POINT-OF-VIEW, GRADUATES OF VOCATIONAL EDUCATION CURRICULUMS DID AS WELL AS ACADEMIC GRADUATES, ALTHOUGH THE FORMER APPEARED TO BE MORE SATISFIED WITH THEIR JOBS. NEGROES WERE USUALLY BETTER IN VOCATIONAL EDUCATION CURRICULUMS THAN IN THE ACADEMIC CURRICULUMS, BUT APPEARED TO BE BLOCKED IN JOB PLACEMENT. OPPORTUNITIES FOR GIRLS WERE QUITE LIMITED. IT WAS RECOMMENDED THAT OCCUPATIONAL TRAINING PROGRAMS BE EXPANDED TO MEET THE NEEDS OF ALL YOUTH AND THAT NEW METHODS OF INSTRUCTION BE DEVISED TO MEET THE NEEDS OF YOUTH IN THE  SECONDARY SCHOOLS. IT WAS ALSO RECOMMENDED THAT THE ADMINISTRATION OF VOCATIONAL EDUCATION BE GIVEN A GREATER VOICE IN THE SETTING OF SCHOOL POLICIES AND PROGRAMS. FINALLY, IT WAS RECOMMENDED THAT INDUSTRIAL ADVISORY GROUPS PARTICIPATE MORE ACTIVELY IN PROGRAM PLANNING. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011060</dc:identifier>
<dc:title>THE PREPARATION OF YOUTH FOR EFFECTIVE OCCUPATIONAL UTILIZATION, THE ROLE OF THE SECONDARY SCHOOL IN THE PREPARATION OF YOUTH FOR EMPLOYMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>448</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:26:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-5-10-119</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Field Trips</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>ALLEN, DAVID</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>United States (South)</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING THE SUMMER OF 1966, 14 TRADE AND TECHNICAL EDUCATORS FROM COLLEGES OF THE SOUTHERN STATES MET AT UCLA IN A WORKSHOP DESIGNED TO PERMIT THEM TO WORK AS A GROUP ON PROBLEMS OF MUTUAL CONCERN. THEY PARTICIPATED WITH MORE THAN 500 TRADE AND TECHNICAL TEACHERS FROM CALIFORNIA WHO WERE ENROLLED IN THE UCLA SUMMER SESSION PROGRAM. THROUGH ACTIVE PARTICIPATION, THESE EDUCATORS WERE ABLE TO GAIN CONCEPTS AND METHODS WHICH THEY COULD INITIATE IN THEIR OWN PROGRAMS. IN ADDITION, THEY WERE ABLE TO EVALUATE THE TEACHER EDUCATION PROGRAM. A FOLLOWUP STUDY WAS MADE 8 MONTHS LATER TO IDENTIFY THE DEGREE TO WHICH THEY HAD INCORPORATED THE METHODS AND TECHNIQUES OBSERVED DURING THE TEACHER EDUCATION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011061</dc:identifier>
<dc:title>A DEVELOPMENTAL PROGRAM FOR THE IMPROVEMENT OF TRADE-TECHNICAL TEACHER EDUCATION IN THE SOUTHERN STATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MOSS, JEROME, JR.</dc:creator>
<dc:creator scheme='personal author'>NELSON, HOWARD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MINNESOTA COORDINATION UNIT FOR RESEARCH AND DEVELOPMENT IN OCCUPATIONAL EDUCATION WAS ESTABLISHED IN JUNE 1965 AT THE UNIVERSITY OF MINNESOTA FOR THE PURPOSES OF COORDINATING AND STIMULATING OCCUPATIONAL EDUCATION RESEARCH, COLLECTING AND DISSEMINATING THE RESULTS OF THAT RESEARCH, PROVIDING TECHNICAL CONSULTATION AND RESEARCH TRAINING, AND CONDUCTING SIGNIFICANT RESEARCH. THE UNIT ENGAGED IN A MULTITUDE OF ACTIVITIES DESIGNED TO ACCOMPLISH ITS PURPOSES. SOME OF THE ACTIVITIES WERE (1) CONVENING AND UTILIZING AN ADVISORY COMMITTEE, (2) ADMINISTERING TWO CONFERENCES OF OCCUPATIONAL EDUCATION RESEARCHERS FROM THE UPPER MIDWEST REGION, (3) CONDUCTING MEETINGS OF INTERESTED RESEARCHERS IN SEVERAL LOCATIONS THROUGHOUT THE STATE, (4) DEVELOPING AND OPERATING A RESEARCH LIBRARY,  (5) PUBLISHING 12 RESEARCH-RELATED DOCUMENTS WHICH HAVE BEEN DISTRIBUTED TO ALL INTERESTED INDIVIDUALS IN THE STATE AND TO OTHER COORDINATION UNITS, (6) CONDUCTING A 7-WEEK SUMMER INSTITUTE, A SPECIAL 2-DAY STATISTICAL SEMINAR, AND A 3-YEAR PH.D. FELLOWSHIP PROGRAM TO TRAIN RESEARCHERS, AND (7) CONDUCTING RESEARCH STUDIES AND PARTIALLY SUPPORTING THE STUDIES OF OTHER COMPETENT PERSONS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011062</dc:identifier>
<dc:title>MINNESOTA COORDINATION UNIT FOR RESEARCH AND DEVELOPMENT IN OCCUPATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Appreciation</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>ECKER, DAVID W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THE SUMMER OF 1965, A RESEARCH AND DEVELOPMENT TEAM WAS ASSEMBLED AT OHIO STATE UNIVERSITY TO CONSIDER THE PROBLEM OF IMPROVING INSTRUCTION IN ART APPRECIATION IN THE SECONDARY SCHOOLS. THE OBJECTIVES WERE (1) TO PRODUCE NOT LESS THAN EIGHT CORRELATED STUDIES FOCUSED ON SOME OF THE CONCEPTUAL AND OPERATIONAL PROBLEMS INVOLVED IN FUTURE RESEARCH AND DEVELOPMENT ACTIVITIES, AND (2) TO EVALUATE THE UTILITY AND PRODUCTIVITY OF SHORT-TERM RESEARCH IN CONFRONTING THE DEVELOPMENTAL PROBLEMS. ONE JUDGE EVALUATED THE TEAM&apos;S WORK-IN-PROGRESS, AND THREE JUDGES EVALUATED THE COMPLETED STUDIES. ON THE BASIS OF THESE FORMAL EVALUATIONS (INCLUDED IN THE REPORT) AND THE INFORMAL CRITICISM OF 35 MEMBERS OF THE INSTITUTE FOR ADVANCED STUDY IN ART APPRECIATION, OHIO STATE UNIVERSITY, SUMMER  1966, IT APPEARED THAT THE RESEARCH AND DEVELOPMENT TEAM SUCCESSFULLY DEALT WITH THE PROBLEMS IT SET OUT TO INVESTIGATE. THE DISCUSSIONS INCLUDED IN THE REPORT WERE (1) A HISTORY OF THE TEACHING OF ART APPRECIATION IN PUBLIC SCHOOLS, (2) ART APPRECIATION AND THE ADOLESCENT MYSTIQUE, (3) VERBAL OPERATIONS IN CLASSROOM INSTRUCTION, (5) THE WORK OF ART AND THE OBJECT OF APPRECIATION, (6) THE WORK OF ART AND THE TEXT THAT ACCOMPANIES IT, (7) FOUR FUNCTIONS FOR AN ART TEACHER, AND (8) EVALUATIONS OF THOSE SEVEN STUDIES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011063</dc:identifier>
<dc:title>IMPROVING THE TEACHING OF ART APPRECIATION, RESEARCH AND DEVELOPMENT TEAM FOR THE IMPROVEMENT OF TEACHING ART APPRECIATION IN THE SECONDARY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>354</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:creator scheme='personal author'>D&apos;AGOSTINO, BROTHER C. JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE OF THE ARTICULATION GAP WHICH RESULTS FROM THE LACK OF COMMUNICATION IN CHEMISTRY EDUCATION BETWEEN HIGH SCHOOL TEACHERS AND COLLEGE INSTRUCTORS OF FIRST-YEAR COURSES, AND FROM A LACK OF AGREEMENT ABOUT THE AIMS AND OBJECTIVES OF CHEMISTRY COURSES AT THE SECONDARY LEVEL. ELIMINATION OF THIS GAP WAS CONSIDERED BY THE INVESTIGATOR TO BE NECESSARY TO PROVIDE STUDENTS A SEQUENTIAL EDUCATION. TO DETERMINE THE EXTENT OF THE GAP AND THE FACTORS CONCERNED, 3,000 QUESTIONNAIRES WERE DISTRIBUTED NATIONWIDE TO THREE SEPARATE GROUPS--1,000 TO HIGH SCHOOL CHEMISTRY TEACHERS, 1,000 TO FIRST-YEAR COLLEGE CHEMISTRY PROFESSORS, AND 1,000 TO FIRST-YEAR COLLEGE CHEMISTRY STUDENTS. RESPONDENTS RATED NUMEROUS ASPECTS OF CHEMISTRY INSTRUCTION ON A THREE-POINT SCALE OF  IMPORTANCE. THE AUTHOR THEN RANKED EACH ITEM IN ITS ORDER OF IMPORTANCE ACCORDING TO THE NUMBER OF RESPONDENTS IN EACH GROUP WHO HAD RANKED THAT ITEM AS &amp;quot;VERY IMPORTANT.&amp;quot; THREE RESULTING LISTS WERE STATISTICALLY COMPARED, AND THE DIFFERENCES IN RESPONSE BETWEEN THE TWO GROUPS OF TEACHERS WERE TESTED AT THE .01 LEVEL. OF THE 10 AREAS IN WHICH THE TWO GROUPS DIFFERED MOST, SEVEN WERE SHOWN TO HAVE STATISTICALLY SIGNIFICANT DIFFERENCES. THE AUTHORS CONCLUDED THAT A SIGNIFICANT DISAGREEMENT EXISTS BETWEEN HIGH SCHOOL AND COLLEGE CHEMISTRY TEACHERS REGARDING OBJECTIVES AND CURRICULUM FOR HIGH SCHOOL CHEMISTRY CLASSES. (LB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011064</dc:identifier>
<dc:title>DIFFERENCES IN AIMS OF HIGH SCHOOL AND COLLEGE TEACHERS OF CHEMISTRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>211</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Slow Learners</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:creator scheme='personal author'>MALPASS, LESLIE F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tampa)</eric:keywords>
<eric:keywords_geo>Florida (Tampa)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>MacDonald Training Center Foundation, Tampa, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF PROGRAMED INSTRUCTIONAL MATERIALS FOR TEACHING BASIC READING SKILLS TO SLOW-LEARNING, CULTURALLY-DEPRIVED, 6 TO 9 YEAR-OLD CHILDREN WAS EVALUATED. THE MATERIALS STUDIED HAD BEEN EVALUATED PREVIOUSLY WITH EDUCABLE MENTALLY RETARDED SUBJECTS, 10 TO 16 YEARS OF AGE. THE STUDY WAS MADE TO DETERMINE WHAT MODIFICATIONS OF THESE MATERIALS WOULD BE NEEDED FOR USE WITH THE YOUNGER STUDENTS. THE 45 CHILDREN WERE DIVIDED INTO ONE CONTROL GROUP TAUGHT BY TRADITIONAL CLASSROOM TECHNIQUES AND TWO EXPERIMENTAL GROUPS, ONE TAUGHT BY MACHINE AND ONE TAUGHT USING PROGRAMED WORKBOOKS. EACH GROUP RECEIVED THE SAME LIST OF WORDS SELECTED BY THE AUTHORS. AT THE END OF THE EXPERIMENT, THE CHILDREN WERE TESTED FOR VOCABULARY IMPROVEMENT. THE SCORES OF EACH GROUP WERE STATISTICALLY  COMPARED WITH EVERY OTHER GROUP. THE RESULTS SHOWED A STATISTICALLY SIGNIFICANT IMPROVEMENT IN VOCABULARY GAIN FOR THE MACHINE-TAUGHT GROUP OVER THE CONTROL GROUP AND FOR THE WORKBOOK-TAUGHT GROUP OVER THE CONTROL GROUP, BUT NO SIGNIFICANT DIFFERENCE WAS FOUND BETWEEN THE MACHINE-TAUGHT AND THE WORKBOOK-TAUGHT GROUPS. THE AUTHORS CONCLUDED THAT PROGRAMED INSTRUCTIONAL MATERIALS TEND TO INCREASE READING SKILLS AND ARE FEASIBLE FOR USE WITH THE POPULATION SAMPLED. (LB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011065</dc:identifier>
<dc:title>PROGRAMED READING INSTRUCTION FOR CULTURALLY DEPRIVED SLOW LEARNERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Film Production</dc:subject>
<dc:subject>Geography Instruction</dc:subject>
<dc:subject>Group Instruction</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>KOMOSKI, P. KENNETH</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Inst. for Educational Technology.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DEMONSTRATION PROJECT WAS BEGUN TO CREATE GROUP-PACED, PROGRAMED TELEVISION INSTRUCTION IN THE FORM OF A SHORT SERIES OF LESSONS DESIGNED TO ENABLE STUDENTS WITHIN A GIVEN TARGET POPULATION TO LEARN A SPECIFIC SET OF INSTRUCTIONAL OBJECTIVES. THREE GEOGRAPHY LESSONS WERE DEVELOPED THROUGH A PROCESS OF TESTING, REVISING, AND VALIDATING UNDER NORMAL CLASSROOM CONDITIONS IN SCHOOLS THAT REGULARLY USE INSTRUCTIONAL TELEVISION. THESE LESSONS AVOIDED THE &amp;quot;TEACHER-ON-CAMERA&amp;quot; TECHNIQUE AND USED ONLY THE VOICE OF THE TEACHER TO DIRECT ATTENTION TO CERTAIN ASPECTS OF THE VISUAL TEACHING DISPLAYS. ALONG WITH THE THREE-LESSON DEMONSTRATION SERIES, A 45-MINUTE FILM WAS PRODUCED WHICH CONTAINED EXCERPTS FROM THE FINAL VERSIONS OF THE THREE LESSONS AND WHICH ALSO SUMMARIZED THE FINAL  IN-SCHOOL TESTING OF THE LESSONS AND THE PROCESS BY WHICH THEY WERE DEVELOPED. THE TEST POPULATION INCLUDED ELEMENTARY STUDENTS FROM 17 SCHOOL DISTRICTS IN THE DISTRICT OF COLUMBIA VICINITY. ALTHOUGH THE INVESTIGATOR INDICATED A NEED FOR DECISION CONCERNING THE RANGE OF ABILITY LEVELS TO BE TAUGHT BY ANY ONE LESSON, HE CONCLUDED THAT THE USE OF TELEVISION NEED NOT BE LIMITED TO ENRICHMENT PROGRAMING AND THAT THE LESSONS DEVELOPED HAD DEMONSTRATED THE EFFICACY OF GROUP-PACED, PROGRAMED TELEVISION FOR DIRECT INSTRUCTION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011066</dc:identifier>
<dc:title>A DEMONSTRATION PROJECT OF PROGRAMED TELEVISION INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>193</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Bond Issues</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Support</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>BEAL, GEORGE M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Ames)</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Univ. of Science and Technology, Ames.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOCIOLOGICAL ASPECTS OF THE PROCESSES AND RELATIONSHIPS BETWEEN SCHOOL AND COMMUNITY IN RELATION TO SCHOOL BOND ISSUES WERE STUDIED. IN THE FIRST SECTION, CHAPTER I ATTEMPTED TO PLACE SCHOOL BOND ISSUES IN THE GENERAL CONTEXT OF EDUCATIONAL NEEDS, AND CHAPTER II PRESENTED A REVIEW OF THE LITERATURE AND RESEARCH STUDIES THAT HAVE DEALT WITH RECOMMENDATIONS AND FINDINGS RELATED TO SCHOOL BOND ISSUE ELECTIONS. THE SECOND SECTION PROVIDES A THEORETICAL ORIENTATION AND DESCRIBES THE SAMPLING AND FIELD PROCEDURES USED IN THIS STUDY. IN THE THIRD SECTION, DATA OBTAINED FROM IOWA SCHOOL SUPERINTENDENTS INVOLVED IN SCHOOL BOND ELECTIONS DURING A 5-YEAR PERIOD WERE ANALYZED AND PRESENTED AS A DATA BOOK. DATA GATHERED CLEARLY INDICATED THAT SUPERINTENDENTS CONSIDERED COOPERATIVE PERFORMANCE  BETWEEN THE SUPERINTENDENTS AND THE BOARD OF EDUCATION AS MORE IMPORTANT IN PASSING BOND ELECTIONS THAT THE USE OF A CITIZEN&apos;S ADVISORY COMMITTEE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011067</dc:identifier>
<dc:title>IOWA SCHOOL BOND ISSUES, DATA BOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>167</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>THOMAS, ROBERT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Ames)</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Univ. of Science and Technology, Ames.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STRATEGIC INTELLIGENCE UNIT AND A RESEARCH ACTIVITIES UNIT WERE THE TWO MAIN COMPONENTS OF THIS PROJECT FOR RESEARCH AND DEVELOPMENT IN PROBLEMS OF VOCATIONAL AND TECHNICAL EDUCATION FOR NONMETROPOLITAN AREAS. PROBLEM CONCEPTUALIZATIONS AND INTERDISCIPLINARY RESEARCH WERE THE ACTIVITIES OF THESE TWO PROJECT COMPONENTS. THE PRIMARY FUNCTION OF THE STRATEGIC INTELLIGENCE UNIT WAS TO PROVIDE INFORMATION REGARDING VOCATIONAL AND TECHNICAL EDUCATION AND TO CONCERN ITSELF WITH PERCEPTION, ASSESSMENT, AND ARTICULATION OF THE EXISTING SOCIAL ENVIRONMENT AS IT IMPINGES UPON VOCATIONAL AND TECHNICAL EDUCATION. THE RESEARCH ACTIVITIES UNIT, DESIGNED TO RESEARCH PROBLEMS OF EDUCATION FOR NONMETROPOLITAN AREAS, PURSUED ACTIVITIES IN HUMAN RESOURCE DEVELOPMENT, OCCUPATIONAL OPPORTUNITIES,  AND EDUCATIONAL RESOURCES DEVELOPMENT AND TRAINING. THE APPENDIX TO THIS REPORT IS ED 011 069. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011068</dc:identifier>
<dc:title>RESEARCH AND DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION--NON-METROPOLITAN AREAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Trends</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MAHLSTEDE, JOHN P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Ames)</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa State Univ. of Science and Technology, Ames.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REPORTS WERE SUBMITTED OF EIGHT RESEARCH PROJECTS CONDUCTED BY DIFFERENT PRINCIPAL INVESTIGATORS WHO INVESTIGATED RESEARCH AND DEVELOPMENT ACTIVITIES IN VOCATIONAL AND TECHNICAL EDUCATION FOR NONMETROPOLITAN AREAS. THE REPORTS TREATED SUCH SUBJECT AREAS AS THE DECISION-MAKING PROCESS OF SCHOOL DISTRICTS, OCCUPATIONAL PROBLEMS AND VOCATIONAL TRAINING NEEDS OF HIGH SCHOOL DROPOUTS, INTERRELATIONSHIP OF HOME ENVIRONMENT AND EMPLOYMENT, MANPOWER REQUIREMENTS AND DEMAND IN AGRICULTURE, THE CONTRIBUTION OF PSYCHOLOGY TO INTERDISCIPLINARY RESEARCH, DETERMINANTS OF POST-HIGH SCHOOL EDUCATIONAL AND OCCUPATIONAL CHOICES, LEGAL AND POLITICAL STRATEGIES FOR IMPLEMENTING VOCATIONAL PROGRAMS, AND PREDICTIONS OF CHANGE IN TECHNOLOGY, JOBS, AND VOCATIONAL TRAINING NEEDS. THIS REPORT IS AN  APPENDIX TO ED 011 068. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011069</dc:identifier>
<dc:title>PROJECT IN RESEARCH AND DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION--NON-METROPOLITAN AREAS. APPENDIX OF FINAL RESEARCH REPORTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>256</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Newsletters</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Rural Environment</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>Semantic Differential</dc:subject>
<dc:creator scheme='personal author'>KOVACS, FRANK W.</dc:creator>
<dc:creator scheme='personal author'>MCLAIN, JOHN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ATTITUDE TOWARD PROGRAMED INSTRUCTION INVENTORY</eric:keywords>
<eric:keywords>Pennsylvania (Slippery Rock)</eric:keywords>
<eric:keywords>Pennsylvania (Clarion)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Clarion State Coll., PA.</dc:creator>
<dc:creator scheme='institution'>Slippery Rock State Coll., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUPERIOR STUDENTS IN RURAL HIGH SCHOOLS WERE GIVEN PROGRAMED INSTRUCTION IN SELECTED SUBJECT AREAS TO DETERMINE IF A NONDIRECTIVE METHOD OF DIFFUSING AN INNOVATION, LIKE PROGRAMED INSTRUCTION, WAS APPROPRIATE FOR DISSEMINATION IN A RURAL ENVIRONMENT. THE EFFECTS OF THE COOPERATIVE DEMONSTRATION PROJECT ON STUDENTS, PARENTS, TEACHERS, AND HIGH SCHOOL ADMINISTRATORS WERE MEASURED BY THE ATTITUDE TOWARD PROGRAMED INSTRUCTION INVENTORY AND THE SEMANTIC DIFFERENTIAL SCALE. RESULTS SHOWED THAT PREDISPOSITION OF THE INDIVIDUAL TO EITHER ADOPTION OR REJECTION WILL AFFECT THE RATE AND FINAL DECISION REGARDING THE ACCEPTANCE OR REJECTION OF THE INNOVATION. THE INVESTIGATOR RECOMMENDED THAT PREMEASURES SHOULD BE EMPLOYED TO DETERMINE THE PREDISPOSITION OF THE TARGET POPULATION AND CONCLUDED  THAT THE NONDIRECTIVE METHOD OF DIFFUSING AN INNOVATION WAS APPROPRIATE FOR THE DISSEMINATION OF PROGRAMED INSTRUCTION IN A RURAL ENVIRONMENT. THE USE OF NEWSLETTERS PROVED TO BE AN IMPORTANT CONTRIBUTION TO THE SUCCESS OF THE PROJECT, AND WHERE DISSEMINATION IS AN OBJECTIVE, THE INVESTIGATOR RECOMMENDED THE USE OF SIMILAR MEANS OF COMMUNICATION WITH THE TARGET AUDIENCE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011070</dc:identifier>
<dc:title>PROGRAMED INSTRUCTION FOR SUPERIOR STUDENTS IN SMALL HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>190</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>ONG, JIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Ellensburg)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Central Washington State Coll., Ellensburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FOLLOWUP STUDY WAS REPORTED THAT ENLARGED THE SCOPE OF THE AUTHOR&apos;S PREVIOUS STUDY OF THE OPPOSITE-FORM APPROACH USED BY STUDENTS IN TEST AND MEASUREMENT COURSES. THE STUDY HAD THREE PURPOSES--(1) TO INVESTIGATE THE RELIABILITIES OF OPPOSITE-FORM INVENTORIES, (2) TO CROSS VALIDATE OPPOSITE-FORM INVENTORIES, AND (3) TO STUDY THE PATTERNING OF EXTERNAL VALIDITY OF THE OPPOSITE-FORM APPROACH. THE FOLLOWUP STUDY ADDED INFORMATION ON THE TEST-RETEST RELIABILITY OF THE OPPOSITE-FORM APPROACH AND SHOWED ITS VALUE AND PRACTICAL SIGNIFICANCE TO PERSONALITY INVENTORIES IN AN INVESTIGATION OF THE PATTERNING VALIDITY USING A PRACTICAL EDUCATION CRITERION (COURSE GRADE). SUBJECTS CONSISTED OF 96 MALE AND 95 FEMALES, A TOTAL OF 191 FRESHMEN, SOPHOMORES, AND JUNIOR COLLEGE STUDENTS ENROLLED  IN PSYCHOLOGY CLASSES. FIVE INVENTORIES WERE GIVEN IN FOUR SETTINGS, EACH ABOUT 2 DAYS APART. THE IMPLICATION OF THE RESULTS WAS THAT THE CORRELATION OR PREDICTION OF AN EDUCATION CRITERION IS JUST AS EFFECTIVE IN USING THE OPPOSITE FORMS OF AN INVENTORY AS IN THE ORIGINAL. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011071</dc:identifier>
<dc:title>THE RELIABILITY OF SPECIAL TESTS IN MEASURING PERSONALITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Linear Programing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>O&apos;REILLY, ROBERT P.</dc:creator>
<dc:creator scheme='personal author'>RIPPLE, RICHARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUCH CHARACTERISTICS AS ANXIETY, CREATIVITY, AND INTELLIGENCE WERE RELATED TO SUCCESS IN LEARNING FROM A REPRESENTATIVE PROGRAM OF THE LINEAR, CONSTRUCTED RESPONSE TYPE. A SAMPLE OF SIXTH GRADERS WAS ADMINISTERED TESTS PRIOR TO AND UPON COMPLETION OF A PROGRAMED UNIT ENTITLED &amp;quot;LATITUDE AND LONGITUDE.&amp;quot; AN ANALYSIS OF THE EFFECTS OF LEARNING FROM PROGRAMED INSTRUCTIONAL MATERIALS ON THE VERBAL CREATIVITY SCORES OF THE SIXTH GRADERS WAS PURSUED SIMULTANEOUSLY WITH THE EVALUATION OF THE OTHER OBJECTIVES. AFTER AN INITIAL PHASE, IN WHICH THE RELIABILITY OF AN ANXIETY SCALE WAS VALIDATED, AN EXPERIMENTAL GROUP WAS PRESENTED WITH THE 2-WEEK PROGRAMED COURSE, AND A CONTROL GROUP WAS GIVEN TRADITIONAL INSTRUCTION OF THE SAME MATERIAL. FIVE ONE-WAY ANALYSES OF VARIANCE WERE COMPUTED  COMPARING THE MEAN RESIDUAL GAINS MADE BY THE CLASSES IN THE PROGRAMED AND CONTROLLED CONDITIONS. NONE OF THE FIVE ANALYSES REVEALED A SIGNIFICANT DIFFERENCE BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011072</dc:identifier>
<dc:title>THE RELATIONSHIP OF ANXIETY, CREATIVITY AND INTELLIGENCE TO SUCCESS IN LEARNING FROM PROGRAMED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>139</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Fine Arts</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:creator scheme='personal author'>ROSE, HANNA T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Brooklyn Museum, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 4-DAY SEMINAR WAS ORGANIZED AROUND SEVEN PAPERS WHICH PROVIDED A BASIS FOR DISCUSSION FROM MANY POINTS OF VIEW. THE PARTICIPANTS WERE THOSE INVOLVED IN WORK IN THE ARTS WITH THE DISADVANTAGED IN VARIOUS AREAS, AS WELL AS A PSYCHOLOGIST, A SOCIOLOGIST, AN ANTHROPOLOGIST, A RESEARCH SPECIALIST IN ART EDUCATION, AND REPRESENTATIVES OF STATE AND CITY EDUCATION DEPARTMENTS. THE DISCUSSIONS CENTERED AROUND THE THEORETICAL EVIDENCE AND THE DEMONSTRATION PROGRAMS WHICH WERE PRESENTED BY THE PEOPLE INVOLVED IN THEM. THE PROGRAMS COVERED A WIDE RANGE, FROM THEATER PRESENTATIONS AND CONCERTS WHICH TRAVEL INTO A NEIGHBORHOOD AND PROGRAMS IN INFORMAL CENTERS TO THOSE IN SPECIAL SCHOOLS. EXAMPLES WERE CITED TO DEMONSTRATE THAT THE ARTS CAN PROVIDE THE FIRST EXPERIENCE OF POSITIVE  ACCOMPLISHMENT AMONG THE DISADVANTAGED, AND FROM THIS CAN DEVELOP A SENSE OF PERSONAL PRIDE LEADING TO OTHER ACCOMPLISHMENTS. EMPHASIS WAS ON THE FUNCTIONAL USE OF THE ARTS TO ENABLE THE CREATIVITY IN EACH PERSON TO REACH ITS FULLEST POTENTIAL. ON THE CONCLUDING DAY, A PANEL DISCUSSED THE FEDERAL RESOURCES FOR SUPPORT OF THE ARTS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011073</dc:identifier>
<dc:title>A SEMINAR ON THE ROLE OF THE ARTS IN MEETING THE SOCIAL AND EDUCATIONAL NEEDS OF THE DISADVANTAGED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>328</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Feedback</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>OLIVERO, JAMES L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE STUDY WAS TO DETEMINE IF THE QUALITY AND LOGISTICS OF SUPERVISION IN TEACHER TRAINING PROGRAMS COULD BE IMPROVED BY SUBSTITUTING VIDEO RECORDINGS FOR LIVE CLASSROOM OBSERVATIONS. RESULTS SHOWED THAT (1) TEACHER TRAINEES WHO RECEIVE FEEDBACK ON THEIR TEACHING PERFORMANCE MAKE GREATER CHANGES IN SELECTED BEHAVIORS THAN TRAINEES WHO DO NOT RECEIVE FEEDBACK AND (2) VIDEO PLUS VERBAL FEEDBACK PRODUCES GREATER CHANGES IN SELECTED BEHAVIORS THAN VERBAL FEEDBACK ALONE. THE RESULTS DID NOT PROVE CONCLUSIVELY THAT VIDEO RECORDINGS COULD ALWAYS BE SUBSTITUTED FOR LIVE OBSERVATIONS IN TEACHER EDUCATION. THE AUTHOR CONCLUDED THAT (1) BY ELIMINATING THE TRANSPORTATION TIME PROBLEM, VIDEO RECORDINGS CAN OFTEN HELP THE SUPERVISOR TO BETTER PERFORM THE TASK FOR WHICH HE IS  TRAINED, AND (2) VIDEO RECORDINGS OFFER THE POSSIBILITY OF INCREASING THE LOAD THAT UNIVERSITY TEACHER-TRAINING SUPERVISORS CAN ASSUME. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011074</dc:identifier>
<dc:title>THE USE OF VIDEO RECORDINGS IN TEACHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Selective Dissemination of Information</dc:subject>
<dc:creator scheme='personal author'>BAIRD, KAREN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF AN ELECTRONIC DATA PROCESSING PROGRAM CALLED &amp;quot;SELECTIVE DISSEMINATION OF INFORMATION&amp;quot; (SDI), WAS STUDIED AS A TECHNIQUE FOR SEARCHING THE LITERATURE OF HIGHER EDUCATION ADMINISTRATION AND BRINGING TO THE ATTENTION OF UNIVERSITY ADMINISTRATORS THAT SELECT PORTION WHICH IS OF DIRECT RELEVANCE TO THEIR PROFESSIONAL INTERESTS. THE TEST POPULATION INCLUDED 60 ADMINISTRATORS AT WAYNE AND EIGHT OTHER MICHIGAN COLLEGES AND UNIVERSITIES. QUESTIONNAIRE RESPONSES FROM 52 SDI PARTICIPANTS INDICATED THAT INFORMATION SUPPLIED BY SDI HAD BEEN USEFUL AND CURRENT, AND VERY PROBABLY WOULD NOT HAVE BEEN OBTAINED WITHOUT THIS SERVICE. EVERY RESPONDENT REPORTED THAT SDI HELPED KEEP HIM INFORMED IN HIS PROFESSIONAL AREA. THE QUESTIONNAIRE RESPONSES SUPPORTED THE CONTENTION THAT LITERATURE  IN THE FIELD OF EDUCATIONAL ADMINISTRATION HAS INCREASED BEYOND THE ABILITY OF ADMINISTRATORS TO LOCATE NEEDED INFORMATION. THE RESULTS OF THIS PILOT PROJECT SUGGESTED THE NEED FOR A NATIONWIDE INFORMATION DISSEMINATION PROGRAM AND INDICATED THAT SDI HAS THE POTENTIAL FOR PROVIDING SUCH A SERVICE. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011075</dc:identifier>
<dc:title>A PILOT PROJECT ON DISSEMINATION OF INFORMATION TO HIGHER EDUCATION PERSONNEL. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Education</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Handwriting Skills</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>Office Practice</dc:subject>
<dc:subject>Shorthand</dc:subject>
<dc:creator scheme='personal author'>GAFFGA, RUTH H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIATIONS FROM &amp;quot;STANDARD GREGG SHORTHAND&amp;quot; IN THE SIMPLIFIED EDITION WERE INVESTIGATED AFTER USE IN EMPLOYMENT TO DETERMINE INTERRELATIONSHIPS AND TO MODIFY AND REFINE THE &amp;quot;GREGG SHORTHAND SIMPLIFIED&amp;quot; PRINCIPLES AND PROCEDURES. SAMPLES OF SHORTHAND, WRITTEN BY WRITERS WHO HAD AT LEAST 2 YEARS OF INSTRUCTION IN &amp;quot;GREGG SHORTHAND SIMPLIFIED,&amp;quot; WERE PROCURED FROM NOTEBOOKS USED EVERYDAY ON THE JOB. EVIDENCE SUPPORTED THE HYPOTHESIS THAT, ALTHOUGH CERTAIN KEY ELEMENTS IN &amp;quot;GREGG SHORTHAND SIMPLIFED&amp;quot; ARE NOT FOLLOWED ACCURATELY, SHORTHAND WRITERS WRITE ESSENTIALLY TEXT SHORTHAND DURING EMPLOYMENT. IT WAS CONCLUDED THAT THE SIMPLIFED SHORTHAND, AS IT WAS TAUGHT, SERVED ITS PURPOSE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011076</dc:identifier>
<dc:title>CHANGES IN GREGG SHORTHAND SIMPLIFIED AS WRITTEN DURING EMPLOYMENT--AN ANALYTICAL STUDY OF VARIATIONS IN A PHONETIC SYSTEM OF COMMUNICATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Television</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>GLASGOW, ZITA</dc:creator>
<dc:creator scheme='personal author'>GROPPER, GEORGE L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NUMBER OF PROCEDURES FOR IMPROVING THE CONVENTIONAL TELEVISION LESSON WERE EVALUATED. THREE VERSIONS OF A TELEVISION LESSON ON LEVERS WERE COMPARED--(1) A VERSION OF AN EXISTING, CONVENTIONAL LESSON USED AS A CONTROL TREATMENT, (2) A VERSION INTENDED TO FACILITATE RETENTION OF SCIENCE CONCEPTS AND PRINCIPLES, AND (3) A VERSION INTENDED TO FACILITATE TRANSFER OF THE CONCEPTS AND PRINCIPLES LEARNED TO NEW CONTEXTS. REVISIONS IN THE LESSON INCORPORATED MANY FEATURES OF PROGRAMED INSTRUCTION. CHANGES MADE REVOLVED ABOUT THE STIMULUS FEATURES OF THE PRESENTATION ONLY. FROM THE RESULTS IT WAS CONCLUDED THAT CONCENTRATION ON THE STIMULUS ALONE, WHILE NEGLECTING THE RESPONSE, PRODUCED IMPROVEMENTS OVER THE CONVENTIONAL LESSON, BUT FELL SHORT OF AIDING THE STUDENT TO ACQUIRE, RETAIN,  AND TRANSFER LARGE AMOUNTS OF INFORMATION. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011077</dc:identifier>
<dc:title>AN EXPERIMENTAL EVALUATION OF METHODS FOR IMPROVING &amp;quot;CONVENTIONAL&amp;quot; TELEVISION LESSONS. STUDIES IN TELEVISED INSTRUCTION. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employer Employee Relationship</dc:subject>
<dc:subject>Labor Problems</dc:subject>
<dc:subject>Laboratory Experiments</dc:subject>
<dc:subject>Motivation Techniques</dc:subject>
<dc:subject>Productivity</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>SCHMITT, DAVID R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF SEVERAL STYLES OF SUPERVISION UPON THE PERFORMANCE OF INDIVIDUALS WERE EXPLORED IN A LABORATORY SETTING IN WHICH SELECTED ASPECTS OF SUPERVISION WERE EXPERIMENTALLY MANIPULATED. PARALLELING THE WORK SITUATION, THE EXPERIMENTAL SETTING INVOLVED A CHOICE OF TWO ACTIVITIES, EACH OF WHICH WAS REINFORCED. THE ROLE OF SUPERVISION WAS TO MAINTAIN PERFORMANCE IN TASK &amp;quot;A,&amp;quot; THE LESS ATTRACTIVE TASK. THE TWO-TASK SETTING PERMITTED CONTROL OVER IMPORTANT FEATURES OF WORKER SUPERVISION. THE EFFECTS OF PENALTY MAGNITUDES WERE EXPLORED UNDER BOTH FIXED AND VARIABLE INTERVAL SCHEDULES OF SUPERVISION. THE DATA LED TO THE CONCLUSION THAT A CONSIDERABLE DEGREE OF CONTROL CAN BE OBTAINED OVER IMPORTANT ASPECTS OF THE WORK SETTING. THE FINDING THAT THE PUNISHMENT OF PERFORMANCE ON ONE  TASK LED TO GREATER PERFORMANCE ON A SECOND TASK WAS AT VARIANCE WITH PREVIOUS RESEARCH. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011078</dc:identifier>
<dc:title>THE EFFECT OF PRODUCTIVITY ON VARIOUS STYLES OF WORKER-SUPERVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Seniors</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Graduate Students</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>BENTLEY, JOSEPH C.</dc:creator>
<dc:creator scheme='personal author'>ROSSMANN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords>Massachusetts (Worcester)</eric:keywords>
<eric:keywords>STRONG VOCATIONAL INTEREST BLANK</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Clark Univ., Worcester, MA.</dc:creator>
<dc:creator scheme='institution'>Macalester Coll., St. Paul, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS AMONG COLLEGE SENIORS WHICH INFLUENCE THE CHOICE OF COLLEGE TEACHING AS A VOCATION WERE STUDIED. DATA WERE GATHERED FROM 94 GRADUATE STUDENTS WHO WERE AWARDED DANFORTH GRADUATE FELLOWSHIPS IN THEIR SENIOR YEARS. AN EXPLANATORY LETTER, A SIX-PAGE QUESTIONNAIRE, AND THE STRONG VOCATIONAL INTEREST BLANK WERE MAILED TO THE SUBJECTS. IT WAS FOUND THAT THE STUDENTS BEGAN TO THINK OF THEMSELVES AS COLLEGE TEACHERS RATHER EARLY, THAT EARLY TEACHING AND OTHER TEACHING-LIKE ACTIVITIES HAD HELPED THEIR DECISION TO BECOME TEACHERS, THAT POTENTIAL CONTRIBUTION TO SOCIETY WAS THE MAJOR MOTIVATING FORCE IN THEIR CHOICE OF THE TEACHING CAREER, THAT THE STUDENTS HAD A RATHER CLEAR IDEA ABOUT POTENTIAL SATISFACTIONS AND EXPECTATIONS, AND THAT THEY HOPED TO SPEND ABOUT HALF THEIR TIME AS  NEW FACULTY MEMBERS IN TEACHING ACTIVITIES AND THE REST OF THE TIME WITH RESEARCH AND WRITING. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011079</dc:identifier>
<dc:title>FACTORS WHICH LED COLLEGE SENIORS TO CHOOSE COLLEGE TEACHING AS A CAREER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Political Attitudes</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>HESS, ROBERT D.</dc:creator>
<dc:creator scheme='personal author'>TORNEY, JUDITH V.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STRUCTURAL (NONCONTENT) DIMENSIONS OF CHILDREN&apos;S POLITICAL ATTITUDES AND THEIR DEVELOPMENT WERE INVESTIGATED USING NEW METHODS DERIVED FROM SELF-REPORT DATA. THE CONSTRUCT, &amp;quot;ATTITUDE-CONCEPT SYSTEM,&amp;quot; WAS INTRODUCED TO DESIGNATE EVALUATIONS OF AN ATTITUDE OBJECT AND BELIEFS ASSOCIATED WITH THIS EVALUATION. THE FIVE STRUCTURAL DIMENSIONS CHOSEN FOR THIS STUDY WERE (1) EXTENSIVENESS, OR THE NUMBER OF ATTITUDES A CHILD CAN EXPRESS, (2) CONSISTENCY BETWEEN EVALUATIONS OF AN ATTITUDE OBJECT AND BELIEFS ABOUT THAT OBJECT, (3) ATTRIBUTE DIFFERENTIATION, OR THE INDEPENDENCE OF JUDGMENTS OF PERSONAL AFFECTION FROM JUDGMENTS OF ROLE PERFORMANCE AND POWER, (4) OBJECT DIFFERENTIATION, OR THE ABILITY TO DIFFERENTIATE BETWEEN POLITICAL AND FAMILY AUTHORITY FIGURES ON AFFECTIVE QUALITIES, AND  (5) STABILITY OF ATTITUDE RESPONSES. HOUR-LONG QUESTIONNAIRES CONCERNING POLITICAL ATTITUDES WERE OBTAINED FROM APPROXIMATELY 12,000 CHILDREN, GRADES 2 THROUGH 8. THE RESULTS SUPPORT THE IMPORTANCE OF STRUCTURAL DIMENSIONS OF ATTITUDE-CONCEPT SYSTEMS FOR UNDERSTANDING CHILDREN&apos;S SOCIAL ATTITUDES. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011080</dc:identifier>
<dc:title>NEW METHODS FOR MEASURING THE DEVELOPMENT OF ATTITUDES IN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>165</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Discovery Learning</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Mathematical Concepts</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:creator scheme='personal author'>RUPLEY, WILLIAM H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUCCESS OF DISCOVERY MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL WAS TESTED OVER A 1-YEAR PERIOD. THE PROJECT WAS INTENDED TO SEE IF A TRAINED MATHEMATICIAN WORKING AT AN ELEMENTARY SCHOOL WITH DISADVANTAGED CHILDREN COULD (1) MOTIVATE THE CHILDREN TO BE INTERESTED IN SCHOOL WORK BY INTERESTING THEM IN MATHEMATICS AND (2) COMMUNICATE WITH THEM BY TEACHING THEM TO DO MATHEMATICS AT A LEVEL FAR ABOVE GRADE LEVEL, EVEN TO HIGH SCHOOL LEVEL. ACHIEVEMENT OF THE FIRST OBJECTIVE, WHILE NOT SCIENTIFICALLY PROVED, WAS STRONGLY SUPPORTED (HYPOTHESIS) BY THE HIGH LEVEL OF EXCITEMENT WHICH EXISTED IN THE FOUR CLASSES STUDIED. IT WAS CONCLUDED THAT ADEQUATE MEASUREMENT OF AN INCREASE OF INTEREST CAUSED BY THE MATHEMATICS PROGRAM WOULD PROBABLY REQUIRE STUDY OF A CLASS FOR SOME TIME  BEFORE PRESENTING IT WITH A DISCOVERY TEACHER. THE CONTROLS NECESSARY TO CONCLUSIVELY PROVE THE FIRST HYPOTHESIS COULD NOT BE ESTABLISHED. ACHIEVEMENT OF THE SECOND OBJECTIVE WAS FULLY BORNE OUT BY THE DATA. EACH CLASS MADE SIGNIFICANT PROGRESS WITH MANY MATHEMATICAL NOTIONS WHICH UNDERLIE ADVANCED MATHEMATICS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011081</dc:identifier>
<dc:title>TEACHING OF ADVANCED MATHEMATICAL CONCEPTS TO CULTURALLY DISADVANTAGED ELEMENTARY SCHOOL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>89</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Administration</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:creator scheme='personal author'>NICKERSON, MELVIN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (De Kalb)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northern Illinois Univ., De Kalb.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INVESTIGATION WAS MADE TO STUDY THE INVOLVEMENT OF FACULTY MEMBERS IN COMMITTEE WORK AND IN SELECTED STUDENT PERSONNEL SERVICES. THE EFFECTIVENESS LEVEL OF SELECTED STUDENT PERSONNEL SERVICES IN FIVE LARGE PUBLIC UNIVERSITIES WAS COMPARED TO CERTAIN ASPECTS OF FACULTY PARTICIPATION TO DETERMINE WHAT RELATIONSHIPS EXISTED. A THREE-PART QUESTIONNAIRE WAS CONSTRUCTED TO GATHER BIOGRAPHICAL INFORMATION ABOUT THE FACULTY PARTICIPANT, DATA CONCERNING HIS MEMBERSHIP IN THE COMMITTEE STRUCTURE OF A UNIVERSITY WHICH RELATED TO ONE OR MORE OF THE STUDENT PERSONNEL SERVICES, AND THE EXTENT AND NATURE OF HIS INDIVIDUAL PARTICIPATION. CONCLUSIONS WERE DETERMINED AND REPORTED. IMPLICATIONS WERE MADE AND A DESCRIPTION MADE OF AN IDEALIZED PROGRAM OF STUDENT PERSONNEL SERVICES.  (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011082</dc:identifier>
<dc:title>THE EXTENT AND NATURE OF FACULTY PARTICIPATION IN STUDENT PERSONNEL SERVICES IN LARGE PUBLIC UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:creator scheme='personal author'>COHEN, ROGER D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>College Characteristics Index (Stern and Pace)</eric:keywords>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>Stern Activities Index</eric:keywords>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATURE OF THE INTERACTING RELATIONSHIP BETWEEN PERSONALITY CHARACTERISTICS OF COLLEGE STUDENTS AND ENVIRONMENTAL CHARACTERISTICS OF THE INSTITUTIONS THEY ATTEND WAS EXPLORED. STUDENT PERSONALITY WAS MEASURED FOR SAMPLES FROM 55 COLLEGES AND UNIVERSITIES BY THE ACTIVITIES INDEX, AN INSTRUMENT DESIGNED TO MEASURE PERSONALITY NEEDS. PRESS, CONSIDERED A MEASURE OF ENVIRONMENT, WAS MEASURED BY THE COLLEGE CHARACTERISTICS INDEX. SCORES SUMMARIZED FOR THE STUDENTS IN THE SAMPLES FOR EACH COLLEGE PROVIDED A PICTURE OF STUDENT PERSONALITY AND THE ENVIRONMENTAL CHARACTERISTICS OF THE INSTITUTION. THE PERSONALITY AND ENVIRONMENTAL SCORES FOR THE 55 SCHOOLS WERE INTERCORRELATED AND FACTOR ANALYZED. THE RESULTING FACTORS INDICATED THAT THERE WERE FIVE DIMENSIONS REPRESENTING THE  INTERACTION OF STUDENT PERSONALITY AND INSTITUTIONAL ENVIRONMENT. THE FIVE FACTORS, REFERRED TO AS CULTURES, ARE (1) SELF-EXPRESSION, (2) INTELLECTUAL, (3) NUTURANT, (4) VOCATIONAL, AND (5) COLLEGIATE. THE COLLEGES WERE RESCORED IN TERMS OF THE FIVE FACTORS AND THE RESULTS FURTHER ANALYZED. INSTITUTIONS ARE CLEARLY IDENTIFIABLE AND DIFFERENTIABLE ON THE BASIS OF THE FACTORS EXTRACTED IN THIS STUDY. WHEN EXAMINED ACCORDING TO THE PERSONALITY AND ENVIRONMENTAL COMPONENTS, PARTICULAR CHARACTERISTICS OF INSTITUTIONS MAY BE RECOGNIZED AS BEING CONGRUENT OR NOT CONGRUENT IN RELATION TO THE PERSONALITY CHARACTERISTICS OF STUDENTS. SUGGESTIONS FOR FURTHER RESEARCH IN THE AREA OF PERSONALITY AND ENVIRONMENTAL CONGRUENCE WERE MADE. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011083</dc:identifier>
<dc:title>STUDENTS AND COLLEGES--NEED-PRESS DIMENSIONS FOR THE DEVELOPMENT OF A COMMON FRAMEWORK FOR CHARACTERIZING STUDENTS AND COLLEGES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>124</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>DUNCAN, A. O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ATHENS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Univ., Athens.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR AGRICULTURAL TEACHERS AND STUDENTS WAS DEVELOPED TO BE HELPFUL TO STUDENTS AS A TEXTBOOK AND TO TEACHERS IN THEIR USE OF THE NATIONAL VOCATIONAL AGRICULTURE RECORD BOOK FOR PRODUCTION AGRICULTURE IN INSTRUCTIONAL PROGRAMS ON RECORD KEEPING AND ANALYSIS. UNIFORM AND ACCURATE RECORDS ARE EXPECTED TO PROMOTE ACCURACY IN REPORTING THE RESULTS OF THE INDIVIDUAL STUDENT&apos;S WORK-EXPERIENCE PROGRAMS. THE AUTHOR AND CONSULTANTS RECOMMENDED THAT THE GUIDE BE MADE AVAILABLE TO EACH STUDENT OF VOCATIONAL AGRICULTURE CLASSES INVOLVED IN FARM MANAGEMENT. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011084</dc:identifier>
<dc:title>DEVELOPMENT OF A GUIDE ON RECORD KEEPING AND ANALYSIS IN THE VOCATIONAL AGRICULTURE RECORD BOOK FOR PRODUCTION AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:creator scheme='personal author'>OTTO, HENRY J.</dc:creator>
<dc:creator scheme='personal author'>VELDMAN, DONALD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE</eric:keywords>
<eric:keywords>MCLEOD CONTROL STRUCTURE DESCRIPTION QUESTIONNAIRE</eric:keywords>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:keywords_test>Organizational Climate Description Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONTROL STRUCTURE IN PUBLIC SCHOOL SYSTEMS WAS RELATED TO THE DIMENSIONS OF ORGANIZATIONAL CLIMATE BY INVESTIGATING THE RELATIONSHIPS OF ELEMENTARY PRINCIPALS&apos; AND TEACHERS&apos; SCORES ON TWO MEASUREMENT INSTRUMENTS. THE HALPIN-CROFT ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE AND THE MCLEOD CONTROL STRUCTURE DESCRIPTION QUESTIONNAIRE WERE ADMINISTERED TO 38 PRINCIPALS AND 684 TEACHERS. THE LATTER TEST CONTAINED 80 PROBLEM SITUATIONS DISTRIBUTED EQUALLY INTO THE FOUR FUNCTIONAL AREAS OF EDUCATIONAL PROGRAM, DEVELOPING PERSONNEL, MANAGING THE SCHOOL, AND COMMUNITY RELATIONS. IT WAS FOUND THAT THERE WERE SIGNIFICANT RELATIONSHIPS BETWEEN AND AMONG THE PRINCIPALS&apos; ALLOCATIONS OF SCORES ON BOTH TESTS AND THE TEACHERS&apos; ALLOCATIONS OF SCORES ON BOTH TESTS. THE GENERAL CONCLUSION,  HOWEVER, WAS THAT PRINCIPALS AND TEACHERS DO NOT USE A COMMON FRAME OR REFERENCE FOR VIEWING THEIR RELATIONSHIPS TO EACH OTHER, AND THEY SEE DECISION MAKING AND SCHOOL CLIMATE FROM DISSIMILAR VANTAGE POINTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011085</dc:identifier>
<dc:title>ADMINISTRATIVE CONTROLS IN PUBLIC SCHOOLS AND EFFECTIVE WORKING RELATIONSHIPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Discrimination Learning</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Negative Reinforcement</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Positive Reinforcement</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:creator scheme='personal author'>SPENCE, JANET T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS PART OF THE RESEARCH ON THE INFLUENCE OF RESPONSE-CONTINGENT REINFORCERS ON THE LEARNING AND PROBLEM-SOLVING BEHAVIOR OF CHILDREN, THE EFFECTS OF A LIMITED NUMBER OF VARIABLES ON THE PERFORMANCE OF CHILDREN OF THREE AGE LEVELS (4-5, 7-8, AND 10-11), SELECTED EQUALLY FROM MIDDLE- AND LOWER-CLASS BACKGROUNDS, WERE INVESTIGATED. THE EXPERIMENTAL DESIGN, A 2-ALTERNATIVE DISCRIMINATION TASK, WAS ONE IN WHICH THE REINFORCING EVENTS PROVIDED THE SUBJECTS WITH THEIR ONLY SOURCE OF INFORMATION ABOUT THE CORRECTNESS OR INCORRECTNESS OF THEIR RESPONSES. THE EXPERIMENT USED SIX TREATMENT GROUPS. THESE USED TWO TYPES OF REINFORCERS IN EACH OF THREE REINFORCEMENT COMINBATIONS WHICH WERE REWARD ONLY, PUNISHMENT ONLY, AND REWARD OR PUNISHMENT. THE TWO REWARD-PUNISHMENT SETS WERE (1) &amp;quot;RIGHT&amp;quot;  OR &amp;quot;WRONG&amp;quot; SPOKEN BY THE EXPERIMENTER AND (2) CANDY OR A LOUD, RAUCOUS SOUND. EACH SUBJECT HAD 15 LEARNING TRIALS. RESULTS INDICATED THAT (1) NO BROAD GENERALIZATIONS ABOUT EFFECTS OR REINFORCERS COULD BE MADE SINCE REINFORCERS INTERACT, NOT ONLY WITH SUBJECT VARIABLES, BUT WITH CHARACTERISTICS OF THE TASK, INSTRUCTIONS, AND OTHER SITUATIONAL VARIABLES TO DETERMINE PERFORMANCE, AND (2) BOTH MIDDLE-CLASS AND LOWER-CLASS CHILDREN PERFORMED BETTER FOR THE SYMBOLIC RATHER THAN THE MATERIAL REWARDS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011086</dc:identifier>
<dc:title>A STUDY OF CERTAIN FACTORS AFFECTING CHILDRENS&apos; SCHOOL PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Film Production</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>FURSE, RUSSELL L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Barbara)</eric:keywords>
<eric:keywords>Empty Lot</eric:keywords>
<eric:keywords_geo>California (Santa Barbara)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Brooks Foundation, Santa Barbara, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIX FILM COMMUNICATION MODULES AND A COMPREHENSIVE PLAN FOR THEIR DISSEMINATION WERE PRODUCED BY THE BROOKS FOUNDATION TO INFORM THE PUBLIC AND VARIOUS TARGET GROUPS OF THE SCOPE AND PURPOSES OF THE VOCATIONAL EDUCATION ACT OF 1963. A HALF-HOUR MOTION PICTURE DOCUMENTARY-DRAMATIZATION ENTITLED &amp;quot;THE EMPTY LOT&amp;quot; WAS SUPPLEMENTED BY THREE SHORT MOTION PICTURE ANNOUNCEMENTS AND BY TWO 15-MINUTE COLOR-SOUND FILMSTRIPS, FOR PROFESSIONAL AND LAY AUDIENCES RESPECTIVELY. A METHOD OF ITERATIVE REVISIONS THROUGH PROGRESSIVE STAGES WAS USED IN DEVELOPING THE AUDIENCE TARGETS, THE FORM OF EACH MODULE, AND THE CONTENT OF EACH MODULE. THE ITERATIVE CYCLES CONSISTED OF SEQUENTIAL INTERACTIONS BETWEEN THE BROOKS FOUNDATION STAFF AND A REFERENCE GROUP, CHIEFLY STAFF MEMBERS OF THE U.S. OFFICE OF  EDUCATION. THE MATERIALS EMPLOYED INCLUDED BACKGROUND INFORMATION LISTS, TREATMENT OUTLINES, SCRIPTS, DRAWINGS, SLIDES, SOUND-PICTURE FILM SEGMENTS, FILMSTRIPS, AND MOTION PICTURES. CONSIDERATIONS OF TIME AND BUDGET PREVENTED EXTENSION OF THE ITERATIVE REVIEW PROCEDURE TO ACTUAL NAIVE LEARNERS (THE ULTIMATE TARGET AUDIENCE). BUT IT WAS FOUND THAT MUCH USEFUL INFORMATION COULD BE DEVELOPED BY APPLYING THE METHOD WITH AN EXPERT REFERENCE GROUP. A QUESTION WAS RAISED AS TO HOW MUCH CONSIDERATIONS OF AUTHORITY AND RESPONSIBILITY WOULD TEND TO DISTORT EXPERT JUDGMENT IN THE REFERENCE GROUP. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011087</dc:identifier>
<dc:title>A FILM ON THE VOCATIONAL EDUCATION ACT OF 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Memorization</dc:subject>
<dc:subject>Mnemonics</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Study</dc:subject>
<dc:creator scheme='personal author'>MILLER, GERALD R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (El Paso)</eric:keywords>
<eric:keywords_geo>Texas (El Paso)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Western Coll., El Paso.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM WAS TO DISCOVER WHETHER OR NOT HIGH SCHOOL FRESHMEN STUDENTS WHO DID NOT USE MNEMONICS COULD PROFIT BY THEIR USE AND WHETHER THE MNEMONICS SHOULD BE SUPPLIED TO THE STUDENT OR HE SHOULD BE TAUGHT TO CONSTRUCT HIS OWN. USE OF MNEMONIC DEVICES LED TO A MARKED IMPROVEMENT IN TEST SCORES. ALSO, ANY TYPE OF MNEMONIC DEVICE SUPPLIED BY THE EXPERIMENTER WAS FOUND TO BE EFFECTIVE IN RAISING TEST GRADES, AND WAS BETTER THAN REQUIRING THE STUDENT TO CONSTRUCT HIS OWN MNEMONIC. THIS RESULT RAISED THE QUESTION OF WHETHER OR NOT ALL SUITABLE TEXTBOOKS SHOULD CONTAIN MNEMONICS. THE AUTHOR SUGGESTED THE USE OF MNEMONICS MAY DECREASE IN EFFECTIVENESS AS THE NUMBER OF MNEMONICS USED BY ANY ONE STUDENT INCREASES. FURTHER RESEARCH WAS SUGGESTED TO DETERMINE THE MECHANISMS BY WHICH  MNEMONICS WORK. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011088</dc:identifier>
<dc:title>AN EVALUATION OF THE EFFECTIVENESS OF MNEMONIC DEVICES AS AIDS TO STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employment</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>SERGIOVANNI, THOMAS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana.</dc:creator>
<dc:creator scheme='institution'>Rochester Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>JOB SATISFACTION AND JOB DISSATISFACTION FACTORS FOUND IN THE WORK SITUATIONS OF TEACHERS WERE INVESTIGATED. TWO QUESTIONS WERE PROPOSED FOR INVESTIGATION--(1) IS THERE A SET OF FACTORS WHICH TENDS TO SATISFY TEACHERS AND ANOTHER SET OF FACTORS WHICH TENDS TO DISSATISFY TEACHERS, OR, ARE THE FACTORS ARRANGED ON A CONCEPTUAL CONTINUUM WITH EACH BEING A POTENTIAL SATISFIER AND DISSATISFIER, AND (2) WILL THE DISTRIBUTION OF FACTORS VARY FOR SUBGROUPS OF TEACHERS. THE FINDINGS OF THIS STUDY REVEALED THAT SOME FACTORS, REPORTED BY TEACHERS AS CONTRIBUTING TO THEIR JOB SATISFACTION AND JOB DISSATISFACTION, WERE POLAR IN A POSITIVE DIRECTION AND OTHERS POLAR IN A NEGATIVE DIRECTION. THE SATISFACTION FACTORS TENDED TO FOCUS ON THE WORK ITSELF, AND THE DISSATISFACTION FACTORS TENDED TO  FOCUS ON THE CONDITIONS OF WORK. ACHIEVEMENT, RECOGNITION, AND RESPONSIBILITY WERE FACTORS WHICH CONTRIBUTED PREDOMINANTLY TO TEACHER JOB SATISFACTION. INTERPERSONAL RELATIONS (SUBORDINATES), INTERPERSONAL RELATIONS (PEERS), SUPERVISION, SCHOOL POLICY AND ADMINISTRATION, PERSONAL LIFE, STATUS, AND UNFAIRNESS WERE FACTORS WHICH CONTRIBUTED PREDOMINANTLY TO TEACHER DISSATISFACTION. SUBGROUPS OF TEACHERS TENDED NOT TO DIFFER IN THEIR RESPONSES TO SOURCES OF JOB SATISFACTION AND JOB DISSATISFACTION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011089</dc:identifier>
<dc:title>SATISFACTION AND DISSATISFACTION OF TEACHERS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>158</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Literacy Education</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Welfare Recipients</dc:subject>
<dc:subject>Word Study Skills</dc:subject>
<dc:type></dc:type>
<eric:keywords>LEARNING TO READ AND SPELL</eric:keywords>
<eric:keywords>NEW JERSEY</eric:keywords>
<eric:keywords>MOTT BASIC LANGUAGE SKILLS PROGRAM</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>READING IN HIGH GEAR</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Greenleigh Associates, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A LARGE-SCALE FIELD TEST WITH FUNCTIONALLY ILLITERATE ADULTS, THIS PROJECT EVALUATED FOUR READING SYSTEMS--LEARNING TO READ AND SPELL, READING IN HIGH GEAR, MOTT BASIC LANGUAGE SKILLS PROGRAM, AND SYSTEMS FOR SUCCESS. TESTING WAS CONDUCTED IN SEVEN COMMUNITIES IN NEW YORK, THREE IN NEW JERSEY, AND FIVE IN CALIFORNIA, PROVIDING A MIXTURE OF RURAL AND URBAN RESIDENTS AND DIVERSE ETHNIC GROUPS. THE PARTICIPANTS IN EACH STATE WERE WELFARE RECIPIENTS, 18 YEARS OR OVER, NOT IN SCHOOL, AND BELOW THE FIFTH-GRADE READING LEVEL. EACH CONTROL GROUP CONTAINED 125 PARTICIPANTS SIMILAR IN LITERACY LEVEL AND OTHER RESPECTS TO EXPERIMENTAL GROUPS. SMALL SIZE OF CONTROL GROUPS MADE RESULTS INCONCLUSIVE. THE VARIABLE WAS LEVEL OF TEACHER PREPARATION--TRAINED TEACHERS (PREFERABLY EXPERIENCED IN  ADULT EDUCATION), COLLEGE GRADUATES, OR HIGH SCHOOL GRADUATES. CRITERIA FOR EVALUATING READING SYSTEMS WERE (1) SHORT-TERM CHANGE IN READING LEVEL, (2) ABILITY TO QUALIFY FOR OCCUPATIONAL TRAINING OR AVAILABLE JOB OPPORTUNITIES, (3) ABILITY TO MEET ADULT RESPONSIBILITIES, (4) HIGHLY TEACHABLE SYSTEMS, REQUIRING LEAST POSSIBLE SKILL, PLUS CAPACITY TO WITHSTAND POOR TEACHING, (5) FLEXIBILITY IN ACCOMMODATING LEARNERS WITH VARYING LITERACY LEVELS AND EDUCATIONAL BACKGROUNDS, (6) LEVEL OF INTEREST, (7) FEASIBILITY, AND (8) CONTRIBUTION TO THE POSITIVE EDUCATION AND SOCIAL EXPERIENCE OF LEARNERS. THIRTY-NINE REFERENCES WERE INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011090</dc:identifier>
<dc:title>FIELD TEST AND EVALUATION OF SELECTED ADULT BASIC EDUCATION SYSTEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>220</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Educational Benefits</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TRAPNELL, GAIL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Dept. of Education, Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE WAS PREPARED TO ASSIST COUNTY SUPERINTENDENTS, LOCAL DIRECTORS OF VOCATIONAL EDUCATION, LOCAL COORDINATORS, AND SUPERVISORS IN THE ORGANIZATION, DEVELOPMENT, AND SUPERVISION OF DISTRIBUTIVE EDUCATION PROGRAMS FOR ADULTS. IT WAS ESPECIALLY ORIENTED TO FLORIDA. IT DESCRIBED DISTRIBUTIVE COOPERATIVE ENTERPRISE INVOLVING BOTH COUNTY SCHOOL ADMINISTRATION AND THE COMMUNITY. THE COORDINATOR OF THE PROGRAM WORKED AS LIAISON BETWEEN THE TWO, SURVEYING THE COMMUNITY, CONTACTING BUSINESS ORGANIZATIONS, FORMING AN ADVISORY COMMITTEE, SELECTING TEACHERS, AND DEVELOPING COURSES OF STUDY APPROPRIATE TO THE COMMUNITY NEEDS. THE ADVANTAGES AND DISADVANTAGES OF SEVERAL TEACHING METHODS WERE DISCUSSED, SUCH METHODS AS LECTURES, FORUMS, SYMPOSIUMS, AND BUZZ SESSIONS. ADULT OFFERINGS IN  VOCATIONAL DISTRIBUTIVE EDUCATION WERE LISTED FOR MANAGEMENT, SUPERVISORY PERSONNEL, AND EMPLOYEES IN SUCH OCCUPATIONAL AREAS AS BANKING, INSURANCE, REAL ESTATE, AND TRAVEL. THE APPENDIX INCLUDED TEACHER CERTIFICATION REQUIREMENTS, AWARD FORMS, AND 23 REFERENCES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011091</dc:identifier>
<dc:title>ORGANIZATION AND ADMINISTRATION OF DISTRIBUTIVE EDUCATION PROGRAMS FOR ADULTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Extension Agents</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Participant Satisfaction</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:creator scheme='personal author'>LUTZ, ARLEN E.</dc:creator>
<dc:creator scheme='personal author'>STONECIPHER, CHARLES L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kropp Verner Evaluation Scale</eric:keywords>
<eric:keywords>Iowa (Sioux City)</eric:keywords>
<eric:keywords>Nebraska (Omaha)</eric:keywords>
<eric:keywords>SOURCE CREDIBILITY RATING SCALE</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:keywords_geo>Nebraska (Omaha)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY SOUGHT TO APPRAISE THE EFFECTIVENESS OF PRESENTING LIVESTOCK FEEDING INFORMATION BY TELEVISION. AUDIENCES OF &amp;quot;OUTLOOK&amp;quot; TELECASTS IN THE OMAHA AND SIOUX CITY AREAS RATED EXTENSION ECONOMISTS ON AN 18-ITEM SOURCE CREDIBILITY CHECKLIST WITH A SEVEN-POINT SCALE. RATING SHEETS WERE RETURNED BY 26 PERSONS AT OMAHA AND 40 AT SIOUX CITY, AND 11 EXTENSION ADMINISTRATORS AND AGRICULTURAL EDITORS ALSO RESPONDED. RATINGS WERE MADE ON SAFETY, DYNAMISM, QUALIFICATION, AND UTILITY, THAT IS, AUDIENCE CONFIDENCE, SPEAKER&apos;S PERSONALITY AND EFFECTIVENESS OF PRESENTATION, AUTHORITY OF THE SPEAKER, AND APPLICABILITY OF THE PROGRAM TO THE SITUATION. THE KROPP-VERNER ATTITUDE SCALE WAS ADMINISTERED TO 66 LIVESTOCK FEEDERS WHO HAD MADE SOURCE CREDIBILITY RATINGS, AND TO 205 OTHER LIVESTOCK  FEEDERS. SOURCE CREDIBILITY SCORES RANGED FROM 5.24 TO 6.19. THE RELATIVELY HIGH RATINGS, ESPECIALLY ON SAFETY AND QUALIFICATION, INDICATED THAT THE ECONOMISTS WERE SEEN AS CREDIBLE INFORMATION SOURCES. AMONG RESPONSES TO THE 18-ITEM KROPP-VERNER SCALE, 27 INDICATED HIGH SATISFACTION, 20 INDICATED MODERATE SATISFACTION, AND NINE INDICATED SLIGHT SATISFACTION. RESULTS OF THE SHORTER KROPP-VERNER SCALE WERE COMPARABLE. HOME TELEVISION AUDIENCES PROVED BASICALLY HOMOGENEOUS IN INCOME, EDUCATION LEVEL, SIZE OF FEEDING OPERATION, AND RELATED CHARACTERISTICS. NO SIGNIFICANT DIFFERENCES IN PRESENTATION WERE NOTED. THIS DOCUMENT INCLUDED FOUR REFERENCES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011092</dc:identifier>
<dc:title>SOURCE CREDIBILITY AS AN EVALUATION TOOL FOR EXTENSION ECONOMISTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Staff Development</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:creator scheme='personal author'>TURNER, W.S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDUSTRIAL TRAINERS</eric:keywords>
<eric:keywords>OTTAWA</eric:keywords>
<eric:keywords_geo>Canada (Ottawa)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Department of Citizenship and Immigration, Ottawa (Ontario).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REPORTS AND RECOMMENDATIONS FROM A STAFF DEVELOPMENT CONFERENCE ON ADULT TRAINING PROGRAMS HELD IN OTTAWA, CANADA, 1966 ARE REPORTED. PARTICIPANTS INCLUDED TRADE AND OCCUPATIONAL INSTRUCTORS, BASIC EDUCATION INSTRUCTORS, AND TRAINERS IN INDUSTRY AND TECHNOLOGY INSTITUTES. THE FOLLOWING TOPICS WERE DISCUSSED--THE ROLE OF GOVERNMENT, INDUSTRY, PROFESSIONAL ORGANIZATIONS, AND UNIVERSITIES IN ADULT TRAINING PROGRAMS, RESPONSIBILITY FOR FINANCIAL SUPPORT, QUALIFICATIONS OF ADMINISTRATORS, QUALIFICATIONS OF TEACHERS, TEACHER TRAINING AND CERTIFICATION, THE NEED FOR UPGRADING AND UPDATING TEACHERS IN TECHNICAL SCHOOLS AND INDUSTRY, AND THE NEED FOR INSERVICE TRAINING FOR VOCATIONAL INSTRUCTORS. RECOMMENDATIONS WERE MADE ON THESE TOPICS FROM EACH OF THE WORKING GROUPS. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011093</dc:identifier>
<dc:title>STAFF DEVELOPMENT WORKSHOP ON ADULT TRAINING PROGRAMS, REPORT OF PROCEEDINGS (OTTAWA, APRIL 18-19, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Community Education</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Community Responsibility</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Family Attitudes</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Neighborhoods</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:creator scheme='personal author'>HEPPELL, HELEN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Diego)</eric:keywords>
<eric:keywords_geo>California (San Diego)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Diego City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-YEAR COMMUNITY EDUCATION PROJECT WAS UNDERTAKEN IN SOUTHEAST SAN DIEGO, A CITY WHICH IS CHARACTERIZED BY A LARGE MINORITY GROUP POPULATION, LOW INCOMES, HIGH UNEMPLOYMENT, AND JUNIOR HIGH SCHOOL EDUCATIONAL MEDIAN. ADULT EDUCATION CLASSES WERE POORLY ATTENDED IN THE AREA. CREATIVE MOTIVATIONAL TECHNIQUES WERE MADE POSSIBLE BY FOUNDATION FUNDING, A SKILLED COMMUNITY COORDINATOR, CITIZENS ADVISORY COMMITTEE, AND COMMUNITY INVOLVEMENT. THESE TECHNIQUES INCLUDED AN &amp;quot;ADULT EDUCATION SUNDAY&amp;quot; IN LOCAL CHURCHES, A WELFARE CLASS IN BASIC EDUCATION FOR UNEMPLOYED FATHERS, TALKS BY THE COORDINATOR TO PTA&apos;S, CHURCH GROUPS, LABOR UNIONS, PUBLICITY IN THE NEWSPAPERS, HOME CALLS BY VOLUNTEERS, DECENTRALIZED CLASSES AT ELEMENTARY SCHOOLS, A MEANINGFUL CURRICULUM, A LITTLE THEATER, DANCE AND  ART CLASSES, ENCOURAGEMENT OF LIBRARY USE, AND AN AMERICAN NEGRO HISTORY CLASS. AN OBJECTIVE EVALUATION OF THIS KIND OF PROJECT IS DIFFICULT, BUT THERE WAS A STEADY RISE IN ADULT SCHOOL ATTENDANCE AND A STEADY INCREASE IN CERTIFICATES AND DIPLOMAS ISSUED BY THE ADULT SCHOOL. THE PERSONS INVOLVED IN THE PROJECT WERE INTERVIEWED FOR A SUBJECTIVE EVALUATION. THE MOST SUCCESSFUL MOTIVATIONAL TECHNIQUES INVOLVED PERSON-TO-PERSON CONTACT, SUCH AS HOME CALLS. A POSITIVE EVALUATION OF THE WORTH OF THIS KIND OF PROJECT IS SHOWN IN ITS EXTENSION AS A FEDERALLY FINANCED PROGRAM. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011094</dc:identifier>
<dc:title>COMMUNITY EDUCATION PROJECT, A REPORT TO THE ROSENBERG FOUNDATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Neighborhood Improvement</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:subject>Urban Renewal</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ford Foundation, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OUTLINED THE EXPERIENCES OF EIGHT UNIVERSITIES--CALIFORNIA AT BERKELEY, DELAWARE, ILLINOIS, MISSOURI, OKLAHOMA, PURDUE, RUTGERS, AND WISCONSIN--AND A NONACADEMIC COMMUNITY DEVELOPMENT ORGANIZATION, ACTION-HOUSING, PITTSBURGH, WHICH HAD RECEIVED FORD FOUNDATION GRANTS FOR URBAN EXTENSION PROGRAMS. EACH ORGANIZATION USED THE APPROACH BEST SUITED TO ITS SIZE AND STRUCTURE, AND THE SKILLS AND TALENTS OF STAFF PERSONNEL. THE MOST SIGNIFICANT CONSEQUENCE OF MOST OF THE EXPERIMENTS LAY IN HELPING LOCAL COMMUNITIES CREATE STRUCTURES FOR THE WAR ON POVERTY, ENHANCING THE ABILITY OF UNIVERSITIES TO SERVE STATE AND LOCAL GOVERNMENTS IN SHAPING COMMUNITY ACTION PROGRAMS TO MEET FEDERAL REQUIREMENTS, CREATING A WORKING LIAISON BETWEEN THE UNIVERSITIES AND GOVERNMENT AGENCIES, AND  CRYSTALLIZING SEVERAL CRITICAL QUESTIONS WHICH UNIVERSITIES MUST RESOLVE TO FUNCTION EFFECTIVELY IN URBAN AFFAIRS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE FORD FOUNDATION, OFFICE OF REPORTS, 477 MADISON AVE., NEW YORK, NEW YORK 10022. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011095</dc:identifier>
<dc:title>URBAN EXTENSION, A REPORT ON EXPERIMENTAL PROGRAMS ASSISTED BY THE FORD FOUNDATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Automation</dc:subject>
<dc:subject>Community Change</dc:subject>
<dc:subject>Community Planning</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Economic Climate</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Family Life</dc:subject>
<dc:subject>Leisure Time</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Quality of Life</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>BOYD, ROBERT D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AT A CONFERENCE OF ADULT EDUCATORS DESIGNED TO BRING INTO FOCUS NEW PERSPECTIVES OF THE ROLES OF ADULT EDUCATION, PAPERS WERE PRESENTED ON THE CHANGING CONCEPTS OF PRODUCTIVE LIVING AND THE RELATIONSHIP BETWEEN CONCERN FOR PRODUCTIVE LIVING AND ADULT EDUCATION. AN OVERVIEW PROVIDED A WORKING ORIENTATION AND DESCRIBED THE BASIC FORCES AND PROBLEMS IN THE CHANGING ROLE AND CONCEPTUALIZATION OF WORK AND INDIVIDUAL PRODUCTIVITY. A SCHEMATIC MODEL WAS DEVELOPED OF THE INDIVIDUAL IN SOCIETY TO EXPLAIN THE EVOLUTIONARY, FEEDBACK, AND SYNTHESIS MECHANISMS OF INDIVIDUALS DYNAMICALLY INTERACTING IN SOCIETY. A PAPER DISCUSSES THE PROBLEM OF LEISURE IN MODERN SOCIETY. OUTDATED AND UNREALISTIC CONCEPTS OF COMMUNITY LIFE WERE IDENTIFIED AS FRUSTRATING AND BLOCKING PROGRESS TOWARD MORE  PRODUCTIVE LIVING. THE PAPERS CONCLUDED WITH A DISCUSSION OF THE CHANGING SEX ROLES IN THE AMERICAN FAMILY AS REFLECTED IN VARYING NORMS FOR FAMILY LIVING, AND THE ROLE AND FUNCTION OF THE ADULT EDUCATOR IN RELATION TO THESE CHANGING CONCEPTS OF SEX ROLE DIFFERENTIATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE BOOKSTORE, UNIVERSITY EXTENSION, THE UNIVERSITY OF WISCONSIN, 432 NORTH LAKE ST., MADISON, WISCONSIN 53706, FOR $2.50. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011096</dc:identifier>
<dc:title>CHANGING CONCEPTS OF PRODUCTIVE LIVING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>132</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Education</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject weight='MAJOR'>Extension Education</dc:subject>
<dc:subject weight='MAJOR'>Graduate Study</dc:subject>
<dc:subject weight='MAJOR'>Higher Education</dc:subject>
<dc:subject weight='MAJOR'>History</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research</dc:subject>
<dc:creator scheme='personal author'>BAKER, MICHAEL ROBIN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BUREAU OF STUDIES IN ADULT EDUCATION WAS FOUNDED AT INDIANA UNIVERSITY IN 1947 AND ASSIGNED THE TASK OF PROVIDING OFF-CAMPUS NONCREDIT COURSES IN ADULT EDUCATION. THE BUREAU BEGAN BY PROVIDING FIELD SERVICES, RANGING FROM PROVIDING ASSISTANCE TO LOCAL COMMUNITIES ON ADULT EDUCATION PROBLEMS TO PROVIDING GENERAL ADULT EDUCATIONAL ACTIVITIES. IT STARTED A RESEARCH PROGRAM WHICH EXAMINED HOW ADULTS LEARN EFFECTIVELY, AND THE CONDITIONS THAT PROMOTE LEARNING IN PRACTICAL SITUATIONS. BETWEEN 1947 AND 1952, THE BUREAU GREW AND BECAME A MULTISPONSORSHIP OPERATION. IT INITIATED FORMAL ADULT EDUCATION COURSES AT THE GRADUATE LEVEL AT INDIANA UNIVERSITY AND INTRODUCED A NEWSLETTER ON ADULT EDUCATION. BETWEEN 1952 AND 1958, THE BUREAU EXPERIMENTED WITH AN INSTITUTIONAL APPROACH TO ADULT  EDUCATION, STRESSING RESEARCH ON ADULT LEARNING. IT DEVELOPED A GRADUATE PROGRAM FOR ADULT EDUCATORS. FROM 1958 TO 1965, IT CONDUCTED MORE ADULT EDUCATION RESEARCH THAN DID ANY OTHER COLLEGE OR UNIVERSITY ADULT EDUCATION DEPARTMENT, FOR EXAMPLE, ON ALCOHOLISM, MENTAL HEALTH, GERONTOLOGY, AND FUNDAMENTAL AND LITERACY EDUCATION. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011097</dc:identifier>
<dc:title>A HISTORY OF THE BUREAU OF STUDIES IN ADULT EDUCATION AT INDIANA UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>117</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:27:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Diffusion</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Farmers</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>MILLERD, FRANK W.</dc:creator>
<dc:creator scheme='personal author'>VERNER, COOLIE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>British Columbia Univ., Vancouver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY ANALYZED THE GENERAL BEHAVIOR OF ORCHARDISTS IN THE OKANAGAN VALLEY, BRITISH COLUMBIA, AND THE FACTORS RELATED TO ADOPTION OF INNOVATIONS IN THIS SETTING. FIVE PERCENT SAMPLES WERE DRAWN FROM 19 DISTRICTS CONSISTING OF 2,721 ORCHARDS, AND DATA WERE GATHERED BY RESIDENT AGRICULTURISTS. THE DATA WERE ANALYZED BY STAGE IN THE ADOPTION PROCESS IN ADOPTER CATEGORIES OF--(1) INNOVATORS, EARLY ADOPTERS, AND BY INDIVIDUAL CHARACTERISTICS SUCH AS AGE, EDUCATIONAL LEVEL, INCLUDING ADULT EDUCATION EXPERIENCE AND TENURE, (2) COMMUNITY PARTICIPATION, AND ECONOMIC CHARACTERISTICS, INCLUDING SIZE OF THE ENTERPRISE AND FINANCIAL STATUS, AND (3) COMMUNITY ATTITUDES ABOUT THE ACCEPTANCE OR REJECTION OF INNOVATIONS AS PERCEIVED BY THE RESPONDENTS. THE ORCHARDISTS HAD ACCESS TO NEW  INFORMATION FROM COMMERCIAL ENTERPRISES IN EQUIPMENT AND SUPPLIES, COOPERATIVE MARKETING ORGANIZATIONS, A FEDERAL RESEARCH STATION, BUT MOST SYSTEMATICALLY FROM THE DISTRICT HORTICULTURISTS, WHO PROVIDED PERSONALIZED SERVICES, CONDUCTED MEETINGS, AND PLANNED INSTRUCTIONAL PROGRAMS. SEVEN INNOVATIONS PRESENTED THROUGH A 1964 TV CHAUTAUQUA OR INTRODUCED PREVIOUSLY WERE COMPARED. EARLY ADOPTERS SHOWED ABOVE AVERAGE ECONOMIC STATUS AND EDUCATIONAL PARTICIPATION, A HIGHER PROPORTION OF FULL-TIME ORCHARDISTS, GREATER CIVIC PARTICIPATION, AND MORE USE OF MASS MEDIA, PERSONAL CONTACTS, AND AGRICULTURAL AGENCIES. THIS DOCUMENT IS ALSO AVAILABLE FROM UNIVERSITY EXTENSION, THE UNIVERSITY OF BRITISH COLUMBIA, VANCOUVER 8, B.C. FOR $1.50. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011098</dc:identifier>
<dc:title>ADULT EDUCATION AND THE ADOPTION OF INNOVATIONS BY ORCHARDISTS IN THE OKANAGAN VALLEY OF BRITISH COLUMBIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Extension Agents</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Job Satisfaction</dc:subject>
<dc:subject>Personnel Data</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COOPERATIVE EXTENSION SERVICE</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Univ., Manhattan. Extension Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INCREASED PRESSURE FOR GREATER EXPERTISE OF EXTENSION AGENTS, COMBINED WITH LIMITATIONS FOR SPECIALIZATION IMPOSED BY COUNTY LINES, HAS RESULTED IN VARIOUS APPROACHES TO AREA WORK. THE PURPOSE OF THIS STUDY WAS TO TEST THE POSSIBILITY OF INCREASING EFFICIENCY, PROVIDING BETTER SERVICE, DEVELOPING A HIGHER DEGREE OF COMPETENCY AMONG STAFF MEMBERS, AND INCREASING THE PERSONAL SATISFACTION OF FARM ADVISERS BY PERMITTING CROSS-COUNTY WORK. THE STUDY FOCUSED ON EXTENSION PERSONNEL IN AREA WORK UNDER THE BARTER AND CASH REIMBURSEMENT METHODS. DATA WERE OBTAINED FROM PERSONNEL IN AREA EXTENSION WORK IN GLENN AND BUTTE COUNTIES (BARTER) AND SUTTER AND COLUSA COUNTIES (CASH REIMBURSEMENT), BOTH PAIRS OF COUNTIES HAVING STARTED CROSS-COUNTY WORK IN DAIRY AND CERTIFIED SEED PRODUCTION  DURING 1960. COUNTY EXTENSION DIRECTORS WERE UNANIMOUS IN APPROVING AREA EXTENSION WORK AND ITS POTENTIAL FOR IMPROVING THE EFFICIENCY OF THE SERVICE. THEY PREFERRED THE BARTER OVER CASH REIMBURSEMENT. FARM ADVISERS, IN MANY CASES, FELT AREA WORK MADE MORE WORKLOAD FOR THEM. THE STATE SPECIALIST FELT AREA WORK WAS LOGICAL, EFFECTIVE, AND EFFICIENT. ADMINISTRATIVE PROBLEMS MUST BE SOLVED TO EFFECT A SMOOTH TRANSITION. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011099</dc:identifier>
<dc:title>AREA EXTENSION WORK--A PILOT STUDY OF THE PROFESSIONAL STATUS OF AREA EXTENSION PERSONNEL IN CALIFORNIA, 1961.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Food Service</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>WELCH, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia. Extension Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDUSTRIAL TRAINING PROCEDURES ARE COMPARED WITH THOSE OF FOOD AND OTHER SERVICE INDUSTRIES TO ASCERTAIN RELEVANT TRAINING METHODS. HELPFUL PROCEDURES WERE--DESCRIBING EACH EMPLOYEE&apos;S JOB BY LISTING HIS TASKS AND BREAKING DOWN EACH TASK INTO ITS SEPARATE OPERATIONS. THEN THE BEST METHOD OF TRAINING FOR EACH TASK CAN BE DETERMINED. A TIME AND FREQUENCY WHEN AN ASSIGNED WORKER WILL PERFORM EACH TASK, AND SUPERVISION TO SEE THAT THE TASKS ARE PERFORMED WILL RESULT IN A DECREASE IN MISUNDERSTANDINGS AND EMPLOYEE TURNOVER AND AN INCREASE IN EFFICIENCY AND MORALE. THE QUESTIONS OF WHAT, WHY, HOW, WHEN, WHO, AND WHERE MAY BE USED IN PUTTING THE TASK UNIT CONCEPT TO WORK. RESTAURANT ASSOCIATIONS CAN WORK ON PROBLEMS FOR THE BENEFIT OF MEMBERS. JOBS AT ALL LEVELS ARE ANALYZED--MANAGEMENT,  SUPERVISION, PREPROCESSING, FOOD PROCESSING, ASSEMBLY, FOOD PRODUCTION, PACKAGING, DELIVERY, SERVICE, BILLING, SANITATION, COMMUNICATION, AND MAINTENANCE. THE METHOD OF DEVELOPING A TASK BREAKDOWN IS PRESENTED AND EXAMPLES ARE GIVEN. METHODS OF ADULT INSTRUCTION ARE SUGGESTED. APPENDIXES INCLUDE JOB DESCRIPTION SAMPLES, TRAINING SCHEDULES, A RESTAURANT CLEANING SCHEDULE, AND A TASK ANALYSIS FORM. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011100</dc:identifier>
<dc:title>A TASK UNIT CONCEPT FOR ON-THE-JOB TRAINING IN FOOD SERVICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>121</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Change Agents</dc:subject>
<dc:subject>Community Change</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Role Theory</dc:subject>
<dc:subject>Social Structure</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:type></dc:type>
<eric:keywords>MAINE</eric:keywords>
<eric:keywords>NATIONAL TRAINING LABORATORIES</eric:keywords>
<eric:keywords>Maine (Bethel)</eric:keywords>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Utah (Cedar City)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Maine</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE READINGS ON COMMUNITY LEADERSHIP TRAINING APPLY ELEMENTS OF LABORATORY TRAINING TO NEEDS AND ROLE DEMANDS OF COMMUNITY CHANGE AGENTS. THE COMMUNITY IS SEEN AS A SOCIAL SYSTEM CHARACTERIZED BY DISTINCT PATTERNS OF BEHAVIOR AND INTERACTION, AND SUBJECT TO ACCELERATING SOCIAL, ECONOMIC, POLITICAL, AND TECHNOLOGICAL CHANGE. THE AUTHOR DISCUSSES PRINCIPLES OF POWER AND ITS USE, PROBLEMS AND METHODS OF ROLE DEFINITION, THE DYNAMICS OF COMMUNITY CHANGE ANALYSIS, AND METHODS AND TECHNIQUES USEFUL IN COMMUNITY ACTION RESEARCH AND EVALUATION. THE PROBLEM ANALYSIS WORKBOOK, INCLUDED AS THE SECOND PART OF THE DOCUMENT, FURNISHES GUIDELINES FOR (1) CLARIFYING GOALS, NORMS AND STANDARDS, RELEVANT ROLES OF CHANGE AGENTS, AND PATTERNS OF POWER AND INFLUENCE, (2) ORGANIZING FOR ACTION, AND  (3) CONDUCTING CONTINUING AND FINAL EVALUATION. THE DOCUMENT INCLUDES CHARTS, FOOTNOTES, AND CHAPTER REFERENCES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011101</dc:identifier>
<dc:title>ANNUAL LABORATORIES IN COMMUNITY LEADERSHIP TRAINING, 1966, READING BOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blacks</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Moral Values</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject weight='MAJOR'>Racial Attitudes</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject weight='MAJOR'>Self Concept</dc:subject>
<dc:subject weight='MAJOR'>Sensitivity Training</dc:subject>
<dc:subject weight='MAJOR'>Training Laboratories</dc:subject>
<dc:creator scheme='personal author'>RUBIN, IRWIN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT TESTED THE HYPOTHESIS THAT INCREASES IN SELF-ACCEPTANCE RESULTING FROM SENSITIVITY TRAINING HAVE THE THEORETICALLY PREDICTABLE BUT INDIRECT EFFECT OF REDUCING RACE PREJUDICE. THERE WERE 50 VOLUNTEERS, AGED FROM 23 TO 59, 8 OF WHOM WERE NEGROES. MOST HAD AT LEAST A B.S. DEGREE. THEY LIVED TOGETHER FOR 2 WEEKS MEETING IN FIVE T GROUPS, EACH INCLUDING AT LEAST ONE NEGRO. THE PERSONALITY VARIABLE INVESTIGATED WAS PSYCHOLOGICAL ANOMY, A FEELING OF MORAL EMPTINESS. THE TOTAL GROUP WAS RANDOMLY DIVIDED INTO 2 SECTIONS. THE SMALL GROUP WAS TESTED VIA MAIL QUESTIONNAIRES 2 WEEKS BEFORE ARRIVAL. THE ENTIRE GROUP WAS TESTED UPON ARRIVAL AND AGAIN AT THE END OF THE LABORATORY. EACH T-GROUP TRAINER RATED EACH PARTICIPANT ON THE QUESTIONS--(1) TO WHAT EXTENT DID THE PERSON  EXPLICITLY DISCUSS RACE RELATIONS, AND (2) WHAT WAS THE NATURE OF THE INDIVIDUAL&apos;S FOCUS DURING THE T GROUP. THE RESULTS OF THIS STUDY SUGGESTED THAT SENSITIVITY TRAINING MAY BE A POWERFUL TECHNIQUE IN THE REDUCTION OF RACE PREJUDICE, HOWEVER A CERTAIN AMOUNT OF EDUCATION SEEMS TO BE A PREREQUISITE TO LEARNING BY THIS METHOD. THERE WERE SUGGESTIONS FOR FURTHER STUDY AND LIST OF REFERENCES. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF APPLIED BEHAVIORAL SCIENCE,&quot; VOLUME 3, NUMBER 1, 1967. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011102</dc:identifier>
<dc:title>THE REDUCTION OF PREJUDICE THROUGH LABORATORY TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:27:44</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cross Cultural Training</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Intercultural Programs</dc:subject>
<dc:subject>International Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Volunteer Training</dc:subject>
<dc:creator scheme='personal author'>HARRISON, ROGER</dc:creator>
<dc:creator scheme='personal author'>HOPKINS, RICHARD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>PUERTO RICO</eric:keywords>
<eric:keywords>PEACE CORPS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Puerto Rico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THREE ARTICLES ON THE DESIGN OF CROSS-CULTURAL TRAINING WITH EXAMPLES FROM THE PEACE CORPS, HARRISON POINTED OUT THE INAPPLICABILITY OF THE CURRENT TRAINING FOR OVERSEAS SERVICE, DISSENTING THE RELATIONSHIP BETWEEN ITS ENDS AND MEANS. HE ARGUES THAT THE METHODS OF HIGHER EDUCATION ARE NOT APPLICABLE TO THE SITUATION WHICH REQUIRES THE ABILITY TO ADAPT TO UNFAMILIAR AND AMBIGUOUS SOCIAL SITUATIONS. TRAINING DESIGNED ONLY FOR UNDERSTANDING IS NOT ENOUGH. IT MUST REQUIRE THE PERSON TO EXPERIENCE EMOTIONAL IMPACT OF PHENOMENA WITH WHICH HE IS TO DEAL AND TO TRANSLATE IDEAS AND VALUES INTO DIRECT ACTION, WITH RISKS. HOPKINS STATES THAT THE TRAINEE HAS NOT REALLY BEEN TRAINED FOR THE LIFE IN THE PEACE CORPS AND THEN SUGGESTS THAT IT IS NECESSARY TO WORK TOWARD THE CREATION OF AN  ENVIRONMENT WHICH WILL REWARD CREATIVITY. IN HIS SECOND PAPER, HOPKINS DESCRIBES A SUCCESSFUL TRAINING PROGRAM AT CAMP CROZIER, PUERTO RICO, IN WHICH THE EFFORTS OF THE TEACHERS WERE DIRECTED TOWARD ACTIVATING A TRAINEE&apos;S WILL TO LEARN AND TOWARD CREATING AN ENVIRONMENT TO SUSTAIN SPONTANEOUS LEARNING. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL TRAINING LABORATORIES, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $3.00. (SM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011103</dc:identifier>
<dc:title>THE DESIGN OF CROSS-CULTURAL TRAINING, WITH EXAMPLES FROM THE PEACE CORPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adjectives</dc:subject>
<dc:subject weight='MAJOR'>Czech</dc:subject>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject weight='MAJOR'>Morphology (Languages)</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Numbers</dc:subject>
<dc:subject>Pronouns</dc:subject>
<dc:creator scheme='personal author'>BIDWELL, CHARLES E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MORPHOLOGICAL CHARACTERISTICS OF CZECH NOMINALS, WHICH CONSIST OF NOUNS, ADJECTIVE, NUMERALS AND PRONOUNS, ARE DESCRIBED IN THIS PREPRINT. THE PAPER DISCUSSED EACH CATEGORY SEPARATELY, DIVIDING IT INTO SUBCLASSES, AND PROVIDES ILLUSTRATIONS IN CZECH. IN THE PARADIGMS, SEPARATE FORMS FOR THE VOCATIVE ARE GIVEN FOR MASCULINE AND FEMININE NOUNS IN THE SINGULAR ONLY, ELSEWHERE NOMINATIVE AND VOCATIVE ARE IDENTICAL. EXAMPLES IN THE PARADIGMATIC TABLES AND EXPLANATORY TEXT ARE CITED IN STANDARD CZECH ORTHOGRAPHY. IN THE DISCUSSION, STEMS AND ENDINGS ARE ALWAYS REPRESENTED PHONEMICALLY. STANDARD LITERARY CZECH IS TREATED WITH AN OCCASIONAL REFERENCE TO THE COLLOQUIAL LANGUAGE. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011104</dc:identifier>
<dc:title>AN OUTLINE OF CZECH NOMINAL MORPHOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:27:47</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Role</dc:subject>
<dc:subject>Paralinguistics</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Verbal Operant Conditioning</dc:subject>
<dc:subject>Vietnamese</dc:subject>
<dc:creator scheme='personal author'>FIKS, ALFRED I.</dc:creator>
<dc:creator scheme='personal author'>MCCRARY, JOHN W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>VERBAL BEHAVIOR</eric:keywords>
<eric:keywords>ALEXANDRIA</eric:keywords>
<eric:keywords>Military Advisers Language Text</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Alexandria, VA. Human Resources Research Office.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE SURVEY WAS CONDUCTED AMONG FIELD AND COMPANY GRADE U.S. ARMY OFFICERS WHO HAD SERVED TOURS OF DUTY IN SOUTH VIETNAM AND RETURNED TO THE UNITED STATES BETWEEN 1960 AND 1962. DATA WERE COLLECTED ON THE BASIS OF 97 RETURNED QUESTIONNAIRES (OUT OF 129). THE AIM OF THE SURVEY WAS TO CONTRIBUTE TO A PROJECT TO DEVELOP A SHORT VIETNAMESE LANGUAGE COURSE. THE FINDINGS OF THE SURVEY SHOW THAT THE RESPONDENTS, WHO WERE SERVING IN AN ADVISORY CAPACITY TO THE ARMY OF THE REPUBLIC OF VIETNAM AND PARAMILITARY UNITS, RELIED ON THE USE OF TRANSLATORS AND PARALINGUISTIC (GESTURAL) MEANS OF COMMUNICATION. THE FINDINGS INDICATED THE IMPORTANCE OF CERTAIN CONTINGENCIES TO THE ACQUISITION OF SPOKEN VIETNAMESE, FOR EXAMPLE, ISOLATION FROM OTHER ENGLISH SPEAKERS, GREATER LENGTH OF THE  ADVISOR&apos;S TOUR OF DUTY, MORE FREQUENT ATTEMPTS TO SPEAK VIETNAMESE, WITNESSING OF COMBAT, AND THE VIETNAMESE COUNTERPARTS&apos; ABILITY TO USE ENGLISH. THE RESPONDENTS CITED FOUR MAJOR AREAS IN WHICH THEY FELT THAT GREATER KNOWLEDGE WOULD HAVE BEEN ADVANTAGEOUS TO THEM--SOCIAL AMENITIES, IMMEDIATE ACTION PHRASES, QUERIES, AND GUIDANCE AND ADVISORY TERMS. THESE FINDINGS ARE BEING UTILIZED IN DEVELOPING SHORT, FUNCTIONAL PROGRAMED LANGUAGE COURSES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011105</dc:identifier>
<dc:title>SOME LANGUAGE ASPECTS OF THE U.S. ADVISORY ROLE IN SOUTH VIETNAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Phonetic Analysis</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:creator scheme='personal author'>DREHER, JOHN J.</dc:creator>
<dc:creator scheme='personal author'>LEE, PAO-CH&apos;EN</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Douglas Aircraft Co., Huntington Beach, CA. Advanced Research Lab.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AIM OF THIS STUDY WAS TO IDENTIFY AND SET TONE-REGISTER BOUNDARIES, AND TO DESCRIBE TONAL CONTOURS OF SINGLE WORDS AND COUPLETS IN TERMS OF WHAT GOOD MANDARIN CHINESE SPEAKERS ACTUALLY DO. THE STUDY WAS BASED ON ISOLATED AND COUPLED WORDS OF HIGH LINGUISTIC FREQUENCY, WHICH WERE RECORDED BY 18 PROFESSORS OF MANDARIN CHINESE ON NARROW-BAND SONOGRAMS. FOR STANDARDIZATION AND CONVENIENCE, INDIVIDUAL DIFFERENCES WERE REMOVED BY REPRESENTING TONE BEHAVIOR IN TERMS OF CONTOUROIDS. THE RESULT WAS A MATHEMATICALLY AND LINGUISTICALLY COMPARABLE SET OF CONTOURS THAT CAN BE DISPLAYED TO EXAMINE THE PERFORMANCE OF DIFFERENT SPEAKERS USING THE SAME SET OF GROUND RULES. CATEGORIES INCLUDED TONES ALONE, PRENEUTRAL POSITION, NEUTRAL BEHAVIOR, AND THE EFFECTS OF PRE- AND POST-TONE POSITION ON  COUPLETS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED011106</dc:identifier>
<dc:title>INSTRUMENTAL INVESTIGATION OF SINGLE AND PAIRED MANDARIN TONEMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:creator scheme='personal author'>JAKOBOVITS, LEON A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONDITIONS OF SEMANTIC SATIATION WERE INVESTIGATED, WHICH LEAD TO &amp;quot;LAPSE OF MEANING&amp;quot; IN THE PRESENCE OF VERBAL REPETITION. RATE AND AMOUNT OF REPETITION AFFECT THE SHAPE OF THE MEANING CURVE, AND VERBAL REPETITION OF A DETERMINED AMOUNT AND RATE MAY GENERATE VARYING AMOUNTS OF REACTIVE INHIBITION WHEN INDIVIDUAL DIFFERENCES ARE CONSIDERED. THE PROBLEM WAS ONE OF SPECIFYING THE CONDITIONS UNDER WHICH SATIATION AND GENERATION WILL OCCUR, AND TO EXPLAIN WHY IN A THEORETICALLY CONSISTENT FASHION. SEMANTIC SATIATION IS ASSUMED TO BE MEDIATED BY SUSCEPTIBILITY TO CORTICAL FATIGUE AND BY THE CHARACTERISTIC RATE OF OSCILLATION OF THE INDIVIDUAL&apos;S ATTENTIVE PROCESS. AGE AND INTELLIGENCE ARE LIKELY CORRELATES OF THE ATTENTIVE OSCILLATION RATE. THE EFFECTS OF SEMANTIC SATIATION IN COGNITIVE  PROCESSES SUCH AS PROBLEM SOLVING, CONCEPT FORMATION, AND VERBAL LEARNING LEAD TO THE CONCLUSION THAT A GENERAL AND BASIC CHARACTERISTIC OF CORTICAL ACTIVITY IN MENTAL PROCESSES IS INVOLVED. THIS PAPER WAS PRESENTED AT THE ANNUAL CONVENTION OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (NEW YORK, SEPTEMBER 4, 1966). (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011107</dc:identifier>
<dc:title>SEMANTIC SATIATION AND COGNITIVE DYNAMICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject weight='MAJOR'>Experimental Teaching</dc:subject>
<dc:subject weight='MAJOR'>Japanese</dc:subject>
<dc:subject weight='MAJOR'>Language Fluency</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:creator scheme='personal author'>ASHER, JAMES J.</dc:creator>
<dc:creator scheme='personal author'>KUNIHIRA, SHIROU</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT WAS DEVISED TO TEST ASHER&apos;S HYPOTHESIS OF A TOTAL PHYSICAL RESPONSE, WHICH STATES THAT LISTENING COMPREHENSION FOR A FOREIGN LANGUAGE CAN BE ACCELERATED IF STUDENTS ARE REQUIRED TO EMIT A RESPONSE WITH THE ENTIRE BODY. THE SUBJECTS WERE 88 COLLEGE STUDENTS WHO HAD NO PRIOR KNOWLEDGE OF JAPANESE, NO FLUENCY IN A LANGUAGE OTHER THAN ENGLISH, AND WHO WERE NOT LANGUAGE MAJORS IN COLLEGE. THE 67 WHO COMPLETED THE TRAINING WERE HOMOGENEOUS IN LANGUAGE-LEARNING ABILITY, AS EVIDENCED BY TESTS GIVEN BEFORE THE STUDY. THE EXPERIMENTAL GROUP WAS INSTRUCTED THAT A VOICE ON A TAPE WOULD GIVE A COMMAND IN JAPANESE. WHEN THE SUBJECTS HEARD THE UTTERANCE, THEY WERE TO IMITATE THE ACTIONS OF THE INSTRUCTOR IN THE CLASSROOM. THE THREE CONTROL GROUPS LISTENED TO THE SAME COMMANDS BUT  RESPONDED BY (1) WATCHING THE INSTRUCTOR, (2) LISTENING TO AN ENGLISH TRANSLATION, AND (3) READING AN ENGLISH TRANSLATION. THE RETENTION OF THE EXPERIMENTAL GROUP TENDED TO BE HIGH AND SIGNIFICANTLY BETTER THAN THAT OF THE CONTROL GROUPS. THE RESULTS ALSO INDICATED THAT THIS STRATEGY PERMITS THE STUDENT TO HAVE EXTREMELY HIGH LISTENING COMPREHENSION FOR NOVEL UTTERANCES, WHICH HAS IMPORTANT IMPLICATIONS FOR LANGUAGE LEARNING. THIS ARTICLE IS PUBLISHED IN THE &quot;INTERNATIONAL REVIEW OF APPLIED LINGUSITICS,&quot; VOLUME 3, NUMBER 4, 1965. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011108</dc:identifier>
<dc:title>THE STRATEGY OF THE TOTAL PHYSICAL RESPONSE--AN APPLICATION TO LEARNING JAPANESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:27:54</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arabic</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Diglossia</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS BASED ON PAPERS GIVEN AT THE ARABIC TEACHERS&apos; WORKSHOP HELD IN ANN ARBOR, MICHIGAN, JUNE 8-18, 1965. THE REPORT IS DIVIDED INTO THREE PARTS--(1) METHODS OF TEACHING MODERN STANDARD ARABIC, (2) CONTENT OF ELEMENTARY ARABIC INSTRUCTION, (3) SELECTIVE LIST OF INSTRUCTIONAL MATERIALS FOR MODERN STANDARD ARABIC. THE SPECIAL PROBLEMS OF ARABIC FOR THE AMERICAN LEARNER ARE DISCUSSED. GENERAL PRINCIPLES ARE LISTED WHICH SHOULD UNDERLIE ALL INSTRUCTIONAL APPROACHES--EARLY AND CONTINUING EMPHASIS ON PRONUNCIATION, LIMITED USE OF A TRANSLITERATION SYSTEM, EXTENSIVE USE OF DRILLS, USING PHRASES AND SENTENCES, MINIMAL USE OF ENGLISH, NO USE OF MODERN STANDARD ARABIC FORMS EXCEPT WHERE APPROPRIATE TO THE SITUATIONS AND SUBJECTS. THE FIRST LEVELS (200 WORDS) OF INSTRUCTION SHOULD  AIM AT MASTERY OF A CORE VOCABULARY CONTROL OF THE BASIC LANGUAGE STRUCTURE AND RELATED SKILLS AND INFORMATION. A SELECTIVE LIST OF INSTRUCTIONAL MATERIALS INCLUDES MATERIALS ON WRITING, TEXTBOOKS, DICTIONAIRES, AND AUDIOVISUAL AIDS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED011109</dc:identifier>
<dc:title>PAPERS OF THE ARABIC TEACHERS&apos; WORKSHOP (ANN ARBOR, JUNE 8-18, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Arabic</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>GREIS, NAGUIB</dc:creator>
<dc:creator scheme='personal author'>HANNA, SAMI A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords>Arabic (Cairene)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City. Middle East Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WRITING AND READING SYSTEM OF ARABIC IS PRESENTED IN A TEXT DEVELOPED ON THE BASIS OF LINGUISTIC THEORY AND THE PEDAGOGY OF TEACHING FOREIGN LANGUAGES. ARABIC WRITING IS RELATED TO ARABIC SOUNDS IN GRADED STEPS. THE ARABIC SOUNDS REPRESENT BOTH MODERN LITERARY ARABIC AND COLLOGUIAL ARABIC, IN THIS CASE THE CAIRENE ARABIC OF EDUCATED EGYPTIANS IN CAIRO. GRAMMATICAL NOTES ARE PROVIDED TO CLARIFY THE RELATIONS BETWEEN STRUCTURE AND SCRIPT. THE TEXT INCLUDES VISUAL AIDS IN THE FORM OF FRAMES AND DIAGRAMS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011110</dc:identifier>
<dc:title>WRITING ARABIC, A LINGUISTIC APPROACH--FROM SOUNDS TO SCRIPT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arabic</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>HANNA, SAMI A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City. Middle East Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS READING COURSE IS INTENDED FOR STUDENTS WHO HAVE FINISHED AN INTRODUCTORY COURSE IN ARABIC. NEW MATERIAL IS INTRODUCED WITH PARALLEL ENGLISH TEXT, AND PATTERN DRILLS ARE USED IN THE EXERCISES. THE FUNCTIONS OF THE NOUN, THE VERB, THE HAMZA, AND CERTAIN PARTICLES ARE DESCRIBED, WITH EXAMPLES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011111</dc:identifier>
<dc:title>ARABIC READING LESSONS, SECOND LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>213</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Machine Translation</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>STEIGER, AMELIA JANIOTIS</dc:creator>
<dc:type></dc:type>
<eric:keywords>HYPERPARSE</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH IN SYNTACTIC ANALYSIS OF RUSSIAN, WHICH WAS DEVELOPED IN A PROGRAM FOR COMPUTER-AIDED RUSSIAN-ENGLISH TRANSLATION, IS DESCRIBED. THE CORPUS CONSISTED OF 15 RUSSIAN MATHEMATICAL ARTICLES. THE THEORY USED IS THE &amp;quot;FULCRUM&amp;quot; APPROACH OF BUNKER-RAMO, BUT THE COMPUTER IMPLEMENTATION HAS DEVELOPED ALONG DISTINCT LINES. THREE TYPES OF SYNTACTIC ROUTINES ARE DESCRIBED IN THE ORDER OF THEIR APPLICATION--BLOCKING ROUTINES, PROFILING, AND PARSING (PARSE, HYPERPARSE). ALTHOUGH THE IMPROVED PARSING ROUTINE, HYPERPARSE, AND THE AUXILIARY DICTIONARY USED WITH IT ARE A FIRST APPROXIMATION TO SATISFACTORY LANGUAGE TRANSFER, ADDITIONAL CODING IS NEEDED FOR IMPROVED QUALITY OF TRANSLATION. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011114</dc:identifier>
<dc:title>PARSING BY MATRIX--A DEVELOPMENT IN SYNTACTIC ANALYSIS OF RUSSIAN. RESEARCH IN MACHINE TRANSLATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>ROCKLYN, EUGENE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (San Antonio)</eric:keywords>
<eric:keywords_geo>Texas (San Antonio)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CRITERIA FOR THE EVALUATION OF SELF-INSTRUCTIONAL LANGUAGE COURSES ARE DISCUSSED IN THIS PAPER. EXAMPLES ARE BASED ON A RUSSIAN COURSE DEVELOPED BY THE AUTHOR UNDER THE CONTACT CONTRACT. TEN CRITERIA ARE IDENTIFIED, THE THREE MOST BASIC OF WHICH ARE THE FOLLOWING--ARE THE TERMINAL OBJECTIVES MET, DO THE STUDENTS IN THE EVALUATION STUDY REPRESENT THE POTENTIAL STUDENT BODY FOR THE COURSE, IS THE COURSE COMPLETELY SELF-INSTRUCTIONAL. THE OTHER CRITERIA ARE CONSUMER-DIRECTED AND INVOLVE SUCH CONSIDERATIONS AS THE COST AND TIME FACTORS FOR THE PROGRAM. THIS PAPER WAS TO BE PRESENTED AT THE ANNUAL CONVENTION OF THE NATIONAL SOCIETY FOR PROGRAMED INSTRUCTION (SAN ANTONIO, APRIL 1-4, 1964). (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011115</dc:identifier>
<dc:title>THE EVALUATION OF SELF-INSTRUCTIONAL FOREIGN LANGUAGE COURSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Sentences</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>ROSENBAUM, PETER S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Yorktown Heights)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Business Machines Corp., Yorktown Heights, NY. Thomas J. Watson Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CHARACTERISTIC PROPERTY OF CERTAIN TYPES OF SENTENCE EMBEDDING IN ENGLISH IS THE DELETION OF THE INITIAL NOUN PHRASE OF THE EMBEDDED SENTENCE WHEN THE NOUN PHRASE IS IDENTICAL TO SOME NOUN PHRASE IN THE MAIN SENTENCE. EXAMPLES OF THIS PHENOMENON ARE SENTENCES LIKE &amp;quot;JOHN CONDESCENDED TO GO&amp;quot; AND &amp;quot;JOHN DEFIED BILL TO GO.&amp;quot; BECAUSE THE DISTRIBUTION OF THE RELEVANT NOUN PHRASE IN THE MAIN SENTENCE WITH RESPECT TO THE EMBEDDED SENTENCE VARIES, THE DELETION CANNOT EASILY BE SPECIFIED IN TERMS OF A SINGLE TRANSFORMATION. THE PRINCIPLE OF MINIMAL DISTANCE IS ADVANCED TO EXPLAIN NOUN PHRASE DELETION IN EMBEDDED SENTENCES AS A SINGLE SYNTACTIC PROCESS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011116</dc:identifier>
<dc:title>A PRINCIPLE GOVERNING DELETION IN ENGLISH SENTENTIAL COMPLEMENTATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acceleration</dc:subject>
<dc:subject weight='MAJOR'>Chinese</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject weight='MAJOR'>Graduate Study</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:creator scheme='personal author'>HUCKER, CHARLES O.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT ONE OF THE MOST PRESSING PROBLEMS IN THE TEACHING OF CHINESE ON THE GRADUATE LEVEL IS DEFINING THE SCOPE OF THE AREA STUDIES AND DEVELOPING A CORE LANGUAGE PROGRAM THAT WILL BOTH ACCOMODATE THE STUDENT&apos;S ACADEMIC PURPOSE AND USE HIS LANGUAGE PREPARATION. GRADUATE CENTERS SHOULD ENCOURAGE STUDENTS TO STUDY CHINESE FOR COMPREHENSION IN POLITICAL SCIENCE, CHINESE LITERATURE, OR LINGUISTICS, IN ADDITION TO OBTAINING A NATIVE COMMAND OF THE LANGUAGE. EARLY LANGUAGE TRAINING THAT IS EXTREMELY INTENSIVE PRESENTS A CURRICULUM PROBLEM FOR THE GRADUATE SCHOOLS TRYING TO ESTABLISH AN INTEGRATED &quot;AREA STUDIES&quot; PROGRAM. THE AUTHOR FEELS THAT KNOWLEDGE OF A FOREIGN LANGUAGE MUST ULTIMATELY BE A TOOL FOR SOME LARGER ACADEMIC PURPOSE. THIS ARTICLE IS PUBLISHED IN THE&quot;JOURNAL OF THE CHINESE LANGUAGE TEACHERS ASSOCIATION.&quot; VOLUME 2, NUMBER 1, FEBRUARY 1967. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011117</dc:identifier>
<dc:title>CHINESE LANGUAGE AND AREA STUDIES IN A UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:28:07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject weight='MAJOR'>Mandarin Chinese</dc:subject>
<dc:subject weight='MAJOR'>Program Development</dc:subject>
<dc:creator scheme='personal author'>MAETH, RUSSELL</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEM OF ARTICULATION OF A STUDENT TRANSFERRED FROM ANOTHER INSTITUTION TO THE EXISTING SEQUENCE OF INSTRUCTION IN TERMS OF HIS PREVIOUS EXPERIENCE CONFRONTS ALL INSTITUTIONS ENGAGED IN THE TEACHING OF CHINESE. THIS IS THE RESULT OF THE DISINCLINATION OF THE PROFESSION TO AGREE ON WHAT CONSTITUTES THE ELEMENTS OF THE SUBJECT. THE PROBLEM IS EPITOMIZED IN THE PREVALENCE OF AT LEAST FOUR COMMONLY USED SYSTEMS OF PHONETIC TRANSCRIPTION, AND THE LACK OF EXPLICIT AGREEMENT AS TO THE BASIC LINGUISTIC FEATURES OF THE LANGUAGE AND THE SEQUENCE IN WHICH THEY SHOULD BE LEARNED. TWO LEVELS, A AND B, OF LANGUAGE INSTRUCTION WITH CERTAIN REPERTORIES OF LEVEL-DEFINING FEATURES ARE PROPOSED AROUND WHICH SUCH AGREEMENT CAN BE ORGANIZED. A SURVEY IS MADE OF WHAT FEATURES OF PHONOLOGY,  MORPHOLOGY, SYNTAX, LEXICON, WRITING SYSTEM, AND SYSTEMS OF TRANSCRIPTION ARE DESIRABLE TO BE LEARNED ON THE TWO LEVELS SUGGESTED, COMBINED WITH PUBLICATIONS WHICH SEEM TO DETAIL THESE FEATURES. A TABLE IS INCLUDED WHICH RECAPITULATES THE INFORMATION SKETCHED CONCERNING THE REPERTORIES OF FEATURES ASSOCIATED WITH LEVEL A AND B. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF THE CHINESE LANGUAGE TEACHERS ASSOCIATION,&quot; VOLUME 2, NUMBER 1, FEBRUARY 1967. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED011118</dc:identifier>
<dc:title>ARTICULATION AND LEVELS OF CONTENT IN THE TEACHING OF MODERN SPOKEN CHINESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:28:09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Graphemes</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>MAETH, RUSSELL</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INSTRUCTIONAL MATERIALS AT THE ELEMENTARY LEVEL OF THE CHINESE WRITING SYSTEM ARE PRESENTED TO TEACH THE STUDENTS (1) HOW CHARACTERS ARE PUT TOGETHER, (2) HOW TO TELL ONE CHARACTER FROM ANOTHER, AND (3) HOW TO ANALYZE NEW CHARACTERS INTO APPROPRIATE CONSTITUENTS FOR PURPOSES OF DICTIONARY SEARCH. THE MATERIALS ARE BASED ON AN IMMEDIATE CONSTITUENT ANALYSIS OF THE CHARACTERS INTO RECURRING PARTIALS AND ARE ORGANIZED INTO UNITS CONTAINING EXPLANATIONS AND DRILLS, BEGINNING WITH THE ULTIMATE CONSTITUENTS OF THE SYSTEM, STROKES, LEADING TO TWO-STROKE COMBINATIONS AND CONSTRUCTS OF HIGHER COMPLEXITY. THE WRITING SYSTEM IS PRESENTED AS A CLOSED SYSTEM, UNRELATED TO THE EXPRESSION SYSTEM OF THE LANGUAGE TO ALLOW EARLY INTRODUCTION OF THE FORMER WITH NO CONFLICT FROM THE LATTER. THE  UNITS HAVE BEEN DESIGNED AS OUTSIDE WORK, BUT CLASSROOM EXPLANATION MAY BE REQUIRED FOR CERTAIN DETAILS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED011119</dc:identifier>
<dc:title>AN INTRODUCTION TO THE STRUCTURE OF THE CHINESE WRITING SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Language Standardization</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Multilingualism</dc:subject>
<dc:subject>Pidgins</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:creator scheme='personal author'>PIETRZYK, ALFRED</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY INCLUDES A PRELIMINARY BIBLIOGRAPHY WHICH WAS COMPILED FOR A SOCIOLINGUISTICS SEMINAR HELD AT THE LINGUISTIC INSTITUTE, BLOOMINGTON, INDIANA, IN THE SUMMER OF 1964 AND AN ADDENDUM ADDED IN MAY 1967. THE PRIMARY EMPHASIS IS ON LANGUAGE IN ITS RELATION TO SOCIAL PHENOMENA. THE MAIN AREAS COVERED ARE (1) LANGUAGE AND SOCIETY, (2) MULTILINGUALISM, (3) LANGUAGE STANDARDIZATION, AND (4) LANGUAGE OF WIDER COMMUNICATION. A LISTING OF BIBLIOGRAPHIES RELEVANT TO THE FIELD AND GENERAL REFERENCE WORKS ARE ALSO INCLUDED. ABSTRACTS ARE PROVIDED FOR MOST OF THE ENTRIES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011120</dc:identifier>
<dc:title>SELECTED TITLES IN SOCIOLINGUISTICS, AN INTERIM BIBLIOGRAPHY OF WORKS ON MULTILINGUALISM, LANGUAGE STANDARDIZATION, AND LANGUAGES OF WIDER COMMUNICATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>226</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Development</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Staff Role</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>FRIEDMAN, SIMON B.</dc:creator>
<dc:creator scheme='personal author'>SOLOFF, ASHER</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Jewish Vocational Service and Employment Center, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS VOCATIONAL DEVELOPMENT PROGRAM PROVIDED 4 YEARS OF SERVICE FOR EMOTIONALLY DISTURBED ADOLESCENTS WHO WERE ATTENDING SCHOOL AND LIVING IN RESIDENTIAL TREATMENT CENTERS. THE PROGRAM CONSISTED OF A REHABILITATION WORKSHOP, CONCOMITANT VOCATIONAL COUNSELING, AND GROUP VOCATIONAL ORIENTATION SERVICES. IN ADDITION, INDIVIDUAL PROGRAMING PRESENTED THE YOUNGSTERS WITH INCREASINGLY DIFFICULT VOCATIONAL SITUATIONS. CLOSE COORDINATION BETWEEN THE VOCATIONAL SERVICES AND THE THERAPEUTIC PLAN OF TREATMENT IN THE RESIDENTIAL CENTERS WAS EMPHASIZED. TO TEST THE HYPOTHESIS THAT WORK-FOCUSED VOCATIONAL PROGRAMING MAY BE MORE EFFECTIVE IF BEGUN IN EARLY ADOLESCENCE, AN EXPERIMENTAL GROUP (YOUNGSTERS 14 OR 15 YEARS OLD) AND A CONTROL GROUP (YOUNGSTERS BETWEEN 16 AND 18 YEARS OLD) WERE CHOSEN.  EVALUATION OF THE PROGRAM WILL BE MADE BY COMPARING THE EXPERIMENTAL AND THE COMPARISON GROUPS ON THE MEASURES ADMINISTERED DURING THE PROGRAM AND ON VOCATIONAL PERFORMANCE OF THE TRAINEES IN THE COMMUNITY AFTER COMPLETING THE PROGRAM. ELEMENTS WHICH SHOULD BE INCORPORATED INTO A VOCATIONAL REHABILITATION PROGRAM ARE IDENTIFIED AND DESCRIBED. THIS PAPER WAS PRESENTED AT THE ASSOCIATION OF REHABILITATION CENTERS CONFERENCE (PHILADELPHIA, NOVEMBER 30, 1966). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011121</dc:identifier>
<dc:title>A VOCATIONAL DEVELOPMENT PROGRAM FOR EMOTIONALLY DISTURBED ADOLESCENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Employment Level</dc:subject>
<dc:subject>Family Life</dc:subject>
<dc:subject>Mental Disorders</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>WALKER, ROBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minneapolis Rehabilitation Center, Inc., Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DOCUMENTS THE RESULTS OF A REHABILITATION PROGRAM FOR 170 PERSONS, SELECTED BY THE STATE EMPLOYMENT SERVICE, WHO SUFFERED FROM SEVERE AND CHRONIC UNEMPLOYMENT (HARD-CORE UNEMPLOYED). THE DEMOGRAPHIC VARIABLES, PSYCHOLOGICAL AND SOCIAL CHARACTERISTICS, EMPLOYMENT HISTORY, ETC., WHICH WERE GATHERED THROUGH TESTING AND INTERVIEWS INDICATED THAT CHRONIC UNEMPLOYMENT IS A SYMPTOM OF DEEPER PSYCHOLOGICAL PROBLEMS. A SPECIAL GROUP ANALYSIS DESCRIBES THE CHARACTERISTICS OF GROUPS OF TRAINEES WHO WERE CATEGORIZED ON THE BASIS OF CERTAIN OUTCOMES (&amp;quot;NO SHOWS,&amp;quot; DROPOUTS, UNEMPLOYABLES, ETC.) AND GIVES AN UNDERSTANDING OF THE NATURE OF THESE GROUPS AS AN AID IN THE SELECTION OF POTENTIAL TRAINEES. THE SERVICES OFFERED BY THE CENTER AND THE OBJECTIVES OF THE PROGRAM ARE OUTLINED.  TO MEASURE THE EFFECTIVENESS OF THE PROGRAM, THE CENTER STUDIED THE EMPLOYMENT RATES, THE LEVEL OF JOBS ATTAINED, AND THE COSTS OF THE PROGRAM. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011122</dc:identifier>
<dc:title>THE REHABILITATION OF THE HARD CORE UNEMPLOYED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Education</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Parent Conferences</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, ADNA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Romana Riley Elementary School GA</eric:keywords>
<eric:keywords>Georgia (Savannah)</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chatham County School District, Savannah, GA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPLETE REVIEW OF AN ELEMENTARY SCHOOL GUIDANCE PILOT PROJECT IN SAVANNAH, GEORGIA, WAS PRESENTED. TWO CITY ELEMENTARY SCHOOLS IN INTEGRATED, DISADVANTAGED AREAS WERE SELECTED. PREPLANNING OF THE DUTIES OF THE GUIDANCE COUNSELOR, GOALS OF THE PILOT PROGRAMS, AND EDUCATION OF TEACHERS AND COMMUNITY WERE COMPLETED. GUIDELINES ON ANECDOTAL RECORD KEEPING, THE GROWTH AND DEVELOPMENT LEVELS OF PUPILS, AND TEACHER-COUNSELOR ROLES WERE GIVEN. INSERVICE MEETINGS FOR TEACHERS WHICH WERE HELD TWICE A MONTH WERE DESCRIBED AND EVALUATED. ONE SECTION OF THE REPORT PRESENTS A TAPE OF INDIVIDUAL COUNSELING WITH A SIXTH GRADE BOY, AN ACCOUNT OF ANOTHER INTERVIEW, AND A DESCRIPTION OF THE GROUP COUNSELING HELD WITH STUDENTS AT VARIOUS GRADE LEVELS. EXAMPLES OF THE MEANS BY WHICH THE ELEMENTARY  COUNSELOR&apos;S ROLE AND GUIDANCE VIEWPOINT WERE CONVEYED TO LOCAL COMMUNITY GROUPS AND OTHER SCHOOL PERSONNEL WERE GIVEN. ONE STUDY WHICH WAS UNDERTAKEN DURING THE YEAR WAS ON READING TESTS WITH FIRST GRADERS. PRELIMINARY RESULTS SHOWED THE METROPOLITAN READING TESTS TO BE AN UNRELIABLE INSTRUMENT FOR USE WITH DISADVANTAGED CHILDREN. PLANS WERE MADE FOR FURTHER STUDY. THE REVIEW CONTAINED A THOROUGH EVALUATION OF EACH ASPECT OF THE PILOT PROGRAM AND THE PLANS FOR FUTURE MODIFICATIONS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011123</dc:identifier>
<dc:title>PILOT PROJECT IN ELEMENTARY SCHOOL GUIDANCE, 1965-66.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Instructional Programs</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:creator scheme='personal author'>BACHTOLD, LOUISE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT TALENT</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS ONE PART OF THE 3-YEAR PROGRAM OF PROJECT TALENT, A COUNSELING INSTRUCTIONAL PROGRAM WAS DEVELOPED IN THE SAN JUAN, CALIFORNIA, UNIFIED SCHOOL DISTRICT. THE INTELLECTUALLY GIFTED (THE TOP 2 PERCENT ON ACHIEVEMENT AND ABILITY TESTS) IN GRADES 7, 8, AND 9 WERE PLACED IN THIS EXPERIMENTAL PROGRAM. BOTH COGNITIVE AND AFFECTIVE OBJECTIVES WERE SET UP FOR THE SMALL GROUP COUNSELING SESSIONS, AND ENGLISH AND SOCIAL STUDIES CLASSES. SMALL GROUPS OF EIGHT TO 10 STUDENTS MET ONCE EVERY 2 WEEKS WITH A COUNSELOR. THE COUNSELORS AND THE TEACHERS OF THE ENGLISH AND SOCIAL STUDIES CLASSES PLANNED COORDINATED ACTIVITIES FOR THE SMALL GROUPS AND CLASSWORK WHICH WOULD LEAD TO INTELLECTUAL AND SOCIAL GROWTH. MANY OF THESE ACTIVITIES WERE DETAILED IN THE REPORT. INSERVICE TRAINING AND PROGRAM  PLANNING CONTINUED THROUGHOUT THE YEAR. IT WAS DECIDED THAT EVALUATION OF THE PROGRAM COULD BEST BE DONE BY ATTEMPTING TO MEASURE THE AMOUNT OF STUDENT GROWTH IN LINE WITH PROGRAM OBJECTIVES. RATING SHEETS ON THE FEELINGS AND ATTITUDES OF ALL THOSE INVOLVED, DETAILED CASE STUDIES, AND STUDENT SELF-EVALUATION FORMS WERE USED. THE PROGRAM WAS PRESENTED AS AN EXAMPLE OF A MEANS OF INTERRELATING COUNSELING AND CLASSROOM ACTIVITIES WHICH COULD SERVE FOR STUDENTS OTHER THAN THE GIFTED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011124</dc:identifier>
<dc:title>COUNSELING, INSTRUCTIONAL PROGRAMS FOR INTELLECTUALLY GIFTED STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Rank (Professional)</dc:subject>
<dc:subject weight='MAJOR'>Accountants</dc:subject>
<dc:subject>Bachelors Degrees</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject weight='MAJOR'>Certified Public Accountants</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject weight='MAJOR'>Professors</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject weight='MAJOR'>Teachers</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:creator scheme='personal author'>CHAPMAN, LOWELL</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ferris State Coll., Big Rapids, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 90 PERCENT RESPONSE FROM 143 RANDOMLY SELECTED COLLEGES AND UNIVERSITIES SHOWED A HIGH DEGREE OF CONSISTENCY IN THEIR ACADEMIC RANKING OF THE ACCOUNTING TEACHING STAFF. THE STUDY SOUGHT TO DETERMINE (1) THE INSTITUTIONS&apos; POLICIES FOR ADVANCEMENT ABOVE THE RANK OF ASSISTANT PROFESSOR, AND (2) WHETHER FACTORS SUCH AS TEACHING EXPERIENCE, PUBLICATIONS, BUSINESS EXPERIENCE, AND ADVANCED GRADUATE STUDY AFFECTED RANK. THE RESULTS SHOWED THAT (1) 81.97 PERCENT OF THE INSTITUTIONS WOULD NOT PROMOTE INDIVIDUALS TO ASSOCIATE PROFESSOR WITH A BACHELOR&apos;S DEGREE PLUS A C.P.A. CERTIFICATE, (2) 73.01 PERCENT WOULD NOT PROMOTE AN INDIVIDUAL TO ASSOCIATE PROFESSOR WITH A MASTER&apos;S DEGREE, (3) 76.86 PERCENT WOULD PROMOTE INDIVIDUALS TO ASSOCIATE PROFESSOR OR PROFESSOR WITH A MASTER&apos;S DEGREE PLUS  A C.P.A. CERTIFICATE, (4) 64.25 PERCENT WOULD PROMOTE INDIVIDUALS TO ASSOCIATE PROFESSOR WITH A MASTER&apos;S DEGREE PLUS 45 HOURS TOWARD A DOCTORATE, (5) LITTLE RECOGNITION IS GIVEN FOR WORK EXPERIENCE WITH ACCOUNTING FIRMS OR INDUSTRIAL OR GOVERNMENTAL UNITS, AND (6) TEACHING EXPERIENCE, PUBLICATIONS, AND ADVANCED GRADUATE STUDY INFLUENCED RANK IN THAT ORDER. MAJOR RECOMMENDATIONS WERE THAT MORE RECOGNITION BE GIVEN TO THE C.P.A. CERTIFICATE, AND MORE ADVANCEMENTS TO ASSOCIATE PROFESSOR BE GIVEN TO INDIVIDUALS WITH A MASTER&apos;S DEGREE PLUS 45 HOURS OR A MASTER&apos;S DEGREE PLUS A C.P.A. CERTIFICATE. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011125</dc:identifier>
<dc:title>A STUDY OF THE EXISTING PRACTICES OF SELECTED COLLEGES AND UNIVERSITIES RELATING TO ACADEMIC RANKING OF ACCOUNTING TEACHING STAFF.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:28:20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attendants</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Staff Development</dc:subject>
<dc:subject>Staff Role</dc:subject>
<dc:creator scheme='personal author'>CLELAND, CHARLES C.</dc:creator>
<dc:creator scheme='personal author'>PECK, ROBERT F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>American Association on Mental Deficiency</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DEVELOP A PROPOSAL FOR POSITIVE EMPLOYEE STIMULATION, A STUDY WAS MADE OF MOTIVATIONAL FACTORS AMONG ATTENDANTS AT INSTITUTIONS FOR MENTAL RETARDATES. ATTENDANTS AT SUCH INSTITUTIONS ARE SUBJECTED TO A GREATER AMOUNT OF CULTURE SHOCK AND SOCIAL DEPRIVATION THAN OTHER EMPLOYEES. OVER LONG PERIODS OF TIME THIS CAUSES A DETERIORATION OF ATTENDANTS&apos; ATTITUDES, ESPECIALLY TOWARD MORE SERIOUSLY RETARDED PATIENTS. A SUGGESTED PROCEDURE FOR IMPROVED NEED-SATISFACTION OF ATTENDANTS AND CONSEQUENT IMPROVED WELFARE OF PATIENTS INCLUDES THE FOLLOWING COMPONENTS--(1) STUDY OR TEACHING SABBATICALS FOR ATTENDANTS, (2) JOB ROTATION WITHIN THE INSTITUTION FOR ATTENDANTS, (3) ASSISTANCE FROM PROFESSIONAL BEHAVIORAL SCIENCE CONSULTANTS IN TRAINING PROGRAMS FOR ATTENDANTS, (4) A TRAINING AND  OBSERVATION WARD FOR ATTENDANT LEARNING, (5) SEMIANNUAL CONFERENCES FOR ADMINISTRATIVE AND STAFF PERSONNEL, AND (6) A GIFT-OF-THE-MONTH PROGRAM, FROM ATTENDANT TO RETARDATE, ALLOWING ATTENDANT TO ASSUME ROLE OF PARENT, AND PATIENT TO RETAIN POSITIVE MEMORY OF GIFT GIVER. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN ASSOCIATION ON MENTAL DEFICIENCY (90TH, CHICAGO, MAY 1966). (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011126</dc:identifier>
<dc:title>INTRA-INSTITUTIONAL ADMINISTRATIVE PROBLEMS--A PARADIGM FOR EMPLOYEE STIMULATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Decentralization</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Middle Schools</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Student Transportation</dc:subject>
<dc:creator scheme='personal author'>DUNN, SUSAN V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REVIEW OF LITERATURE OUTLINING THE MAIN ADVANTAGES AND DISADVANTAGES OF EDUCATIONAL PARKS AND MIDDLE SCHOOLS IS PRESENTED. EDUCATIONAL PARKS ARE DISTINGUISHED BY THEIR LARGE SIZE (FROM 10,000 TO 25,000 STUDENTS), CENTRAL LOCATION, ADMINISTRATIVE CENTRALIZATION, AND DECENTRALIZED SCHOOL DESIGN. THE ADVANTAGES OF EDUCATIONAL PARKS INCLUDE (1) A PARTIAL SOLUTION TO DE FACTO SEGREGATION, (2) REDUCTION IN THE COST AND COMPLEXITY OF EDUCATIONAL FACILITIES, AND (3) BETTER ACCOMMODATION OF LOCAL POPULATION SHIFTS. DISADVANTAGES INCLUDE (1) LARGE SIZE, (2) IMPERSONAL ATMOSPHERE, (3) TIGHTER ADMINISTRATIVE CONTROL, AND (4) COST OF TRANSPORTING STUDENTS FROM NEIGHBORHOOD SCHOOLS. VALUES OF THE MIDDLE SCHOOL (GRADES 5 OR 6 THROUGH 8) INCLUDE (1) IMPROVED TRANSITION FROM ELEMENTARY TO HIGH  SCHOOL, (2) A SPECIALLY DESIGNED PROGRAM TO FIT THE NEEDS OF PREADOLESCENTS, AND (3) PROMOTION OF INTEGRATION BY DRAWING STUDENTS FROM A LARGER ATTENDANCE AREA. ANNOTATED BIBLIOGRAPHIES PROVIDE PUBLICATION INFORMATION ON EDUCATIONAL PARKS AND MIDDLE SCHOOLS. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011127</dc:identifier>
<dc:title>THE EDUCATIONAL PARK, THE MIDDLE SCHOOL--A REPORT ON MATERIAL ON FILE IN THE BERKELEY UNIFIED SCHOOL DISTRICT RESEARCH OFFICE AND SOME ADDITIONAL SOURCES FROM THE BERKELEY SCHOOLS&apos; PROFESSIONAL LIBRARY. (TITLE SUPPLIED)</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Adaptation Level Theory</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>GLADNEY, MARILYN B.</dc:creator>
<dc:creator scheme='personal author'>HILLS, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University System of Georgia, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY TESTED THE HYPOTHESIS THAT COLLEGE STUDENTS WITH A SPECIFIED AVERAGE ACADEMIC APTITUDE (AAA) LEVEL RECEIVED HIGHER GRADES AS ENROLLMENT INCREASED AND ADMISSION STANDARDS WERE LOWERED TO FILL NEW DORMITORIES. AAA WAS COMPUTED FROM AN ENTERING FRESHMAN&apos;S COMBINED SCHOLASTIC APTITUDE TEST (SAT) VERBAL AND QUANTITIVE SCORES. LOCATING COLLEGES WHICH MET THE CONDITIONS OF THE HYPOTHESIS WAS DIFFICULT. IN THE 140 COLLEGES SURVEYED, ENROLLMENT TENDED TO INCREASE AT ABOUT THE SAME RATE AS ENTERING FRESHMEN AAA--NEW DORMITORY SPACE WAS USED TO REDUCE CROWDING, TO REPLACE OBSOLETE QUARTERS, AND TO HOUSE STUDENTS OTHER THAN FRESHMEN. IN THE SIX COLLEGES USING NEW DORMITORIES FOR FRESHMEN, THE AAA INCREASED IN TWO, REMAINED THE SAME IN TWO, AND DECREASED IN TWO. THE DATA FROM THE  LAST TWO COLLEGES, HOWEVER FAILED EITHER TO SUPPORT OR REJECT THE HYPOTHESIS. THE HYPOTHESIS, THEREFORE, WAS REVISED TO EXCLUDE THE HOUSING AND ENROLLMENT VARIABLES. USING THE GULLIKSEN-WILKS ANALYSIS TO TEST THE REVISED HYPOTHESIS ON THE DATA FROM FIVE COLLEGES, THE FINDINGS SUGGESTED THAT (1) GRADING STANDARDS TENDED TO BECOME MORE SEVERE AS AAA INCREASED, (2) ISOLATED AAA INCREASES MIGHT NOT HAVE RESULTED IN OBSERVABLE GRADING STANDARD CHANGES, (3) GRADING STANDARD CHANGES LAGGED BEHIND AAA CHANGES BY 1 YEAR. (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011128</dc:identifier>
<dc:title>THE STUDY OF FACTORS INFLUENCING COLLEGE GRADING STANDARDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>City Government</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Federal Government</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Fiscal Capacity</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Public Education</dc:subject>
<dc:subject>Public Health</dc:subject>
<dc:subject>Resource Allocation</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Tax Effort</dc:subject>
<dc:subject>Taxes</dc:subject>
<dc:subject>Welfare</dc:subject>
<dc:creator scheme='personal author'>SANDMEYER, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE REPORT WAS DIVIDED INTO THREE MAJOR SECTIONS--(1) THE PRODUCTION POSSIBILITY CURVE WAS USED TO DEMONSTRATE THE PROBLEM OF RESOURCE ALLOCATION BETWEEN THE PUBLIC AND PRIVATE SECTORS, (2) STATE AND LOCAL REVENUES WERE EXAMINED IN TERMS OF FISCAL CAPACITY AND TAX EFFORT, AND (3) EXPENDITURES ON SELECTED FUNCTIONS OF GOVERNMENT IN OKLAHOMA WERE COMPARED WITH EXPENDITURES OF SELECTED STATES AND WITH THE NATIONAL AVERAGE. OKLAHOMA WAS FOUND TO HAVE A RELATIVELY LOW FISCAL CAPACITY BUT A STRONG TAX EFFORT. FINDINGS FURTHER INDICATED THAT (1) EXPENDITURES ON EDUCATION WERE BELOW THE AVERAGES FOR THE FOUR-STATE REGION INCLUDING ARIZONA, NEW MEXICO, OKLAHOMA, AND TEXAS AND THE NATION, (2) EXPENDITURES ON HIGHWAYS WERE ABOUT EQUAL TO THE NATIONAL AVERAGE AND SLIGHTLY BELOW THE AVERAGE  FOR THE FOUR-STATE REGION, AND (3) PER-CAPITA STATE AND LOCAL EXPENDITURES ON PUBLIC WELFARE WAS HIGH. A MORE THOROUGH STUDY OF THE STATE&apos;S FISCAL STRUCTURE WAS RECOMMENDED. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011129</dc:identifier>
<dc:title>FISCAL STRUCTURE OF OKLAHOMA, AN OVERVIEW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>City Government</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Fiscal Capacity</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School District Spending</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Support</dc:subject>
<dc:creator scheme='personal author'>BARR, W. MONTFORT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Kenosha)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>Wisconsin Education Association, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SCHOOL BUDGET CONTROVERSY IN KENOSHA, WISCONSIN, STIMULATED AN NEA-WEA SPECIAL COMMITTEE STUDY OF THE CONTROVERSY, THE COMMUNITY, THE CITY GOVERNMENT, AND THE SCHOOL SYSTEM. SCHOOL FINANCES AND THE DEVELOPMENT OF DISAGREEMENT BETWEEN THE BOARD OF EDUCATION AND THE CITY COUNCIL WERE CHRONOLOGICALLY TRACED. COMMUNICATION BREAKDOWN BETWEEN THE BOARD OF EDUCATION AND THE CITY COUNCIL WAS PERCEIVED TO BE THE MAJOR CAUSE OF THE CONTROVERSY. THE SPECIAL COMMITTEE, CENTERING UPON THIS PROBLEM, RECOMMENDED THAT (1) DESTRUCTIVE CRITICISM BETWEEN SCHOOL AND COMMUNITY AGENCIES MUST CEASE, (2) THE CENTRAL ADMINISTRATION, WITH ITS MORE PROFESSIONAL TRAINING, MUST ASSUME FULL RESPONSIBILITY FOR DETERMINING FUNDS NEEDED TO SUPPORT A QUALITY EDUCATION PROGRAM, (3) AN IN-DEPTH STUDY OF DISTRICT  NEEDS AND RESOURCES SHOULD BE MADE BY SPECIALISTS, (4) AN ORGANIZED SYSTEM OF INFORMATION DISSEMINATION SHOULD BE ESTABLISHED, (5) WRITTEN POLICIES OF THE BOARD AND THE CENTRAL ADMINISTRATION SHOULD BE REEXAMINED AND SHOULD CLEARLY DELINEATE RESPONSIBILITIES OF THE VARIOUS AGENCIES, (6) A COMMITTEE OF CITIZENS AND OFFICIALS SHOULD EXAMINE RECOMMENDATIONS FOR SCHOOL DISTRICT REORGANIZATION, AND (7) EACH GROUP MUST FULFILL ITS RESPONSIBILITIES AND WORK TO FOSTER GOOD INTERACTION WITH OTHER GROUPS. THE COMMITTEE CONCLUDED THAT KENOSHA CHILDREN WERE RECEIVING ABOVE-AVERAGE EDUCATIONAL OPPORTUNITIES. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011130</dc:identifier>
<dc:title>KENOSHA, WISCONSIN, WHEN COMMUNICATION BETWEEN A FISCALLY DEPENDENT SCHOOL BOARD AND COMMUNITY BREAKS DOWN. REPORT OF AN INVESTIGATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Time Blocks</dc:subject>
<dc:creator scheme='personal author'>LUND, VICTOR E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Monmouth)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Monmouth. Teaching Research Div.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARATIVE STUDY WAS MADE OF THE EFFECTIVENESS OF TWO TYPES OF TEACHER-TRAINING PROGRAMS INVOLVING 1962 AND 1963 GRADUATES, OF WHOM 242 HAD RECEIVED TRADITIONAL AND RELATIVELY UNCOORDINATED TRAINING AND 79 HAD RECEIVED A NEW INTEGRATED JUNIOR YEAR BLOCK TRAINING, WITH LESS COURSE OVERLAP AND MORE SPECIFIC LABORATORY TEACHING EXPERIENCE. EVALUATION OF THE TWO PROGRAMS INCLUDED RATINGS BY TEACHERS, PRINCIPALS, AND THE COLLEGE&apos;S FIELD SERVICES COORDINATOR. UNSYSTEMATIZED AND INCOMPLETE DATA RESULTED IN FINDINGS WHICH WERE INDICATIVE BUT NOT CONCLUSIVE. TWENTY-NINE PERCENT OF THE TEACHERS RESPONDED TO THE QUESTIONNAIRE. LESS THAN 45 PERCENT OF THE TEACHERS WERE EVALUATED BY PRINCIPALS. AT THE .05 LEVEL OF SIGNIFICANCE, PRINCIPALS&apos; EVALUATIONS SHOWED A SIGNIFICANT DIFFERENCE IN  FAVOR OF BLOCK-TRAINED TEACHERS, BUT THE FIELD SERVICES COORDINATOR&apos;S EVALUATIONS DID NOT REVEAL A SIGNIFICANT DIFFERENCE IN THE OBSERVED EFFECTIVENESS OF ONE PROGRAM OVER THE OTHER. EVALUATION DISCREPANCIES WERE ATTRIBUTED TO PRINCIPAL EVALUATIONS BASED ON A TOTAL YEAR&apos;S PERFORMANCE, WHILE THE FIELD SERVICES COORDINATOR EVALUATIONS WERE BASED ON SPOT OBSERVATION EARLY IN THE YEAR. THE STUDY CONCLUDED THAT (1) NO SIGNIFICANT DIFFERENCE EXISTED BETWEEN SEXES IN TEACHERS&apos; SELF-EVALUATION OF EFFECTIVENESS ATTRIBUTED TO EITHER OF THE PROGRAMS, (2) MALE STUDENTS HAD A TENDENCY TO CHOOSE THE BLOCK PROGRAM, (3) MALE TEACHERS FROM THE BLOCK PROGRAM EVALUATED THEMSELVES HIGHER THAN MALES FROM THE TRADITIONAL PROGRAM, AND (4) NO SELECTIVE PROCESS WAS APPARENT FOR ENROLLING CAPABLE STUDENTS IN  EITHER OF THE PROGRAMS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011131</dc:identifier>
<dc:title>TEACHER PREPARATION PROGRAMS AND FIRST-YEAR TEACHER EFFECTIVENESS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>School Activities</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>GLATTHORN, ALLAN A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Abington)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Abington School District, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESPONSES OF 741 NINTH-GRADE STUDENTS TO THE INDEPENDENT STUDY PROGRAM (ISP) WERE RECORDED FROM HOMEROOM DISCUSSIONS AND THE INDEPENDENT STUDY QUESTIONNAIRE (ISQ). THE ISP PROVIDED TIME BLOCKS, SPECIAL FACILITIES, AND MINIMAL RULES AND REGULATIONS FOR A HIGH SCHOOL STUDENT&apos;S DAY. BASIC CONTENT COURSES (DEPARTMENTAL CENTERS) AND SKILL IMPROVEMENT AREAS (INDEPENDENT STUDY CENTERS) WERE ORGANIZED WITH STRUCTURED AND UNSTRUCTURED LEARNING EXPERIENCES, USING TEACHERS, AIDES, AND STUDENT LEADERS. THE PRINCIPAL SELECTED AND TRAINED A STUDENT DISCUSSION LEADER FOR EACH HOMEROOM. A STUDENT RECORDED SUMMARIZED STUDENT RESPONSES TO EACH DISCUSSION QUESTION AND SUBMITTED A RESUME TO THE PRINCIPAL. THE SUMMARY COMPILED FROM THE RESUMES LISTED (1) THE DISCUSSION QUESTIONS, (2) A CONSENSUS  OF STUDENT RESPONSES, AND (3) A SAMPLE OF THE MOST INTERESTING RESPONSES. RESPONSES WERE TABULATED BY (1) FAILURE NOTICES, (2) PERIODS SPENT IN DEPARTMENT CENTERS AND ISP CENTERS, (3) MATERIALS AND EQUIPMENT USED, (4) TYPE OF ISP, AND (5) WEEKLY ATTENDANCE IN EACH CENTER. RECOMMENDATIONS INCLUDED (1) GREATER USE OF THE ISP FOR BASIC COURSE CONTENT, (2) MORE MATERIALS AND EQUIPMENT FOR ISP CENTERS, (3) MORE SPACE FOR ISP CENTERS, AND (4) THE ADDITION OF A FULL-TIME ISP PROGRAM COORDINATOR. THE APPENDIX INCLUDED (1) FORM LETTERS TO STUDENTS AND PARENTS EXPLAINING THE ISP AND SCHEDULING PROCEDURES, (2) STUDENT AND TEACHER ISP GUIDES, (3) TEACHER REPORTING FORMS FOR ISP AND (4) THE ISQ. (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011132</dc:identifier>
<dc:title>ON THEIR OWN, A HANDBOOK OF INDEPENDENT STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:creator scheme='personal author'>MCCLURKIN, W.D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN. Center for Southern Education Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY INVESTIGATED 4,776 HIGH SCHOOLS WITH AN ENROLLMENT OF 2,318,449 STUDENTS, 98,805 CLASSROOM TEACHERS, AND 4,658 PRINCIPALS IN 11 SOUTHERN STATES TO ASSESS THE EFFECTIVENESS OF SECONDARY PUBLIC EDUCATION IN THE REGION. THE INVESTIGATION WAS LIMITED TO OBJECTIVE AND QUANTIFIED DATA ON RECORD IN THE 11 STATE DEPARTMENTS OF EDUCATION REGARDING SCHOOL SIZE, INSTRUCTIONAL PERSONNEL, FINANCE, AND SCHOOL PROGRAMS. THE EFFECTIVENESS OF A SCHOOL DEPENDED UPON ITS ABILITY TO FULFILL THE CRITERIA DETERMINED TO BE INDICATIVE OF EDUCATIONAL EFFECTIVENESS--(1) HIGH SCHOOL TEACHERS SHOULD HOLD AT LEAST A MASTER&apos;S DEGREE AND TEACH SUBJECTS IN WHICH THEY ARE CERTIFIED, (2) HIGH SCHOOL FACULTIES SHOULD BE BALANCED WITH BOTH EXPERIENCED AND INEXPERIENCED MALE AND FEMALE TEACHERS, (3) THE  SALARY SCHEDULE SHOULD BE COMPETITIVE WITH OTHER HIGH SCHOOLS IN THE NATION, (4) HIGH SCHOOL SIZE SHOULD RANGE FROM 800 TO 1200 STUDENTS AND CLASS SIZE SHOULD AVERAGE 25 STUDENTS, AND (5) A TEACHING LOAD OF 150 PUPILS PER DAY OR 750 PUPILS PER WEEK SHOULD BE THE MAXIMUM TEACHING LOAD ASSIGNED. THE STUDY INDICATED THAT (1) MEDIAN SOUTHERN HIGH SCHOOLS PROVIDED INSUFFICIENT CURRICULAR OFFERINGS, (2) THE HIGH SCHOOLS VARIED IN SIZE, AND (3) QUALIFICATIONS AND WORKING CONDITIONS OF INSTRUCTIONAL PERSONNEL WERE LOW. STATE AND REGIONAL STATISTICAL DATA ARE INCLUDED IN THE DOCUMENT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR SOUTHERN EDUCATION STUDIES, BOX 164, GEORGE PEABODY COLLEGE FOR TEACHERS, NASHVILLE, TENNESSEE 37203, FOR $5.00. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011133</dc:identifier>
<dc:title>HIGH SCHOOLS IN THE SOUTH, A FACT BOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>285</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Size</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Student Teacher Ratio</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:creator scheme='personal author'>JACKSON, JOE L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN. Center for Southern Education Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCHOOL SIZE AND ORGANIZATIONAL PATTERNS WERE INVESTIGATED AND DETERMINED TO BE BASIC INFLUENCES AFFECTING THE QUALITY OF SECONDARY EDUCATION IN 11 SOUTHERN STATES. DATA WERE OBTAINED FROM OFFICIAL RECORDS FOR THE 1962-63 SCHOOL YEAR ON FILE IN STATE DEPARTMENTS OF EDUCATION IN EACH OF THE 11 STATES. DATA AREAS UTILIZED WERE (1) EXTENT OF CURRICULAR OFFERINGS, (2) QUALITY OF INSTRUCTIONAL PERSONNEL, (3) TEACHING LOAD, AND (4) SCHOOL SIZE AND ORGANIZATIONAL PATTERN. THE FINDINGS OF THE STUDY SUGGESTED THAT SCHOOLS WITH AN ENROLLMENT OF UNDER 500 OFFERED FEWER SUBJECT AREAS, FEWER COURSES PER SUBJECT AREA, AND FEWER TOTAL COURSES. TEACHERS IN SCHOOLS WITH AN ENROLLMENT GREATER THAN 500 WERE BETTER TRAINED AND THEIR TEACHING LOAD WAS MORE DESIRABLE. TEACHING EXPERIENCE WAS THE ONLY  CRITERION CONSIDERED WHICH DID NOT JUSTIFY THE SUPERIORITY OF LARGE SCHOOLS, SINCE LENGTH OF EXPERIENCE WAS NOT FOUND TO BE RELATED TO SCHOOL SIZE OR ORGANIZATIONAL PATTERN. FINALLY, SCHOOL SIZE AND ORGANIZATIONAL PATTERN WERE INVERSELY RELATED (AS SCHOOL SIZE INCREASED, THE GRADE SPAN OF THE ORGANIZATIONAL PATTERN DECREASED) AND INSTRUCTIONAL PROGRAM ADEQUACY WAS A FUNCTION OF BOTH. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR SOUTHERN EDUCATION STUDIES, BOX 164, GEORGE PEABODY COLLEGE FOR TEACHERS, NASHVILLE, TENNESSEE 37203, FOR $1.50. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011134</dc:identifier>
<dc:title>SCHOOL SIZE AND PROGRAM QUALITY IN SOUTHERN HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Budget Elections</dc:subject>
<dc:subject>Voting</dc:subject>
<dc:creator scheme='personal author'>PATTERSON, WADE N.</dc:creator>
<dc:creator scheme='personal author'>SCHOONHOVEN, JOHN VAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords>PORTLAND</eric:keywords>
<eric:keywords>Oregon (Springfield)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRES WERE SENT TO A 10 PERCENT SAMPLE OF INCONSISTENT VOTERS IN TWO OREGON PUBLIC SCHOOL DISTRICTS WHO HAD NOT VOTED IN A PREVIOUS, UNSUCCESSFUL SCHOOL BUDGET ELECTION, BUT WHO HAD VOTED IN A SUBSEQUENT SUCCESSFUL ELECTION. DESPITE DEMOGRAPHIC DIFFERENCES BETWEEN THE DISTRICTS IN LEVEL OF SCHOOLING COMPLETED, OCCUPATION, INCOME, PERIOD OF RESIDENCE, POLITICAL AFFILIATION, AND RELIGIOUS PREFERENCE, REASONS FOR VOTING POSITIONS WERE SIMILAR IN BOTH DISTRICTS. APPROXIMATELY THREE-FIFTHS OF THE VOTERS FELT THEIR SUPPORT WAS NEEDED OR RECOGNIZED THE VALUE OF EDUCATION. IN EACH DISTRICT ONE-FOURTH OF THE VOTERS ATTRIBUTED THEIR FAILURE TO VOTE TO FORGETTING OR TO BEING UNAWARE OF THE ELECTION. A MAJORITY IN BOTH DISTRICTS FELT THEY HAD A LEGITIMATE REASON FOR NOT VOTING  PREVIOUSLY AND SEEMED DETERMINED TO UTILIZE THEIR VOTE TO AFFECT THE FINAL OUTCOME. STATISTICALLY SIGNIFICANT DIFFERENCES WERE NOTED IN BOTH DISTRICTS BETWEEN POSITIVE VOTING AND VOTERS WITH CHILDREN IN SCHOOL AND MORE COMPLETED YEARS OF SCHOOLING. SIGNIFICANT FINDINGS IN ONE DISTRICT (NOT SUPPORTED BY THE SECOND DISTRICT) RELATED POSITIVE VOTING TO (1) PERSONS UNDER 45 YEARS OF AGE, (2) LEVEL OF OCCUPATIONAL SKILL, (3) SPOUSES AS INCOME PRODUCERS, AND (4) FAMILY INCOMES OVER $5,000. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011135</dc:identifier>
<dc:title>A COMPARATIVE STUDY OF INCONSISTENT VOTER BEHAVIOR IN SCHOOL BUDGET ELECTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Colleges</dc:subject>
<dc:subject>Development</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CHERRY, HOWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Salem)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State Dept. of Education, Salem.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECOMMENDATIONS ARE MADE FOR IMPROVEMENT IN EIGHT MAJOR AREAS OF OREGON EDUCATION--(1) SPECIAL EDUCATION, (2) VOCATIONAL EDUCATION, (3) FINANCE, (4) INSERVICE EDUCATION, (5) THE ROLE OF COMMUNITY COLLEGES, (6) RESEARCH AND DEVELOPMENT, (7) SCHOOL DISTRICT ORGANIZATION, AND (8) TEACHER EDUCATION. AN ANALYSIS OF OPINIONNAIRES RECEIVED FROM A REPRESENTATIVE SAMPLE OF THE PEOPLE OF OREGON IS INCLUDED. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011136</dc:identifier>
<dc:title>FINAL REPORT OF THE EDUCATION IMPROVEMENT ADVISORY COMMISSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Field Experience Programs</dc:subject>
<dc:subject>Internship Programs</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Supervision</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>JOHNS, W. LLOYD</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Northridge)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Fernando Valley State Coll., Northridge, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY OF EXISTING FIELD EXPERIENCE PROGRAMS IN THE 18 CALIFORNIA STATE COLLEGES WAS CONDUCTED TO IDENTIFY THE CHARACTERISTICS OF A HIGH-QUALITY SUPERVISED FIELD-EXPERIENCE PROGRAM IN EDUCATIONAL ADMINISTRATION AND SUPERVISION. DATA FOR MAJOR FINDINGS WERE COLLECTED FROM (1) A REVIEW OF THE LITERATURE, (2) AN EXAMINATION OF FIELD-EXPERIENCE PROGRAMS IN CALIFORNIA STATE COLLEGES, (3) A SURVEY OF FORMER FIELD-EXPERIENCE STUDENTS, AND (4) APPRAISALS FROM PRACTICING FIELD-EXPERIENCE SUPERVISORS. THE STUDY SUGGESTED THREE GROUPINGS OF THE 40 CRITERIA FOR A HIGH-QUALITY FIELD-EXPERIENCE PROGRAM--(1) ORGANIZATIONAL ASPECTS, INCLUDING COURSE TITLE, LENGTH OF FIELD EXPERIENCE, SCREENING PROCEDURES, FLEXIBILITY OF PROGRAM, APPRAISAL PROCEDURES, AND SUBSEQUENT JOB PLACEMENT, (2)  ACTIVITIES OF SUPERVISION, INCLUDING PARTICIPATION IN CURRICULUM DEVELOPMENT, INSTRUCTIONAL METHODS, SCHOOL TESTING, AND PROGRAMS FOR EVALUATION OF PROSPECTIVE TEACHERS, AND (3) ACTIVITIES OF ADMINISTRATION, INCLUDING PARTICIPATION IN ASSIGNING CERTIFIED STAFF, WORKING WITH COUNSELORS, ADMINISTERING EXTRACURRICULAR ACTIVITIES, SCHOOL BUDGETING, AND PUBLIC RELATIONS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011137</dc:identifier>
<dc:title>SUPERVISED FIELD EXPERIENCE AND INTERNSHIP PROGRAMS IN EDUCATIONAL ADMINISTRATION AND SUPERVISION IN THE CALIFORNIA STATE COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Average Daily Attendance</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Financial Needs</dc:subject>
<dc:subject>Fiscal Capacity</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Taxes</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Suburban Schools</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>SWANSON, AUSTIN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo. Western New York School Study Council.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF SCHOOL DISTRICT SIZE UPON SCHOOL COSTS WAS INVESTIGATED. FINDINGS INDICATED THAT (1) THE SIZE OF THE SCHOOL DISTRICT POPULATION WAS DIRECTLY RELATED TO POTENTIAL EFFICIENCY, (2) VERY SMALL OR VERY LARGE DISTRICTS WERE ADVERSELY AFFECTED BY SIZE, AND (3) DISTRICTS WITH A TOTAL POPULATION BETWEEN 20 AND 50 THOUSAND WERE NOT ADVERSELY AFFECTED. RECOMMENDATIONS WERE THAT (1) GENERAL AID FORMULA CHANGES BE KEPT WITHIN THE SHARED-COST PHILOSOPHY, (2) POORLY ORGANIZED DISTRICTS BE ELIMINATED THROUGH CONSOLIDATION, (3) INTERMEDIATE DISTRICTS BE DEVELOPED, (4) ARTIFICIAL PROPERTY TAX LIMITATIONS IN CITIES BE REMOVED OR ENLARGED, (5) EXISTING DENSITY CORRECTION BE REPLACED WITH THE LINDMAN POPULATION FACTOR, (6) HIGH SCHOOL WEIGHT FACTOR BE REVIEWED, AND (7) SPECIAL AIDS AT  100 PERCENT OF PROGRAM COST BE APPLIED. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011138</dc:identifier>
<dc:title>THE EFFECT OF SCHOOL DISTRICT SIZE UPON SCHOOL COSTS, POLICY RECOMMENDATIONS FOR THE STATE OF NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Staff Meetings</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>CRISPIN, DAVID B.</dc:creator>
<dc:creator scheme='personal author'>PETERSON, R. DUANE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>CRISPIN SYSTEM OF INTERACTION ANALYSIS</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PRINCIPAL&apos;S INTERACTION PATTERN IN FACULTY MEETINGS, TESTED BY THE CRISPIN SYSTEM OF INTERACTION ANALYSIS WAS HYPOTHESIZED TO BE THE MAJOR CAUSE FOR INTERSCHOOL TEACHER ATTITUDE DIFFERENCES. THE AUTHORS FURTHER HYPOTHESIZED THAT THE MORE INDIRECT THE PRINCIPAL&apos;S BEHAVIOR (WILLINGLY SHARES HIS AUTHORITY WITH TEACHERS), THE MORE SUPPORTIVE WILL BE THE TEACHERS&apos; BEHAVIOR (WILLINGLY COOPERATIVE). PRINCIPAL BEHAVIOR WAS RECORDED AS DIRECT (USES AUTHORITY) OR INDIRECT (SHARES AUTHORITY), AND TEACHER BEHAVIOR WAS RECORDED AS NONSUPPORTIVE (PERFUNCTORY) OR SUPPORTIVE (WILLINGLY COOPERATIVE). THE DATA REPRESENTING OVER 20,000 INTERACTIONS IN 30 ELEMENTARY SCHOOL FACULTY MEETINGS INDICATED A REJECTION OF THE STATED HYPOTHESIS. TEACHERS TENDED TO BE SUPPORTIVE IRRESPECTIVE OF DIRECT AND  INDIRECT PRINCIPAL BEHAVIOR. THE AMOUNT OF TEACHER PARTICIPATION WAS, HOWEVER, EXACTLY TWICE AS HIGH IN THE INDIRECT CLIMATES. THE CONSISTENT TEACHER REACTION TO THE VARYING BEHAVIOR OF PRINCIPALS WAS AT VARIANCE WITH FINDINGS IN OTHER DISCIPLINES WHERE THE BEHAVIOR OF A GROUP WAS DEPENDENT UPON THE BEHAVIOR OF THE LEADER. FURTHER RESEARCH WAS SUGGESTED USING SECONDARY AND LARGER URBAN SCHOOLS, DIFFERENT BEHAVIOR PATTERNS BY THE SAME PRINCIPALS, AND THE ATTITUDES AND THE BEHAVIORS OF TEACHERS AND PRINCIPALS. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATION RESEARCH ASSOCIATION CONVENTION (NEW YORK, FEBRUARY 1967). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011139</dc:identifier>
<dc:title>AN ANALYSIS OF INTERACTION AMONG PRINCIPALS AND TEACHERS DURING SCHOOL FACULTY MEETINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>Black Students</dc:subject>
<dc:subject>Bus Transportation</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject weight='MAJOR'>Equal Education</dc:subject>
<dc:subject>Flexible Progression</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject weight='MAJOR'>Racial Segregation</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Track System (Education)</dc:subject>
<dc:subject weight='MAJOR'>White Students</dc:subject>
<dc:creator scheme='personal author'>DAVISON, HUGH M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWELFTH- AND SIXTH-GRADE DATA FROM A STUDY BY JAMES S. COLEMAN WERE USED TO ANSWER QUESTIONS ABOUT THE EQUALITY OF EDUCATION IN THE NORTH. THE MORE IMPORTANT QUESTIONS POSED WERE--(1) IS THERE AN INSTRUCTIONAL COST DIFFERENTIAL DUE TO RACE, (2) WHAT IS THE PROPORTION OF WHITES IN CLASSES COMPOSED OF BOTH NEGROES AND WHITES, AND (3) ARE THERE REAL DIFFERENCES BETWEEN WHITE AND NEGRO ACHIEVEMENT. THE STUDY SHOWED THAT (1) MONEY SPENT FOR THE PRIMARY AND SECONDARY EDUCATION OF NEGRO CHILDREN WAS GREATER THAN FOR WHITE CHILDREN, (2) THE RANGE OF EXPENDITURES ON WHITES WAS GREATER THAN FOR NEGROES, (3) NEGROES WERE MORE SEGREGATED IN ELEMENTARY SCHOOLS THAN IN SECONDARY, (4) BOTH NEGROES AND WHITES TENDED TO DO BETTER IN CLASSES WITH A HIGHER PROPORTION OF WHITE STUDENTS, (5)  NONVERBAL, VERBAL, READING, MATHEMATICS, SELF-CONCEPT, AND CONTROL OF ENVIRONMENT VARIABLES WERE HIGHLY CORRELATED WITH ACHIEVEMENT, (6) NEGROES WERE BEHIND WHITES IN EDUCATION DESPITE THE FACT THAT THE UPPER ABILITY LEVELS OF THE TWO GROUPS WERE SIMILAR, AND (7) SCHOOL HAD A GREATER EFFECT ON YOUNGER CHILDREN THAN ON OLDER. THE ESTABLISHMENT OF PRESCHOOLS, BUSING, AND TRACKING WAS RECOMMENDED. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011140</dc:identifier>
<dc:title>EQUALITY OF EDUCATIONAL OPPORTUNITY (IN THE NORTH), A REVIEW OF SOME PERTINENT DATA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:28:43</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School District Spending</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:creator scheme='personal author'>OSTRANDER, RAYMOND H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:keywords_geo>Rhode Island</eric:keywords_geo>
<eric:keywords_geo>Rhode Island (Providence)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Univ., MA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MODEL FOR PUBLIC SCHOOL DISTRICT ORGANIZATION IN RHODE ISLAND IS PROPOSED AS A PILOT PLAN FOR EDUCATION LEADERSHIP. SEVEN SCHOOL COMMITTEES AND FIVE SUPERINTENDENTS ARE ADMINISTERING THE SEVEN RHODE ISLAND DISTRICTS WHICH COVER AN AREA OF 22 SQUARE MILES. THIS DIFFUSION OF EDUCATIONAL RESOURCES WITHIN THE SMALL AREA AFFECTS THE EXTENT TO WHICH THE SYSTEMS CAN FULFILL DESIRED OBJECTIVES AND PROHIBITS AN OPTIMUM BALANCE BETWEEN INVESTMENT AND RETURN. IN AN ATTEMPT TO REMEDY THIS PROBLEM, A BOSTON UNIVERSITY SURVEY TEAM DEVELOPED A MODEL, WHICH RECOMMENDED THAT THE STATE BOARD OF EDUCATION ESTABLISH A PILOT EDUCATIONAL LEADERSHIP CENTER TO PROVIDE SERVICES NOT READILY AVAILABLE TO THE SEPARATE DISTRICTS, SUCH AS ELECTRONIC DATA PROCESSING AND MENTAL HEALTH SERVICES. THE CENTER IS  TO SERVE AS A SOURCE OF EDUCATIVE RESOURCES AND IS TO BE ADMINISTERED BY A FULL-TIME EDUCATIONAL DEVELOPMENT ADVISER. THE PLAN AVOIDS DISRUPTION OF LOCAL AUTONOMY AND SECURES THE BENEFITS OF A LARGER, SPECIALIZED DISTRICT. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011141</dc:identifier>
<dc:title>A PILOT PLAN FOR EDUCATIONAL LEADERSHIP IN RHODE ISLAND, THE DEVELOPMENT OF A MODEL FOR PUBLIC SCHOOL DISTRICT ORGANIZATION IN A REGION OF RHODE ISLAND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Centralization</dc:subject>
<dc:subject>College Administration</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Conflict Resolution</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>MCKEAN, ROLAND N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles. Inst. of Government and Public Affairs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUGGESTED COSTS AND BENEFITS OF CENTRALIZED AUTHORITY IN HIGHER EDUCATION AS THEY AFFECT THE BEHAVIOR OF LEGISLATORS, ADMINISTRATORS, VOTERS, TEACHERS, AND STUDENTS, WERE EXAMINED BY COMPARING POLICIES OF DIFFERENT INSTITUTIONS (TWO MULTIVERSITIES OR COORDINATED STATE COLLEGE SYSTEMS, TWO RELATIVELY INDEPENDENT PUBLIC UNIVERSITIES IN ONE STATE, AND THREE PRIVATE INSTITUTIONS IN ONE STATE). CENTRALIZATION OCCURRED IF, FOR TEACHING ANY GIVEN NUMBER OF STUDENTS, FEWER SEPARATE ORGANIZATIONS WERE RESPONSIBLE FOR CHOICES. THE INFORMATION USED TO COMPARE THE INSTITUTIONS WAS OBTAINED FROM ADMINISTRATIVE MANUALS, FACULTY HANDBOOKS, AND CATALOGS. THE RESULTS OBTAINED WERE--(1) THE GREATER THE DEGREE OF CENTRALIZATION, THE MORE THE CONSTRAINTS ON LOWER-LEVEL CHOICES, (2) THE GREATER THE  DEGREE OF CENTRALIZATION, THE LESS DIVERSITY IN POLICIES AND PRACTICES AFFECTING A GIVEN NUMBER OF STUDENTS, (3) CENTRALIZATION MAY YIELD NEGLECT OF RELEVANT COSTS AND GAINS, AND (4) CENTRALIZATION MAY YIELD A LESS DESIRABLE WAY OF RESOLVING CONFLICTS. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011142</dc:identifier>
<dc:title>CENTRALIZATION AND HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Catholics</dc:subject>
<dc:subject>Educational Demand</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Jews</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Protestants</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Religious Factors</dc:subject>
<dc:subject>Tax Allocation</dc:subject>
<dc:creator scheme='personal author'>ALKIN, MARVIN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles. Inst. of Government and Public Affairs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HYPOTHESIS THAT PUBLIC EDUCATIONAL EXPENDITURES ARE RELATED TO THE RELIGIOUS COMPOSITION OF A COMMUNITY WAS TESTED STATISTICALLY. EIGHTEEN RANDOMLY SELECTED SAN FRANCISCO BAY AREA SCHOOL DISTRICTS FROM A TOTAL OF 130 HAVING MORE THAN 300 PUPILS IN ADA WERE USED FOR THE STUDY. QUESTIONNAIRES ON RELIGIOUS PREFERENCES WERE SENT TO 50 RANDOMLY SELECTED VOTERS IN EACH DISTRICT. NINETY-ONE PERCENT USABLE RESPONSES WERE RECORDED. THE DATA WERE EVALUATED BY A MULTIPLE REGRESSION ANALYSIS AND TESTED FOR SIGNIFICANCE BY USING A &amp;quot;T&amp;quot; TEST. A MULTIPLE CORRELATION COEFFICIENT PROVIDED A MEASURE OF THE USEFULNESS OF THE REGRESSION EQUATION FOR PREDICTING THE CRITERION VARIABLE. INDEPENDENT VARIABLES FOUND TO BE MOST RELATED TO EDUCATIONAL EXPENDITURES WERE THE PERCENTAGE (IN THE COMMUNITY)  OF (1) CATHOLIC, (2) PROTESTANT-NURTURE, (3) PROTESTANT-CONVERSION, AND (4) MISCELLANEOUS. THIS STUDY MAKES FOUR CONTRIBUTIONS TO THE UNDERSTANDING OF DETERMINANTS OF SCHOOL EXPENDITURES--(1) UTILIZATION OF A VARIABLE NOT PREVIOUSLY EXAMINED, (2) EMPLOYMENT OF A METHOD OF DATA COLLECTION USEFUL FOR FUTURE STUDIES, (3) CATEGORIZATION OF RELIGIOUS DENOMINATIONS INTO VARIABLES WHICH CAN BE EXAMINED STATISTICALLY, AND (4) INITIAL STATISTICAL EXAMINATION OF THESE VARIABLES. THIS PAPER WAS PREPARED FOR THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 11, 1965). (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011143</dc:identifier>
<dc:title>RELIGIOUS CORRELATES OF SCHOOL EXPENDITURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-11</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Fiscal Capacity</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Resource Allocation</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tax Allocation</dc:subject>
<dc:creator scheme='personal author'>ALKIN, MARVIN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles. Inst. of Government and Public Affairs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEW FORMULA FOR MEASURING STATE EFFORT TO SUPPORT PUBLIC EDUCATION WAS PRESENTED IN THIS PAPER. THE MEASURE USED FOR EXPENDITURES RELATED TO CURRENT EXPENDITURES OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS FOR GENERAL CONTROL, INSTRUCTIONAL SERVICE, OPERATION, MAINTENANCE, AND FIXED CHARGES AT STATE, INTERMEDIATE, AND LOCAL LEVELS OF ADMINISTRATION. PERSONAL INCOME, DEFINED AS THE MEASURE OF CURRENT INCOME RECEIVED FROM ALL SOURCES DURING THE CALENDAR YEAR BY THE RESIDENTS OF EACH STATE, WAS USED FOR FISCAL ABILITY. THREE DIFFERENT MEASURES FOR ALLOCATION FACTORS WERE USED FOR EACH STATE--(1) A CONSTANT EQUAL TO THE NATIONAL AVERAGE PERCENT OF INCOME DEVOTED TO EDUCATION, (2) ASSUMED ALLOCATION PROPORTIONAL TO THE RATIO OF PUBLIC SCHOOL CHILDREN TO TOTAL POPULATION IN A STATE,  AND (3) THEORETICAL DIVISION OF A STATE&apos;S TOTAL FISCAL ABILITY BETWEEN SCHOOLS AND ALL OTHER PURPOSES (INCLUDING FEEDING, CLOTHING, AND HOUSING THE TOTAL POPULATION OF THE STATE) IN PROPORTION RESPECTIVELY TO PUBLIC SCHOOL ATTENDANCE AND TOTAL POPULATION. THE THREE MEASURES OF EFFORT OBTAINED FOR EACH STATE WERE ADJUSTED PROVIDING A NATIONAL AVERAGE INDEX OF &amp;quot;1&amp;quot; FOR EACH OF THE THREE INDEXES. INDEXES LARGER THAN 1 REVEALED THAT A STATE WAS EXERTING GREATER THAN THE NATIONAL AVERAGE AND CONVERSELY, INDEXES OF LESS THAN &amp;quot;1&amp;quot; INDICATED THAT A STATE WAS NOT EXERTING UP TO THE NATIONAL AVERAGE. THE RESULTS SHOWED THE MEASURES OF EFFORT VARY GREATLY ACCORDING TO THE DEFINITION OF EFFORT. THIS PAPER WAS PREPARED FOR THE ANNUAL MEETING OF THE COMMITTEE ON EDUCATIONAL FINANCE, NATIONAL EDUCATION  ASSOCIATION (CHICAGO, APRIL 6, 1965). (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011144</dc:identifier>
<dc:title>MEASUREMENT OF STATE EFFORT TO SUPPORT PUBLIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Centralization</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Benefits</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Program Budgeting</dc:subject>
<dc:subject>State Federal Aid</dc:subject>
<dc:creator scheme='personal author'>HIRSCH, WERNER Z.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles. Inst. of Government and Public Affairs.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE APPLICATION OF PROGRAM BUDGETING TO EDUCATION IS RECOMMENDED. A NATIONAL-LEVEL PROGRAM BUDGET EXAMPLE IS PRESENTED, WITH SUGGESTIONS FOR OBTAINING MORE EFFECTIVE MANAGEMENT OF EDUCATION. FINANCING OF EDUCATION IN THE UNITED STATES IS CURRENTLY UNDERTAKEN BY MORE THAN 40 AGENCIES OF THE FEDERAL GOVERNMENT, 50 STATE GOVERNMENTS, AND MORE THAN 30,000 SCHOOL DISTRICTS. EFFICIENT AND EQUITABLE PLANNING AND BUDGETING IS THUS A FORMIDABLE TASK. FURTHER RESEARCH AND DEVELOPMENT IN PROGRAM BUDGETING IS SUGGESTED TO INCLUDE (1) EXPLICIT DELINEATION OF GOALS, (2) BETTER IDENTIFICATION, MEASURING AND PACKAGING OF COSTS AND BENEFITS, (3) DEVELOPMENT OF BACKUP ADMINISTRATIVE ORGANIZATION, AND (4) MORE ATTENTION TO FUTURE ENVIRONMENTS. THE REPORT RECOMMENDS THE ESTABLISHMENT OF A FEDERAL  DEPARTMENT OF EDUCATION. THIS PAPER WAS PRESENTED AT THE NATIONAL MEETING OF THE OPERATIONS RESEARCH SOCIETY OF AMERICA (29TH, SANTA MONICA, MAY 19, 1966). (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011145</dc:identifier>
<dc:title>PROGRAM BUDGETING FOR EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:creator scheme='personal author'>GEPHART, WILLIAM J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH ADEQUACY MUST BE ASSESSED AND STANDARDS DRAWN IF PROGRESS IS TO BE MADE IN THE ACCUMULATION OF KNOWLEDGE. THIS DISCUSSION OF METHODOLOGICAL CRITERIA FOCUSES UPON THE FOLLOWING TOPICS--(1) A LOGIC FRAMEWORK FOR EDUCATIONAL RESEARCH, (2) GENERAL CRITERIA FOR RESEARCH EVALUATION, (3) ELEMENTS OF THE STUDY OF THE EDUCATIONAL CHANGE PROCESS, (4) METHODS AND TECHNIQUES FOR STUDYING THE CHANGE PROCESS COMPONENTS, AND (5) CRITERIA OF ADEQUACY FOR EVALUATING RESEARCH TECHNIQUES IN THE STUDY OF EDUCATIONAL CHANGE. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011146</dc:identifier>
<dc:title>CRITERIA FOR METHODOLOGICAL ADEQUACY FOR RESEARCH ON EDUCATIONAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Culture</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Groups</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Resources</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>BHOLA, HARBANS SINGH</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A THEORY OF INNOVATION DIFFUSION FOCUSED UPON SOCIAL INTERRELATIONSHIPS IS PRESENTED. INTERACTION OF VARYING KINDS AND SIZES OF SOCIAL UNITS RELATES INDIVIDUALS TO OTHER INDIVIDUALS, GROUPS, INSTITUTIONS, OR CULTURES. INNOVATION MAY BE INITIATED BY ANY OF THESE FOUR SOCIAL UNITS AND MAY BE DIRECTED TOWARD SUBSEQUENT ADOPTION BY ANY OF THE UNITS. THE THEORY IS CALLED A CONFIGURATIONAL THEORY BECAUSE THE EMPHASIS IS PUT ON PATTERNS OF RELATIONSHIPS BETWEEN INNOVATORS AND ADOPTERS, RATHER THAN UPON THE SOCIAL UNITS THEMSELVES. SPECIFIC ELEMENTS OF THE THEORY INCLUDE THE INITIATOR OR INNOVATOR, THE TARGET OR ADOPTER, THE LINKAGE BETWEEN THE TWO, AND THE PROCESS OF DIFFUSION BY WHICH AN INNOVATION IS INCORPORATED INTO A CONFIGURATION. ENVIRONMENTAL INFLUENCE UPON INNOVATION DIFFUSION  WILL DEPEND UPON WHETHER THE ENVIRONMENT IS PERSISTENT AND SUPPORTIVE, NEUTRAL, OR INHIBITING. CONFIGURATIONAL RELATIONSHIPS CAN BE DIVIDED INTO THREE BROAD CATEGORIES--MOLECULAR, MOLAR-MOLECULAR, AND MOLAR--DEPENDING GENERALLY UPON THE SIZE OF THE TWO SOCIAL UNITS SERVING AS INITIATOR AND ADAPTER AND THE PARTICULAR RELATIONSHIP&apos;S AMENABILITY TO CONTROL. COMMUNICATION WITHIN SOCIAL UNITS IS DISTINCT FROM THE LINKAGE OR COMMUNICATION NETWORK BETWEEN CONFIGURATIONS. THE PROBABILITY OF DIFFUSION WILL BE AFFECTED BY THE AMOUNT OF VARIABLE RESOURCES--MATERIAL, CONCEPTUAL SKILLS, PERSONNEL, AND INFLUENCE. ELEVEN HYPOTHESES SUGGESTED BY THE THEORY ARE ENUMERATED. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011147</dc:identifier>
<dc:title>THE CONFIGURATIONAL THEORY OF INNOVATION DIFFUSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boarding Homes</dc:subject>
<dc:subject>Census Figures</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Dept. of Public Instruction, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>APPROXIMATELY 68 PERCENT OF THE MENTALLY HANDICAPPED CHILDREN ELIGIBLE FOR SERVICES BY THE PUBLIC SCHOOLS IN MICHIGAN ARE BEING SERVED. MICHIGAN&apos;S STATE PROGRAM SERVES MORE THAN 30,000 MENTALLY RETARDED CHILDREN. PROVISIONS FOR EDUCABLE AND TRAINABLE MENTALLY RETARDED CHILDREN INCLUDE (1) EDUCABLE SPECIAL CLASSES, (2) CONSULTANTS WHO WORK WITH EDUCABLE MENTALLY RETARDED CHILDREN ENROLLED IN REGULAR CLASSES, (3) TRAINABLE SPECIAL CLASSES, AND (4) INTERMEDIATE SCHOOL DISTRICT PROGRAMS FOR TRAINABLE MENTALLY RETARDED CHILDREN. TRAINABLE CLASSES ARE PERMISSIBLE IF THE SCHOOL DISTRICT PROVIDES FOR EDUCABLE RETARDED CHILDREN. TWO STATE AID MEMBERSHIPS ARE PAID FOR EACH CHILD (UP TO 15 CHILDREN PER TEACHER), UP TO 75 PERCENT OF THE COST OF THE PROGRAM. STATE AID TO SCHOOL DISTRICTS  INCLUDES REIMBURSEMENT FOR TRANSPORTATION, TUITION, BOARD AND ROOM, AND SUMMER PROGRAMS. TEACHERS OF MENTALLY RETARDED CHILDREN MUST BE STATE CERTIFIED. TEMPORARY CERTIFICATION MAY BE GRANTED. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011148</dc:identifier>
<dc:title>HOW MICHIGAN SERVES THE MENTALLY HANDICAPPED, FACTS ABOUT THE ADMINISTRATION OF THE MICHIGAN PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Age</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Dept. of Public Instruction, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REQUIREMENTS FOR ESTABLISHING SPECIAL PROGRAMS AND SERVICES ARE PRESENTED IN CHART FORM. SUCH DIFFERENT TYPES OF PROGRAMS AS SPECIAL CLASSES AND ITINERANT PROGRAMS FOR PHYSICALLY AND MENTALLY HANDICAPPED, AS WELL AS THE VARIOUS REQUIREMENTS AND REGULATIONS. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011149</dc:identifier>
<dc:title>ADMINISTRATIVE GUIDE FOR ESTABLISHING SPECIAL EDUCATION PROGRAMS AND SPECIAL SERVICES FOR EXCEPTIONAL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Equipment</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, JEAN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BEFORE A SPEECH PROGRAM IS ESTABLISHED, IT IS IMPORTANT TO DETERMINE THE NEED, PREPARE THE COMMUNITY, LEARN ABOUT STATE REGULATIONS, SECURE A THERAPIST, AND PROVIDE ADEQUATE FACILITIES. GUIDELINES AND CONSULTANT SERVICES ARE AVAILABLE FROM A STATE AGENCY. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011150</dc:identifier>
<dc:title>A GUIDE TO THE ESTABLISHMENT OF A SPEECH AND HEARING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Speech)</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Stuttering</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, JEAN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RATIONALE FOR SPEECH AND HEARING PROGRAM RECORD KEEPING AND REPORTING IS PRESENTED ALONG WITH A COMPREHENSIVE SET OF FORMS. FORMS ARE AVAILABLE TO COVER ALL SITUATIONS IN DIAGNOSIS AND PROGRESS, COMMUNICATION TO OTHER PROFESSIONAL PEOPLE, AND COMMUNICATION WITH PARENTS. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011151</dc:identifier>
<dc:title>GUIDE FOR RECORDS AND REPORTS FOR SPEECH AND HEARING PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Referral</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:creator scheme='personal author'>BROWN, ALPHA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Alabama (Montgomery)</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alabama State Dept. of Education, Montgomery.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MINIMUM EVALUATION OF CHILDREN WITH MENTAL, PHYSICAL, OR EMOTIONAL DISABILITIES WHO ARE BEING CONSIDERED FOR SPECIAL CLASS PLACEMENT SHOULD INCLUDE PSYCHOLOGICAL EVALUATION, PHYSICAL EVALUATION, A FAMILY PROFILE, AND AN ACADEMIC RECORD. REGULATIONS FOR PSYCHOLOGICAL EVALUATION, REFERRAL PROCEDURE FOR THE TEACHER, AND PLACEMENT COMMITTEE MEMBERSHIP ARE PRESENTED. TEACHERS ARE INSTRUCTED IN THE USE OF PSYCHOLOGICAL INFORMATION. PSYCHOLOGICAL EVALUATION RESOURCES ARE LISTED. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011152</dc:identifier>
<dc:title>MANUAL FOR PSYCHOLOGICAL EVALUATION OF CHILDREN FOR PLACEMENT IN SPECIAL CLASSES, A HANDBOOK FOR ADMINISTRATORS, LOCAL PLACEMENT COMMITTEES, PSYCHOLOGISTS, PSYCHOMETRISTS, AND TEACHERS OF EXCEPTIONAL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Perceptual Motor Coordination</dc:subject>
<dc:subject>Perceptual Motor Learning</dc:subject>
<dc:subject>Physical Activities</dc:subject>
<dc:subject>Physical Development</dc:subject>
<dc:subject>Physical Fitness</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>BARSCH, RAY H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PHYSIOLOGICAL APPROACH TO THE EDUCATION OF CHILDREN WITH SPECIAL LEARNING DIFFICULTIES WAS THE BASIS OF AN EXPERIMENTAL CURRICULUM. THE LEARNER WAS SEEN AS A SPACIALLY ORIENTED BEING WITH A PHYSIOLOGICAL MAKEUP DESIGNED TO TRAVEL THROUGH &amp;quot;EDUCATIONAL SPACE,&amp;quot; PROCESSING INFORMATION TO HIS PROGRESSIVE ADVANTAGE. EIGHT CONSTRUCTS SERVED AS A NUCLEUS FOR A THEORY OF MOVEMENT, AND SPECIAL ACTIVITIES PROGRAMED IN EACH AREA ARE DETAILED. THE MOVIGENIC CURRICULUM IS A SUPPLEMENT TO THE EXISTING CURRICULUM. TWO GROUPS OF SIX ELEMENTARY GRADE, NORMAL ABILITY CHILDREN WITH LEARNING PROBLEMS SPENT 6 HOURS WEEKLY FOR 1 SCHOOL YEAR IN THIS PROGRAM. NINE OF THESE 12 WERE NEUROLOGICALLY IMPAIRED. A THIRD GROUP OF SIX PRESCHOOLERS MET FOR 1/2 YEAR. A PRECISE STUDY OF CHILD CHANGE WAS NOT  ATTEMPTED BUT WAS PLANNED AS A LATER, SECOND STAGE. THE FILM &amp;quot;THE MOVIGENIC CURRICULUM,&amp;quot; IS AVAILABLE FROM THE BUREAU OF AUDIOVISUAL INSTRUCTION, UNIVERSITY OF WISCONSIN, 1312 WEST JOHNSON ST., MADISON, WISCONSIN. (HJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011153</dc:identifier>
<dc:title>A MOVIGENIC CURRICULUM, AN EXPERIMENTAL APPROACH TO CHILDREN WITH SPECIAL LEARNING DISABILITIES CONDUCTED AT THE LONGFELLOW SCHOOL, MADISON, WISCONSIN, DURING THE 1964-65 SCHOOL YEAR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Improvement</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>GROSS, F.P.</dc:creator>
<dc:creator scheme='personal author'>MACLEARIE, ELIZABETH C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SURVEYS OF PROFESSIONAL LITERATURE INDICATED THAT INTENSIVE CYCLE SCHEDULING FOR SPEECH AND HEARING THERAPY MIGHT YIELD BETTER RESULTS THAN MORE TRADITIONAL METHODS. EXPERIMENTAL PROGRAMS USING THIS NEW METHOD WERE ESTABLISHED IN FIVE SCHOOL SYSTEMS AS A FIELD TEST OF EFFICIENCY. THE 4 YEARS OF RESEARCH IN INTENSIVE CYCLE SCHEDULING IN THESE FIVE SYSTEMS RESULTED IN SEVERAL REVISIONS IN PROGRAM STANDARDS PRESENTED TO THE STATE BOARD OF EDUCATION. EACH OF THE FIVE STUDIES IS REPORTED BRIEFLY WITH THE ADVANTAGES SUMMARIZED AND SUGGESTIONS MADE ABOUT THE LENGTH AND NATURE OF THE INTENSIVE CYCLE SCHEDULING OF SPEECH AND HEARING THERAPY. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011154</dc:identifier>
<dc:title>EXPERIMENTAL PROGRAMS FOR INTENSIVE CYCLE SCHEDULING OF SPEECH AND HEARING THERAPY CLASSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Laboratories</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Raised Line Drawings</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Sensory Aids</dc:subject>
<dc:subject>Tactile Adaptation</dc:subject>
<dc:creator scheme='personal author'>HENDERSON, DAVID RAY.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPER DESCRIBES AUDITORY AND TACTILE ADAPTATION OF PHYSICS LABORATORY APPARATUS FOR USE BY BLIND STUDENTS, TOGETHER WITH FIVE METHODS OF DRAWING RAISED LINE AND INDENTED DIAGRAMS FOR USE IN PHYSICS EXPERIMENTS. A SURVEY OF PHYSICS LABORATORY METHODS IN SCHOOLS FOR THE BLIND IN THE UNITED STATES AND SEVEN FOREIGN COUNTRIES, AND TWO SIMPLE PHYSICS EXPERIMENTS FOR BLIND HIGH SCHOOL STUDENTS, ARE INCLUDED. (KH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011155</dc:identifier>
<dc:title>LABORATORY METHODS IN PHYSICS FOR THE BLIND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Responsibility</dc:subject>
<dc:subject>Certification</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>SWAIM, CURTIS R.</dc:creator>
<dc:creator scheme='personal author'>UNDERWOOD, BILL L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arkansas (Little Rock)</eric:keywords>
<eric:keywords_geo>Arkansas (Little Rock)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas State Dept. of Education, Little Rock.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE CONTAINS GUIDELINES FOR PLANNING, DEVELOPING, AND ADMINISTERING SPEECH THERAPY PROGRAMS IN THE PUBLIC SCHOOLS. THE RESPONSIBILITIES OF THE ADMINISTRATIVE PERSONNEL IN ESTABLISHING, SUPERVISING, AND PROVIDING PROPER EQUIPMENT FOR A PUBLIC SCHOOL SPEECH THERAPY PROGRAM ARE DESCRIBED. THE ROLES OF THE STATE SUPERVISOR, THE SCHOOL PRINCIPAL, AND THE CLASSROOM TEACHER ARE DEFINED. A GUIDE FOR THE SPEECH THERAPIST AND SAMPLE FORMS FOR REFERRALS, REPORTS, AND CASE HISTORIES ARE INCLUDED. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011156</dc:identifier>
<dc:title>ARKANSAS GUIDE FOR PUBLIC SCHOOL SPEECH THERAPY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Activities</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Art Expression</dc:subject>
<dc:subject>Art Products</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Handicrafts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Painting (Visual Arts)</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:creator scheme='personal author'>BLESSING, KENNETH R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS CURRICULUM GUIDE SUGGESTS THAT THE OBJECTIVE OF ARTS AND CRAFTS ACTIVITIES FOR EDUCABLE MENTALLY RETARDED CHILDREN IS TO PROVIDE ENJOYABLE ACTIVITIES AS WELL AS TO TEACH SKILLS, SOCIALLY ACCEPTABLE ATTITUDES AND HABITS, AND SELF ESTEEM. AN OUTLINE FOR A UNIT OF ACTIVITY IN HANDCRAFTS IS PRESENTED. MORE THAN 85 ARTS AND CRAFTS IDEAS, COMPLETE WITH HOW-TO-MAKE DIRECTIONS AND ILLUSTRATIONS, COMPRISE MOST OF THE BOOKLET. THIRTY-FOUR REFERENCES ARE LISTED. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011157</dc:identifier>
<dc:title>A POTPOURRI OF IDEAS FOR TEACHERS OF THE MENTALLY RETARDED. VOLUME 1, ARTS AND CRAFTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>GRIFFING, BARRY L.</dc:creator>
<dc:creator scheme='personal author'>HAYES, GORDON M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STANDARD TEACHING CREDENTIAL IN CALIFORNIA IS EXPLAINED TOGETHER WITH REQUIREMENTS FOR THE CREDENTIAL TO TEACH DEAF OR SEVERELY HARD OF HEARING MINORS. INFORMATION ON TEACHER PREPARATION CENTERS WHICH GRANT DEGREES OR CREDIT HOURS IN THE AREA OF THE DEAF OR HARD OF HEARING IS INCLUDED. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011158</dc:identifier>
<dc:title>INFORMATION ON CREDENTIALS IN THE AREA OF THE DEAF AND SEVERELY HARD OF HEARING IN THE STATE OF CALIFORNIA AND A LISTING OF TEACHER PREPARATION CENTERS THROUGHOUT THE COUNTRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Home Visits</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Parent Conferences</dc:subject>
<dc:subject>Report Cards</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Baltimore City Public Schools, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE GUIDE IS PRESENTED FOR SPECIAL EDUCATION TEACHERS WHO WISH TO EVALUATE THE PROGRESS OF THEIR MENTALLY RETARDED PUPILS. PUPIL FOLDERS, ANECDOTAL RECORDS, DAILY PERFORMANCE, AND CUMULATIVE RECORDS ARE DESCRIBED. THE SPECIAL GRADING SYSTEM IS EXPLAINED, AND INSTRUCTIONS FOR GRADING ARE PROVIDED. THE PROGRESS REPORT SECTION LISTS QUALITIES TO BE EVALUATED IN THE AREAS OF PERSONAL AND EDUCATIONAL DEVELOPMENT. CHECKLISTS FOR LANGUAGE ARTS, ARITHMETIC, HEALTH AND SAFETY, SCIENCE, SOCIAL STUDIES, MUSIC, HANDCRAFTS, AND PHYSICAL EDUCATION ARE INCLUDED. TECHNIQUES FOR CONDUCTING INTERVIEWS WITH PARENTS ARE DESCRIBED. THE PURPOSE AND FUNCTION OF HOME VISITS AND COMMUNICATIONS WITH PARENTS ARE ALSO DISCUSSED. (JZ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011159</dc:identifier>
<dc:title>PROGRESS REPORT GUIDE FOR OPPORTUNITY CLASS TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Deafness</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:creator scheme='personal author'>LEHMAN, JEAN UTLEY</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NINETEEN RECOGNIZED AUTHORITIES CONTRIBUTED TO A 3-WEEK INSTITUTE DESIGNED TO IMPROVE THE UNDERSTANDING OF DISADVANTAGED DEAF CHILDREN AND TO SUGGEST THE TYPE OF CURRICULUM BEST SUITED TO THEIR NEEDS. LECTURES, DEMONSTRATIONS, AND DISCUSSIONS COVERED THE FOLLOWING TOPICS--(1) THE FAMILIAL AND PERSONAL ASPECTS OF THE CHILD, (2) ACQUISITION AND STRUCTURE OF LANGUAGE, (3) SPEECH DEVELOPMENT AND IMPROVEMENT, (4) SEVERAL ASPECTS OF READING, (5) AUDIOVISUAL AIDS, (6) PSYCHONEUROLOGIC BEHAVIORAL PROBLEMS, (7) AUDIOLOGICAL PROBLEMS, AND (8) RESEARCH. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011160</dc:identifier>
<dc:title>IN-SERVICE TRAINING STAFF DEVELOPMENT FOR EDUCATION OF DISADVANTAGED DEAF CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>337</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Boarding Homes</dc:subject>
<dc:subject>Certification</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Occupational Therapy</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Physical Therapy</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:creator scheme='personal author'>MENAPACE, HERMAN N.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HISTORY OF PROGRAMS FOR ORTHOPEDICALLY HANDICAPPED CHILDREN IS REVIEWED, INCLUDING KINDS AND EXTENT OF SERVICES. GUIDELINES FOR ESTABLISHING AN ORTHOPEDIC PROGRAM ARE GIVEN AND THE TEAM APPROACH IS DISCUSSED. CHANGES IN THE HANDICAPPED POPULATION AND IN THE NEEDS FOR APPROPRIATE SERVICES ARE NOTED. THE APPENDIXES INCLUDE INFORMATION ABOUT LEGAL PROVISIONS, STATE BOARD OF EDUCATION STANDARDS, TEACHER CERTIFICATION, BOARDING HOMES FOR PHYSICALLY HANDICAPPED CHILDREN, AND TRANSPORTATION. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011161</dc:identifier>
<dc:title>ORTHOPEDICALLY HANDICAPPED CHILDREN IN OHIO PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annual Reports</dc:subject>
<dc:subject>Building Design</dc:subject>
<dc:subject>Governmental Structure</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Prevention</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:creator scheme='personal author'>STRINGHAM, LUTHER W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords>Public Services</eric:keywords>
<eric:keywords>KANSAS CITY</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A SPEECH AT THE 17TH ANNUAL CONVENTION OF THE NATIONAL ASSOCIATION FOR RETARDED CHILDREN, THE EXECUTIVE DIRECTOR&apos;S 1966 REPORT OUTLINES GAINS AND EMPHASIZES SHORT-RANGE SPECIFIC NEEDS AND GOALS FOR THE FUTURE. ISSUES REQUIRING SPECIAL ATTENTION ARE ARCHITECTURAL PLANNING, THE LAW, AND FORMS OF GOVERNMENT ORGANIZATION FOR WHICH CRITERIA ARE PROVIDED. THE ROLE OF RESEARCH IN THE PREVENTION OF RETARDATION AND THE FUTURE ROLE OF THE NATIONAL ASSOCIATION FOR RETARDED CHILDREN ARE REVIEWED. THIS PAPER WAS PRESENTED TO THE ANNUAL CONVENTION OF THE NATIONAL ASSOCIATION FOR RETARDED CHILDREN (17TH, KANSAS CITY, MISSOURI, OCTOBER 21, 1966). (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011162</dc:identifier>
<dc:title>CLOSING THE GAPS IN THE YEARS AHEAD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Vocational Adjustment</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>GORELICK, MOLLY C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Exceptional Children&apos;s Foundation, Los Angeles, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT WAS DESIGNED TO FIND MEANS OF PREDICTING THE POSTSCHOOL EMPLOYMENT SUCCESS OF EDUCABLE MENTALLY RETARDED ADOLESCENTS. TWO HYPOTHESES WERE--(1) THERE IS A POSITIVE RELATIONSHIP BETWEEN POSTSCHOOL SUCCESS IN EMPLOYMENT AND REALISTIC VOCATIONAL PLANS, AND (2) THOSE EDUCABLE MENTALLY RETARDED IN WORK EXPERIENCE PROGRAMS WILL HAVE MORE REALISTIC VOCATIONAL PLANS. BOTH EMPLOYMENT SUCCESS AND VOCATIONAL REALISM WERE DEFINED OPERATIONALLY BY ESTABLISHED CRITERIA. DATA WERE GATHERED THROUGH INTERVIEWS AND REVIEWS OF SCHOOL RECORDS AND STATISTICALLY ANALYZED. THE FIRST HYPOTHESIS WAS NOT CONFIRMED. THE SECOND HYPOTHESIS WAS PARTIALLY CONFIRMED, BUT THE SMALL NUMBER OF SUBJECTS EMPLOYED THROUGH OFF-CAMPUS PROGRAMS DID NOT ALLOW GENERALIZATION ABOUT THE RELATIONSHIP OF WORK  EXPERIENCE PROGRAMS TO REALISTIC VOCATIONAL PLANS. ADDITIONAL INFORMATION CONCERNING SEX, RACE, SOCIOECONOMIC STATUS, AND STABILITY OF CHOICE WAS GIVEN. IMPLICATIONS CONCERNING COUNSELING AND GUIDANCE, RECORD KEEPING, HIGH SCHOOL CURRICULUM, AND THE SECONDARY TEACHER OF EDUCABLE MENTALLY RETARDED WERE INCLUDED. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011163</dc:identifier>
<dc:title>AN ASSESSMENT OF VOCATIONAL REALISM OF HIGH SCHOOL AND POST-HIGH SCHOOL EDUCABLE MENTALLY RETARDED ADOLESCENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>175</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Catalogs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Referral</dc:subject>
<dc:subject>Sheltered Workshops</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>GADLIN, WALTER</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Altro Health and Rehabilitation Services, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NATIONWIDE QUESTIONNAIRE SURVEYED 490 SHELTERED WORKSHOPS SERVING THE EMOTIONALLY DISTURBED. LISTINGS BY STATES OF SUCH CENTERS PROVIDE ADDRESSES, REFERRAL SOURCES, AGE RANGE OF CLIENTS, YEAR PROGRAMS BEGAN, NUMBER OF PHYSICALLY HANDICAPPED CLIENTS DAILY, NUMBER OF EMOTIONALLY DISTURBED CLIENTS DAILY, AND TYPES OF EMOTIONALLY DISTURBED. INFORMATION ABOUT WORKSHOP SIZES, TYPES OF PROFESSIONALS EMPLOYED, AVERAGE LENGTH OF STAY OF CLIENTELE, PERCENTAGE OF CLIENTS ACCEPTED, AND PERCENTAGE OF CLIENTS REHABILITATED ARE ALSO GIVEN. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011164</dc:identifier>
<dc:title>DIRECTORY OF SHELTERED WORKSHOPS SERVING THE EMOTIONALLY DISTURBED, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>LORD, FRANCIS E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coll., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DOCTORAL PROGRAMS IN SPECIAL EDUCATION WERE STUDIED IN 14 UNIVERSITIES AND COLLEGES WHICH RECEIVED FEDERAL SUPPORT FOR DOCTORAL STUDY IN AT LEAST THREE AREAS OF SPECIAL EDUCATION. DATA WERE COLLECTED THROUGH (1) REVIEW OF GRADUATE BULLETINS AND OTHER PUBLISHED MATERIALS ABOUT PROGRAMS, (2) INTERVIEWS WITH DOCTORAL ADVISERS AND ADVISEES IN EACH PROGRAM, AND (3) SITE VISITS TO SIX OF THE LARGER PROGRAMS. THE STRUCTURE AND REQUIREMENTS OF THE PROGRAMS WERE ANALYZED AND DESCRIBED IN DETAIL. A SECTION FOR DISCUSSION AND INTERPRETATION INCLUDED SPECIAL COMMENTS ABOUT SEVERAL GENERAL FEATURES OF DOCTORAL STUDY. PROFESSIONAL LITERATURE AND PROFESSIONAL STANDARDS WERE REVIEWED AND SUMMARIZED WHERE APPROPRIATE. ALSO INCLUDED WERE REFERENCES, SAMPLES OF THE INTERVIEW SHEETS, AND SUMMARIES  OF THE DOCTORAL REQUIREMENTS FOR EACH OF THE 14 UNIVERSITIES. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011165</dc:identifier>
<dc:title>THE DOCTORATE IN SPECIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>97</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Design</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:creator scheme='personal author'>BROOKS, NELSON</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS BULLETIN IS TO PRESENT A BASIC STATEMENT OF THE ISSUES AND PROBLEMS IN FOREIGN LANGUAGE LEARNING AND CURRICULUM DEVELOPMENT AND TO SERVE AS A WORKING GUIDE TO PERSONS WHO HAVE RESPONSIBILITIES IN ADMINISTERING AND COORDINATING PROGRAMS AT THE ELEMENTARY AND SECONDARY LEVELS. MAJOR SECTIONS DEAL WITH (1) BACKGROUND AND ESSENTIALS OF SECOND LANGUAGE STUDY, INCLUDING THE NATURE OF LANGUAGE LEARNING AND THE DEVELOPMENT OF THE OBJECTIVES AND CONTENT FOR THE LEVELS OF THE CURRICULUM, (2) CLASSROOMS, EQUIPMENT, AND INSTRUCTIONAL MATERIALS, AND (3) APPORTIONMENT OF RESPONSIBILITIES ON ALL LEVELS TO TEACHERS, LINGUISTS, ADMINISTRATORS, COUNSELORS, AND LIBRARIANS, AMONG OTHERS. A SELECTED BIBLIOGRAPHY IS ALSO GIVEN. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011166</dc:identifier>
<dc:title>LANGUAGE INSTRUCTION--PERSPECTIVE AND PROSPECTUS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Foreign Students</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Student Adjustment</dc:subject>
<dc:subject>Student Exchange Programs</dc:subject>
<dc:subject>Study Abroad</dc:subject>
<dc:creator scheme='personal author'>FRIEDRICHS, DONALD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Association of Secondary School Principals, Ann Arbor.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS HANDBOOK IS TO GUIDE SCHOOL PERSONNEL IN DEVELOPING OR EVALUATING STUDENT EXCHANGE PROGRAMS IN HIGH SCHOOLS, ESPECIALLY IN MICHIGAN. CHAPTER 1 CONSISTS OF A DISCUSSION OF THE EDUCATIONAL, CULTURAL, AND SOCIAL OBJECTIVES FOR EXCHANGE PROGRAMS. CHAPTER 2 LISTS THE PROGRAMS SUCCESSFULLY OPERATING IN MICHIGAN, AND DISCUSSES THE RESPONSIBILITIES OF THE COMMUNITY IN (1) SELECTING AND MATCHING STUDENTS AND HOMES, (2) WORKING OUT FINANCIAL PROBLEMS WITH THE LOCAL SCHOOL BOARD, (3) SUPERVISING THE FOREIGN STUDENTS, (4) PROVIDING CULTURAL EXPERIENCES IN THE COMMUNITY, (5) SOLVING PROBLEMS OF FAMILY ADJUSTMENT, AND (6) INSURING AN ENRICHING AMERICAN EXPERIENCE FOR THE FOREIGN STUDENT. CHAPTER 3 DEALS WITH THE RESPONSIBILITIES OF THE SCHOOL IN PROVIDING A REALISTIC PROGRAM AND HELPING  THE FOREIGN STUDENT ADJUST TO THE AMERICAN PATTERN OF SCHOOL LIFE. CHAPTER 4 DISCUSSES THE ACADEMIC AND PERSONAL QUALIFICATIONS FOR AMERICAN STUDENTS WISHING TO GO ABROAD AND THE PROCEDURES USED IN SELECTING STUDENTS. THERE IS AN APPENDIX OF NAMES OF AGENCIES WHICH COOPERATE WITH THE DEPARTMENT OF STATE IN CONDUCTING EXCHANGE PROGRAMS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011167</dc:identifier>
<dc:title>STUDENT EXCHANGE HANDBOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject weight='MAJOR'>College Faculty</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject weight='MAJOR'>Inservice Education</dc:subject>
<dc:subject weight='MAJOR'>Institutes (Training Programs)</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject weight='MAJOR'>Modern Languages</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MACALLISTER, ARCHIBALD T.</dc:creator>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. Indiana Language Program.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMARY IS GIVEN OF A 6-WEEK PILOT SEMINAR IN INSERVICE EDUCATION FOR 46 COLLEGE LANGUAGE TEACHERS, CONDUCTED AT INDIANA UNIVERSITY DURING THE SUMMER OF 1964. THE PURPOSE WAS TO PRESENT TO THESE TEACHERS NEW FINDINGS IN LINGUISTICS AND LANGUAGE LEARNING AND, ULTIMATELY, CREATE INTEREST IN THE PROFESSION FOR REVITALIZING COLLEGE LANGUAGE TEACHING. THE FIRST PART OF THE REPORT DESCRIBES (1) THE ORGANIZATION OF THE SEMINAR, (2) THE SELECTION OF THE FRENCH, GERMAN, AND SPANISH PARTICIPANTS, THE GRAPHS AND CHARTS SHOWING AGE, EXPERIENCE, GEOGRAPHICAL DISTRIBUTION, AND CHARACTERISTICS OF THE PARTICIPANT&apos;S HOME INSTITUTIONS, (3) FACILITIES OF THE UNIVERSITY USED BY THE PARTICIPANTS, (4) THE LECTURE SERIES, AND (5) A SAMPLE WEEKLY SCHEDULE OF CLASSES AND ACTIVITIES. A SECTION ON  EVALUATION PRESENTS SUMMARIES OF THE VIEWS OF PARTICIPANTS AND STAFF REGARDING THE PROGRAM OFFERED AND IMPROVEMENTS FOR FUTURE SEMINARS, ALONG WITH A SAMPLE OF THE QUESTIONNAIRE USED. THE BULK OF THE REPORT IS A SERIES OF DESCRIPTIONS--INCLUDING OUTLINES OF CONTENT, SCHEDULES OF ACTIVITIES, BIBLIOGRAPHIES, AND LISTS OF REQUIRED TEXTS--OF THE COURSES THE SEMINAR OFFERED. THE COURSES WERE APPLIED LINGUISTICS, METHODS OF LANGUAGE INSTRUCTION, THE TEACHING OF LITERATURE, DEMONSTRATION CLASSES, PSYCHOLOGY OF LANGUAGE LEARNING, AND LANGUAGE LABORATORY METHODS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011168</dc:identifier>
<dc:title>REPORT OF THE SEMINAR FOR COLLEGE TEACHERS OF FRENCH, GERMAN, AND SPANISH (INDIANA UNIVERSITY, JUNE 22 - AUGUST 4, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>172</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Language Tests</dc:subject>
<dc:subject weight='MAJOR'>Languages</dc:subject>
<dc:subject>Multiple Choice Tests</dc:subject>
<dc:subject weight='MAJOR'>Objective Tests</dc:subject>
<dc:subject weight='MAJOR'>Standardized Tests</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>FAULKNER, JAMES C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BRIEF HISTORY IS GIVEN OF THE DEVELOPMENT OF OBJECTIVE FOREIGN LANGUAGE TESTS FOR HIGH SCHOOLS AND COLLEGES, FROM 1916 TO THE PRESENT. THERE IS A DESCRIPTION OF THE EARLY EFFORTS TO CONSTRUCT OBJECTIVE TESTS AND THE IMPERFECTIONS OF SOME OF THESE EXAMINATIONS. LATER TESTS, PARTICULARLY THOSE IN CURRENT USE, ARE DESCRIBED IN DETAIL, WITH EMPHASIS ON THE VARIETY OF TECHNIQUES USED IN TESTING THE LANGUAGE SKILLS. STANDARDIZED TESTS CURRENTLY AVAILABLE FOR FRENCH, GERMAN, ITALIAN, RUSSIAN, AND SPANISH ARE LISTED, WITH ANNOTATIONS OF FORMAT, CONTENT, LEVEL, PRICE OF SPECIMEN SETS, AND TIME REQUIRED FOR ADMINISTRATION. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011169</dc:identifier>
<dc:title>OBJECTIVE TESTING AND STANDARDIZED TESTS IN MODERN FOREIGN LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Group Testing</dc:subject>
<dc:subject>Individual Testing</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Listening Comprehension</dc:subject>
<dc:subject>Multiple Choice Tests</dc:subject>
<dc:subject>Objective Tests</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>OSMAN, NEILE</dc:creator>
<dc:type></dc:type>
<eric:keywords>AUSTRALIA</eric:keywords>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INCREASED EMPHASIS ON THE AUDIOLINGUAL SKILLS REQUIRES NEW APPROACHES IN TESTING. THESE SKILLS CAN BE SEPARATED INTO SEVERAL AREAS FOR WHICH GROUP AND INDIVIDUAL OBJECTIVE TESTS CAN BE CONSTRUCTED. EXAMPLES OF GROUP TESTS ARE AURAL WORD-RECOGNITION TESTS AND TESTS OF LISTENING COMPREHENSION. TESTS WHICH MUST BE ADMINISTERED INDIVIDUALLY ARE THOSE DEALING WITH AURAL PERCEPTION OF DIFFICULT SOUNDS, ORAL PRODUCTION OF DIFFICULT SOUNDS, ORAL SELF-EXPRESSION BASED ON PICTORIAL STIMULI, AND ORAL INTERVIEWS WHICH COMBINE SOUND PRODUCTION, AURAL COMPREHENSION, AND ORAL EXPRESSION. THESE OBJECTIVE TESTS CAN BE USED BOTH AS ATTAINMENT TESTS TO ASSESS THE STANDARD ACHIEVEMENT AT CERTAIN MAIN POINTS OF THE COURSE AND AS DIAGNOSTIC INSTRUMENTS TO POINT UP DEFICIENCIES REQUIRING FURTHER  ATTENTION. OBJECTIVE TESTS MUST BE CAREFULLY CONSTRUCTED, BUT CAN BE SCORED QUICKLY AND DO NOT REQUIRE THE TEACHER TO MAKE VALUE JUDGMENTS. IF THE TEACHER CAREFULLY PREPARES THE STUDENT ANSWER SHEETS AND HIS OWN SCORING SHEET FOR THE TESTS, THE ADMINISTRATION AND SCORING CAN BE DONE EFFICIENTLY. EXAMPLES ARE GIVEN FOR EACH TYPE OF TEST ITEM FOR FRENCH, WITH SUGGESTIONS FOR CONSTRUCTING, ADMINISTERING, AND SCORING THEM. THIS ARTICLE IS PUBLISHED IN &amp;quot;BABEL,&amp;quot; VOLUME 1, NUMBER 2, JULY 1965. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011170</dc:identifier>
<dc:title>THE DESIGN OF OBJECTIVE DIAGNOSTIC AND ATTAINMENT TESTS OF AN AURAL-ORAL COMMAND OF FRENCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:creator scheme='personal author'>HORVAY, FRANK D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS STATE UNIVERSITY LANGUAGE PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AT ILLINOIS STATE UNIVERSITY, SENIOR ELEMENTARY EDUCATION STUDENTS SERVED AS RESOURCE PERSON TRAINEES (RPTS) IN A PROJECT DESIGNED TO PREPARE THEM TO BECOME EITHER FULL-TIME TEACHERS OF FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS (FLES) OR REGULAR ELEMENTARY TEACHERS WHO COULD BE ABLE TO ASSIST IN FLES INSTRUCTION PRESENTED THROUGH AUDIOVISUAL MEDIA. THE RPTS, WHO HAD A MINIMUM OF 19 HOURS OF SPANISH AND A METHODS COURSE, WERE ASSIGNED AS DRILL LEADERS TO THIRD-, FOURTH-, AND FIFTH-GRADE CLASSES IN WHICH INSTRUCTION IN SPANISH WAS GIVEN BY TELEVISION (EXPERIMENTAL GROUP). THEIR DUTIES INCLUDED CONDUCTING A 5-MINUTE DRILL SESSION AFTER EACH 10-MINUTE TELEVISION LESSON, MAKING SURE THAT ALL PUPILS PARTICIPATED IN THE TELEVISION LESSON, AND SERVING AS LIAISON PERSONS BETWEEN THE  PUPILS AND THE TELEVISION TEACHER. THE ACHIEVEMENT OF THE SPANISH CLASSES WAS COMPARED WITH THAT OF FRENCH CLASSES TAUGHT BY A SPECIALIST IN THE FLES PROGRAM ALREADY OPERATING IN THE SCHOOL (CONTROL GROUP). THOUGH FINAL RESULTS ARE NOT YET AVAILABLE, THERE ARE ENCOURAGING REPORTS REGARDING THE ACHIEVEMENT OF THE EXPERIMENTAL GROUP IN PRONUNCIATION, COMPREHENSION, STRUCTURE, AND ATTITUDE TOWARD FOREIGN LANGUAGE STUDY. THIS PAPER WAS PREPARED FOR THE MODERN LANGUAGE CONFERENCE, &amp;quot;AUDIO-VISUAL MATERIALS IN TEACHER PREPARATION&amp;quot; (29TH, DECEMBER 28, 1965). (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011171</dc:identifier>
<dc:title>TELEVISION IN THE SERVICE OF FLES TEACHER TRAINING--THE ISU FOREIGN LANGUAGE PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Applied Linguistics</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject weight='MAJOR'>Linguistic Theory</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject weight='MAJOR'>Russian</dc:subject>
<dc:subject weight='MAJOR'>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject weight='MAJOR'>Transformational Generative Grammar</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>GLADNEY, FRANK Y.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TRADITIONALLY OR OTHERWISE NONLINGUISTICALLY ORIENTED LANGUAGE TEACHERS WILL FIND IN THE NEW GENERATIVE-TRANSFORMATION GRAMMAR A REFUTATION OF MANY OF THE CURRENTLY ACCEPTED LINGUISTIC (SPECIFICALLY STRUCTURALIST) TEACHINGS AND A CONFIRMATION OF SOME TRADITIONAL IDEAS ABOUT LANGUAGE LEARNING. FOR INSTANCE, THE TRADITIONAL SPELLING OF ENGLISH (ALSO OF RUSSIAN) IS PHONEMIC IN A NEWER SENSE OF THE WORD. PHONOLOGY SHOULD BE BROADENED TO INCLUDE PART OF MORPHOLOGY, THE REST OF MORPHOLOGY BELONGING PROPERLY TO SYNTAX. THE REPUTED OPPOSITION OF THE TRADITIONAL GOALS OF READING AND TRANSLATING TO AUDIOLINGUAL GOALS IS THUS PUT IN THE PROPER PERSPECTIVE. THIS ARTICLE IN PUBLISHED IN THE &quot;ILLINOIS JOURNAL OF EDUCATION,&quot; VOLUME 57, NUMBER 6, WHOLE NUMBER 534, OCTOBER 1966.  (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011172</dc:identifier>
<dc:title>APPLICABLE LINGUISTICS FOR LANGUAGE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:34</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Applied Linguistics</dc:subject>
<dc:subject weight='MAJOR'>Articulation (Speech)</dc:subject>
<dc:subject weight='MAJOR'>Contrastive Linguistics</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>KETTELKAMP, GILBERT C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MODERN FOREIGN LANGUAGE TEACHER SHOULD SPEAK FLUENTLY AND PRONOUNCE CORRECTLY THE LANGUAGE HE TEACHES, KNOW ITS LINGUISTIC STRUCTURE, AND BE ABLE TO USE EFFECTIVELY ALL FACILITIES THAT WILL HELP HIM ATTAIN HIS TEACHING OBJECTIVES. HE NEEDS A KNOWLEDGE OF THE STRUCTURAL LINGUISTICS OF BOTH THE FOREIGN LANGUAGE AND HIS OWN SO THAT HE CAN MAKE CONTRASTIVE AND COMPARATIVE ANALYSES OF THE TWO LANGUAGES. THIS BACKGROUND WILL ENABLE HIM TO HELP HIS STUDENTS RECOGNIZE AND MASTER THE PATTERNS OF THE NEW LANGUAGE. TEACHER TRAINING INSTITUTIONS SHOULD PROVIDE AN OPPORTUNITY FOR THEIR UNDERGRADUATE TEACHER TRAINEES TO ACQUIRE A KNOWLEDGE OF LINGUISTICS. THIS ARTICLE IS PUBLISHED IN THE &quot;ILLINOIS JOURNAL OF EDUCATION,&quot; VOLUME 57, NUMBER 6, WHOLE NUMBER 534, OCTOBER 1966.  (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011173</dc:identifier>
<dc:title>APPLIED LINGUISTICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Applied Linguistics</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject weight='MAJOR'>Preservice Teacher Education</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>O&apos;CHERONY, ROSALYN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES APPLIED LINGUISTICS SHOULD BE INCLUDED AS A REQUIRED COURSE OF STUDY IN THE CURRICULUM FOR FOREIGN LANGUAGE TEACHERS, ALTHOUGH THE INCLUSION POSES MANY PROBLEMS AND NECESSITATES THE EXPANSION OF THE PRESENT-DAY FOREIGN LANGUAGE TEACHER CURRICULUM. THE STUDY OF APPLIED LINGUISTICS CANNOT BE UNDERTAKEN PROFITABLY BEFORE THE STUDENT POSSESSES A HIGH DEGREE OF PROFICIENCY IN ALL ASPECTS OF THE FOREIGN LANGUAGE AND THE NATIVE LANGUAGE TOGETHER WITH KNOWLEDGE AND SKILLS IN THE FIELDS OF DESCRIPTIVE LINGUISTICS AND THE PSYCHOLOGY OF LANGUAGE LEARNING. THE IMPLICATION IS THAT, IF FOREIGN LANGUAGE TEACHERS ARE TO BE GIVEN BETTER PROFESSIONAL TRAINING THAN IS GENERALLY AVAIABLE TODAY, A REVISED CURRICULUM INCLUDING APPLIED LINGUISTICS AND RELATED SUBJECTS IS IN ORDER.  THIS ARTICLE IS PUBLISHED IN THE &quot;ILLINOIS JOURNAL OF EDUCATION,&quot; VOLUME 57, NUMBER 6, WHOLE NUMBER 534, OCTOBER 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011174</dc:identifier>
<dc:title>APPLIED LINGUISTICS IN FOREIGN LANGUAGE TEACHER TRAINING PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:37</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject weight='MAJOR'>College Language Programs</dc:subject>
<dc:subject>Grammar Translation Method</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject weight='MAJOR'>Modern Languages</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject weight='MAJOR'>Russian</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Textbooks</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>ROSEN, NATHAN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IF STATISTICS WERE AVAILABLE ON THE DROPOUT RATE AND UNSATISFACTORY ACHIEVEMENT OF COLLEGE STUDENTS TAKING RUSSIAN, THEY WOULD PROBABLY SUPPORT THE WIDELY HELD OPINION THAT RUSSIAN IS DIFFICULT. THE DIFFICULTY IS ATTRIBUTABLE LARGELY TO THE FACT THAT RUSSIAN IS NEITHER A GERMANIC NOR A ROMANCE LANGUAGE, AND STUDENTS THUS FIND IT HARD TO RECOGNIZE COGNATES AND TO ACQUIRE AN ACTIVE VOCABULARY. NEW TEXTBOOKS AND METHODS, BOTH AUDIOLINGUAL AND GRAMMAR-TRANSLATION ARE NEEDED THAT WILL FACE THE VOCABULARY PROBLEM. INSTEAD OF REQUIRING AN ACTIVE COMMAND OF GRAMMAR AND VOCABULARY FROM THE OUTSET, TEACHERS SHOULD AIM AT DEVELOPING IN THEIR STUDENTS AN ACCURATE PRONUNCIATION, A THOROUGH BUT PASSIVE COMMAND OF GRAMMAR, AND A LARGE READING VOCABULARY. THESE SKILLS, ADMITTEDLY, ARE GAINED AT  THE EXPENSE OF A LIMITED AND DOUBTFUL ORAL FLUENCY. IN THE FIRST TERM OF COLLEGE WORK THE BASIC ELEMENTS OF GRAMMAR AND A 300-WORD VOCABULARY SHOULD BE COVERED. THE OTHER TERMS SHOULD BE DEVOTED TO DEVELOPING A LARGE PASSIVE VOCABULARY BY MEANS OF READERS WITH VISIBLE VOCABULARIES AND STIMULATING MATERIAL ON RUSSIAN CULTURE. AFTER 2 YEARS OF NONINTENSIVE COURSES THE STUDENT WILL HAVE A CORRECT PRONUNCIATION, A RELIABLE COMMAND OF GRAMMAR, UNUSUAL FLUENCY IN READING, INSIGHT INTO RUSSIAN CULTURE, AND THE DESIRE AS WELL AS THE SOLID BASIS FOR GOING ON TO ADVANCED COURSES. THIS ARTICLE IS PUBLISHED IN &quot;THE SLAVIC AND EAST EUROPEAN JOURNAL, &quot;VOLUME 10, NUMBER 1, SPRING 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011175</dc:identifier>
<dc:title>ALL&apos;S WELL THAT ENDS BADLY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:39</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Class Activities</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject weight='MAJOR'>Course Objectives</dc:subject>
<dc:subject>Educational Games</dc:subject>
<dc:subject weight='MAJOR'>Language Programs</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject weight='MAJOR'>Russian</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject weight='MAJOR'>Textbooks</dc:subject>
<dc:subject weight='MAJOR'>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>WALKER, CLAIRE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO CONSIDERATIONS ARE STILL BASIC IN TEACHING RUSSIAN. FIRST A STUDENT MUST ACQUIRE A REALISTIC UNDERSTANDING OF THE TASK INVOLVED IN LEARNING RUSSIAN AND MUST ACCEPT THE RESPONSIBILITY FOR APPLYING HIMSELF TOWARD KNOWN OBJECTIVES RATHER THAN MERELY PUTTING IN TIME. IF A STUDENT IS TO HAVE A CLEAR PICTURE OF HIS GOALS HE COULD BE TOLD THAT ABOUT 1,000 CONTACT HOURS OF LISTENING AND SPEAKING IN RUSSIAN ARE NECESSARY FOR ACHIEVING A MEASURE OF COMMUNICATIVE SKILL. SECONDLY, A STUDENT MUST BE ABLE TO FEEL HIS PROGRESS AND ENJOY THE PROCESS, IF HE IS TO PUT IN THE NECESSARY, PROTRACTED EFFORT FOR MASTERY. HE MUST BE ABLE TO SEE THAT THE NUMBER OF SITUATIONS WITH WHICH HE IS ABLE TO COPE GRADUALLY INCREASES, AS DOES THE TIME HE IS ABLE TO SUSTAIN COMMUNICATION, AND THAT HE IS MAKING  PROGRESS IN ACQUIRING THE 300-WORD VOCABULARY THAT IS BECOMING ACCEPTED AS AN ADEQUATE BASE. FOR THESE GOALS, HOWEVER, TEACHERS NEED BETTER MATERIALS THAN THOSE NOW AVAILABLE, ESPECIALLY TEXTBOOKS AND SELF-GRADED VOCABULARY TESTS. MOREOVER, FOR EMPHASIS ON ENJOYMENT, CLASS TIME SHOULD BE FOUND FOR PLAYING GAMES THAT WILL PERMIT A RELAXED USE OF THE LANGUAGE. THIS ARTICLE IS PUBLISHED IN &quot;THE SLAVIC AND EAST EUROPEAN JOURNAL,&quot; VOLUME 10, NUMBER 3, FALL 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011176</dc:identifier>
<dc:title>RUSSIAN TEACHING--IT DOESN&apos;T HAVE TO END BADLY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:40</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Audiolingual Methods</dc:subject>
<dc:subject>Grammar Translation Method</dc:subject>
<dc:subject>Habit Formation</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject weight='MAJOR'>Methods Research</dc:subject>
<dc:subject weight='MAJOR'>Psycholinguistics</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BOUCHER, JOHN G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT BEFORE PRESENT FOREIGN LANGUAGE TEACHING METHODS CAN BE DISCUSSED INTELLIGENTLY, THE RESEARCH IN PSYCHOLOGY AND LINGUISTICS WHICH HAS INFLUENCED THE DEVELOPMENT OF THESE METHODS MUST BE CONSIDERED. MANY FOREIGN LANGUAGE TEACHERS WERE BEGINNING TO FEEL COMFORTABLE WITH THE AUDIOLINGUAL APPROACH WHEN NOAM CHOMSKY, IN HIS 1966 NORTHEAST CONFERENCE REPORT, UPSET WHAT HAD BECOME FOR THEM THE STATUS QUO BY SERIOUSLY QUESTIONING MUCH OF THE WORK DONE IN LINGUISTICS IN RECENT YEARS. IRVING SALTZMAN ALSO DOUBTS THAT MUCH MORE IS KNOWN ABOUT FOREIGN LANGUAGE TEACHER THAN BEFORE THE &quot;REVOLUTION&quot; WHEN THE GRAMMAR-TRANSLATION METHOD WAS PROMINENTLY USED. INSTEAD OF DEBUNKING THE RATIONALE SUPPORTING EITHER METHOD, OR WAITING FOR SOMEONE TO SOLVE THE PROBLEMS WITH A  RIGID SET OF METHODOLOGICAL RULES, THE TEACHER CAN BE SUCCESSFUL IF HE WORKS OUT HIS OWN OBJECTIVES WHILE DILIGENTLY KEEPING UP TO DATE ON THE RESEARCH BEING DONE IN HIS FIELD. THE TEACHER&apos;S PROFESSIONAL ATTITUDE AND ACTIVITIES WILL HELP HIM REFINE HIS OWN TECHNIQUES. THIS ARTICLE IS PUBLISHED IN &quot;FOREIGN LANGUAGE NEWS AND VIEWS IN NEW HAMPSHIRE,&quot; VOLUME 12, NUMBER 1, FALL 1966. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011177</dc:identifier>
<dc:title>DISCOURSE ON METHODS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:29:42</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Flexible Schedules</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:creator scheme='personal author'>PAQUETTE, F. ANDRE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Cleveland)</eric:keywords>
<eric:keywords>CURRICULUM RESTRUCTURING PROJECT</eric:keywords>
<eric:keywords_geo>Ohio (Cleveland)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Research Council of Greater Cleveland, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PLAN IS PRESENTED FOR REDESIGNING THE FOREIGN LANGUAGE CURRICULUM IN THE SECONDARY SCHOOLS, BASED PRIMARILY ON THE USE OF FLEXIBLE SCHEDULING, THE REVISION OF COURSE CONTENT AND ACTIVITIES, AND THE ESTABLISHMENT OF MINIMUM SEQUENCES OF 6 YEARS IN MODERN LANGUAGES AND 4 YEARS IN LATIN. TOPICS DISCUSSED ARE (1) THE VALUES OF FOREIGN LANGUAGE STUDY, (2) GENERAL AND SPECIFIC OBJECTIVES, (3) THE PROGRAM SCHEDULE, (4) TESTING, AND (5) THE SUPERVISION OF THE PROGRAM. THE TOPIC RECEIVING MAJOR EMPHASIS IS THE DIVISION OF CONTENT AND LEARNING ACTIVITIES FOR SMALL GROUP, LARGE GROUP, AND INDIVIDUAL INSTRUCTION. CHARTS ARE GIVEN SHOWING THESE DIVISIONS FOR EACH OF THE FOUR SKILLS OF LISTENING, SPEAKING, READING, AND WRITING IN THE FIRST LEVEL OF MODERN LANGUAGE INSTRUCTION IN GRADES 7 AND  8, AND FOR THE COURSE ACTIVITIES FOR THE FIRST LEVEL OF LATIN INSTRUCTION IN GRADES 9 AND 10. AN EXTENSIVE LIST OF CRITERIA FOR THE EVALUATION OF 16 TYPES OF INSTRUCTIONAL MATERIALS IS GIVEN IN AN APPENDIX. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011178</dc:identifier>
<dc:title>SEQUENTIAL PROGRAMS IN FOREIGN LANGUAGE FOR A RESTRUCTURED CURRICULUM, GRADES 7-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Pictorial Stimuli</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Verbal Stimuli</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>MASSAD, CAROLYN EMRICK</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEVEN ENGLISH-SPANISH BILINGUAL COLLEGE STUDENTS PARTICIPATED IN A WORD-ASSOCIATION STUDY. EACH SUBJECT WAS PRESENTED 35 STIMULI IN EACH OF FOUR CONDITIONS--PRINTED ENGLISH WORDS FOR ENGLISH RESPONSES, PICTURES FOR ENGLISH RESPONSES, PRINTED SPANISH WORDS FOR SPANISH RESPONSES, AND PICTURES FOR SPANISH RESPONSES. THE SPANISH-PRINTED WORDS WERE THE COMMON EQUIVALENT TRANSLATION OF THE ENGLISH WORDS. THE PICTURES WERE SIMPLE LINE DRAWINGS OF THE OBJECTS NAMED BY THE 35 PRINTED WORD STIMULI. EACH SUBJECT WAS RANDOMLY ASSIGNED THE ORDER OF PRESENTATION OF EACH OF THE FOUR CONDITIONS. THE RESULTS, CATEGORIZED INTO SENSE-IMPRESSION AND NON-SENSE-IMPRESSION RESPONSES, INDICATED THAT IN BOTH ENGLISH AND SPANISH THE PROPORTION OF SENSE-IMPRESSION RESPONSES DID NOT VARY SIGNIFICANTLY  ACROSS THE TWO STIMULUS MODES (WORDS AND PICTURES), NOR DID THE PROPORTION OF SENSE-IMPRESSION RESPONSES VARY SIGNIFICANTLY ACROSS THE TWO LANGUAGES, WHETHER STIMULI WERE PRESENTED IN THE WORD OR PICTURE MODE. HOWEVER, A TREND SEEN IN THE DATA TENDS TO INDICATE THAT WORDS RATHER THAN PICTURES EVOKE MORE SENSORY REACTIONS AND THAT ONE LANGUAGE (SPANISH) ELICITS MORE SENSE-IMPRESSION RESPONSES THAN ANOTHER (ENGLISH). A LARGER STUDY IS NEEDED. ONE OF SEVERAL IMPLICATIONS OF THE STUDY IS THE NEED TO CAREFULLY EVALUATE AUDIOVISUAL INSTRUCTIONAL METHODS IN LANGUAGE TEACHING. TABLES OF THE STIMULUS WORDS, THE RESPONSE CATEGORIES, AND CONCLUDING DATA ARE INCLUDED WITH A LIST OF REFERENCES. THIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 1966).  (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011179</dc:identifier>
<dc:title>STIMULUS MODES AND LANGUAGE MEDIA--A STUDY OF BILINGUALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>HOCKING, ELTON</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Rafael)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT THE AUDIOLINGUAL REVOLUTION IS BEING SUBJECTED TO A COUNTER-REVOLUTION IS APPARENT IN SUCH RECENT DEVELOPMENTS AS THE 1966 NORTHEAST CONFERENCE, WHEN CARROLL, FERGUSON, AND CHOMSKY DENIED THAT PSYCHOLOGY AND LINGUISTICS PROVIDE DIRECT SUPPORT FOR AUDIOLINGUAL TEACHING, THE WRITINGS OF RIVERS, HAYES, BELASCO, AND VALDMAN WHO HAVE CRITICIZED SPECIFIC ASPECTS OF THE THEORY AND PRACTICE, AND THE MANY ARTICLES THAT HAVE QUESTIONED THE VALUE OF THE LANGUAGE LABORATORY. INCREASING CONCERN WITH READING, AS SUCH, THREATENS TO SHORTEN THE TIME DEVOTED TO AUDIOLINGUAL TRAINING. CONVERSELY, SWEET AND DEWITT (FOR LATIN), AND ESPECIALLY THE LATE GEORGE SCHERER (FOR GERMAN) HAVE INCREASINGLY URGED THAT &amp;quot;DIRECT READING&amp;quot; (WITHOUT COVERT TRANSLATION) CAN DEVELOP ONLY FROM  AUDIOLINGUAL SKILLS. SCHERER&apos;S THEORY AND PRACTICE OF SLOWLY PROGRESSIVE AND &amp;quot;PROGRAMED&amp;quot; AUDIOLINGUAL READING IS BECOMING INFLUENTIAL. A STRONG COUNTER-INFLUENCE IS EXERTED BY THE ADVANCED PLACEMENT PROGRAM, WHOSE EMPHASIS ON BELLES-LETTRES EXTENDS DOWNWARD AND SIDEWISE, INVOLVING MANY STUDENTS NOT IN THE PROGRAM. SOME PHILOSOPHERS OF HIGHER EDUCATION, SUCH AS BARZUN AND BELL, OBJECT TO THE PROGRAM ITSELF AS INIMICAL TO LIBERAL EDUCATION. CALIFORNIA&apos;S MANDATED 3-YEAR REQUIREMENT PROVIDES A UNIQUE OPPORTUNITY TO VALIDATE AUDIOLINGUAL LEARNING AND TO BRING FOREIGN LANGUAGE AND CULTURE INTO THE MAINSTREAM OF PUBLIC EDUCATION. THIS VENTURE WILL BE AIDED BY THE NEW AUDIOVISUAL RESOURCES FROM ABROAD, AND BY RECENT &amp;quot;COMBINES&amp;quot; OF AMERICAN ELECTRONICS FIRMS AND PUBLISHING HOUSES. THIS ARTICLE IS  PUBLISHED IN THE &amp;quot;FOREIGN LANGUAGE NEWSLETTER,&amp;quot; VOLUME 15, NUMBER 59, DECEMBER 1966 AND WAS AN ADDRESS TO THE FOREIGN LANGUAGE ASSOCIATION OF NORTHERN CALIFORNIA (SAN RAFAEL, NOVEMBER 5, 1966). (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011180</dc:identifier>
<dc:title>COUNTER-REVOLUTION IN FOREIGN LANGUAGE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Cultural Context</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Study Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:subject>Writing Exercises</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID M.</dc:creator>
<dc:creator scheme='personal author'>KLINE, WALTER D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED TO PROVIDE COLORADO&apos;S MODERN LANGUAGE TEACHERS WITH A STATE INSERVICE PROGRAM TO HELP THEM RELATE LINGUISTIC THEORIES AND FINDINGS TO CLASSROOM TECHNIQUES RESULTED IN THE PUBLICATION OF THIS STUDY GUIDE FOR SPANISH TEACHERS BY THE COLORADO STATE DEPARTMENT OF EDUCATION. DESIGNED FOR USE BY INDEPENDENT STUDY GROUPS, THE GUIDE STRESSES AN AUDIOLINGUAL APPROACH AND CONTAINS SECTIONS ON (1) THE NATURE OF LANGUAGE, (2) THE APPLICATION OF LINGUISTICS TO LANGUAGE TEACHING, (3) TEACHING PROCEDURES, (4) DRILLS FOR TEACHING PRONUNCIATION, (5) SYNTACTIC DRILLS, (6) THE USE OF THE LANGUAGE LABORATORY, (7) READING AND WRITING INSTRUCTION, (8) TESTING, (9) CULTURE, (10) TEXTBOOKS, (11) VOCABULARY DEVELOPMENT, AND (12) PLANNING THE LEVELS OF THE FOREIGN LANGUAGE SEQUENCE. LISTS OF  DISCUSSION TOPICS AND RECOMMENDED READINGS ACCOMPANY EACH SECTION, AND THOSE SECTIONS DEALING WITH TECHNIQUES CONTAIN SAMPLE DRILLS. THIS DOCUMENT IS ALSO AVAILABLE FROM TITLE III NDEA SECTION, COLORADO DEPARTMENT OF EDUCATION, DENVER, COLORADO 80203, FOR $1.25. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011181</dc:identifier>
<dc:title>SPANISH--CONTEMPORARY METHODOLOGY, A SERIES OF INSERVICE STUDY GUIDES FOR MODERN FOREIGN LANGUAGE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Realia</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:type></dc:type>
<eric:keywords>Kansas (Emporia)</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Teachers Coll., Emporia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR SPANISH TEACHERS AT ALL LEVELS, THIS BIBLIOGRAPHY OF SELECTED SPANISH REALIA CURRENTLY AVAILABLE IN THE UNITED STATES CONTAINS SECTIONS OF PICTURES, SLIDES, FLIMS, MAPS, NEWSPAPERS AND MAGAZINES, TAPES AND PHONOGRAPH RECORDS, AND PINS AND MEDALS. EACH ITEM IS ANNOTATED FOR CONTENT, COST (WHEN APPROPRIATE), NAME AND ADDRESS OF PUBLISHER OR SUPPLIER, AND AVAILABILITY OF CATALOGS. THERE IS ALSO A LIST OF INTERNATIONAL CORRESPONDENCE BUREAUS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011182</dc:identifier>
<dc:title>AMERICAN SOURCES OF SPANISH REALIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Realia</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>Kansas (Emporia)</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Teachers Coll., Emporia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR FRENCH TEACHERS AT ALL LEVELS, THIS BIBLIOGRAPHY OF SELECTED REALIA CURRENTLY AVAILABLE IN THE UNITED STATES CONTAINS SECTIONS ON PICTURES, MATERIALS FROM SERVICE BUREAUS, LOAN EXHIBITS, MAPS, NEWSPAPERS AND MAGAZINES IN FRENCH, PHONOGRAPH RECORDS, SLIDES AND FILMS, SONGS, AND TAPES. EACH ITEM IS ANNOTATED FOR CONTENT, COST (WHEN APPROPRIATE), NAME AND ADDRESS OF PUBLISHER OR SUPPLIER, AND AVAILABILITY OF CATALOGS. THERE IS ALSO A LIST OF INTERNATIONAL CORRESPONDENCE BUREAUS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011183</dc:identifier>
<dc:title>AMERICAN SOURCES OF REALIA FOR FRENCH CLASSES--REVISED EDITION, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Clubs</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>Kansas (Emporia)</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Teachers Coll., Emporia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR TEACHERS IN HIGH SCHOOLS AND COLLEGES WHO DIRECT FRENCH CLUBS, THIS GUIDE SUGGESTS CONTENT AND REFERENCES FOR CLUB ACTIVITIES AND PROGRAMS. SECTIONS OF THE GUIDE DEAL WITH TOPICS FOR GUEST LECTURERS, PROGRAMS SUITABLE FOR PRESENTATION BY STUDENTS, WORKS APPROPRIATE FOR DRAMATIC PRESENTATION, GAMES, AND PARLIAMENTARY EXPRESSIONS IN FRENCH. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011184</dc:identifier>
<dc:title>THE FRENCH CLUB.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>WALSH, DONALD D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRE DATA FROM A STUDY OF THE IMPACT OF NDEA LANGUAGE INSTITUTES ON PARTICIPANTS WERE SUMMARIZED. INCLUDED WERE THE RATINGS GIVEN BY THE PARTICIPANTS FOR THE INSTITUTE INSTRUCTION AND FOR THEIR PREVIOUS COLLEGE TRAINING, AND REPORTED STRENGTHS AND WEAKNESSES OF THE INSTITUTE PROGRAM. RATINGS FOR INSTRUCTION IN LISTENING COMPREHENSION, SPEAKING, READING, WRITING, LINGUISTICS, CULTURE, LABORATORY, AND METHODS WERE SUMMARIZED IN STATISTICAL TABLES AND WERE INTERPRETED. ALSO REPORTED WERE THE WAYS IN WHICH THE INSTITUTE EXPERIENCE RESULTED IN THE PROFESSIONAL ADVANCEMENT OF THE PARTICIPANTS. THIS ARTICLE IS A REPRINT FROM &amp;quot;THE MODERN LANGUAGE JOURNAL,&amp;quot; VOLUME 48, NUMBER 4, APRIL 1964. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011185</dc:identifier>
<dc:title>NDEA INSTITUTES, SUMMER 1961--A SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Attitudes</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Community Support</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Governance</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>DAVIS, L. MITCHELL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kentucky (Frankfort)</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky State Dept. of Education, Frankfort.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVE OF THIS STUDY WAS TO DEVELOP A SET OF DESIRABLE CHARACTERISTICS AND CRITERIA TO BE USED AS GUIDELINES FOR THE INITIATION AND ESTABLISHMENT OF COMMUNITY COLLEGES. INFORMATION IS BASED ON AN EXAMINATION OF STUDIES IN OTHER STATES, RELATED LITERATURE, OPINIONS OF THE HEADS OF INSTITUTIONS OF HIGHER EDUCATION IN KENTUCKY, PRESENT PRACTICES IN OTHER STATES, AND OPINIONS OF EXPERTS IN THE FIELD FROM THOSE STATES. AUTHORIZATION, GOVERNANCE, ENROLLMENT, POPULATION, FINANCING, FACILITIES, EMPLOYMENT NEEDS, PROGRAMS, QUALIFICATIONS, QUALIFICATIONS OF TEACHERS, GUIDANCE AND COUNSELING, TUITION, AND SERVICES ARE DISCUSSED. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011186</dc:identifier>
<dc:title>DESIRABLE CHARACTERISTICS OF AND CRITERIA FOR ESTABLISHING A SYSTEM OF COMMUNITY COLLEGES IN KENTUCKY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>168</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Interdistrict Policies</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Azusa)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Citrus Junior Coll., Azusa, CA.</dc:creator>
<dc:creator scheme='institution'>Melbo Associates, Inc., Los Angeles, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CALIFORNIA HAS ACCEPTED THE CONCEPT THAT ALL SCHOOL DISTRICTS ARE TO BE INCLUDED IN JUNIOR COLLEGE DISTRICTS. THIS STUDY DETERMINED WHAT EFFECT ANY CHANGE IN THE TERRITORY NOW INCLUDED IN THE CITRUS JUNIOR COLLEGE DISTRICT WOULD HAVE UPON THE SCHOOL&apos;S ENROLLMENTS, BUILDING PROGRAM, AND FINANCIAL STRUCTURE. TOTAL ENROLLMENT IN THE COLLEGE, 1963-64, WAS 4,592. INCREASES IN ENROLLMENT ARE ANTICIPATED IN APPROXIMATELY 500-STUDENT ANNUAL INCREMENTS. BIRTH RATE AND EXPANSION OF THE CITRUS COLLEGE PROGRAM APPEAR TO ACCOUNT FOR THE RISE. THE DATA PRESENTED INDICATE THAT BOTH THE DUARTE AND MONROVIA UNIFIED SCHOOL DISTRICTS WOULD BEST BE SERVED BY BECOMING A PART OF THE CITRUS JUNIOR COLLEGE DISTRICT. APPROXIMATELY HALF OF THE JUNIOR COLLEGE STUDENTS OF THESE TWO DISTRICTS ARE ALREADY  ATTENDING CITRUS COLLEGE. AS A CONDITION OF ANNEXATION, THE BONDED INDEBTEDNESS OF THE CITRUS COLLEGE DISTRICT SHOULD BE ASSUMED BY EACH OF THE ANNEXING TERRITORIES. IN ADDITION, CITRUS DISTRICT IS DECREASING IN RELATIVE WEALTH PER ADA AND HAS AN INCREASING RELIANCE ON STATE AID. INCLUDED IN THIS STUDY ARE FREQUENCY TABLES SHOWING ADA, ENROLLMENT PROJECTIONS, FINANCIAL COMPILATIONS, AND TUITION COSTS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011187</dc:identifier>
<dc:title>FACTORS IN FUTURE DISTRICT ORGANIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Services</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>PRICE, CARROLL S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Alta Loma)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DEFINE THE ROLE OF THE EVENING DIVISIONS IN STIMULATING PROGRAM DEVELOPMENT AND INNOVATIVE PRACTICES, THE AUTHOR ANALYZED QUESTIONNAIRES RETURNED BY 12 COLLEGES. DATA FROM 30 COLLEGES OBTAINED SIMILARLY AND REPORTED IN AN EARLIER STUDY ARE COMPARED ON SUCH VARIABLES AS RATE OF GROWTH, AVERAGE ENROLLMENT, NUMBER OF COURSES OFFERED, AND FACULTY SALARIES. THE EXTENT OF USE OF PROGRAMED TEACHING MATERIALS, EDUCATIONAL TELEVISION, LANGUAGE LABORATORIES, TEAM TEACHING, CREDIT BY EXAMINATION, PASS-FAIL SYSTEMS, AND EDUCATIONAL MATERIALS CENTERS ARE ALSO DISCUSSED. A 21 POINT SUMMARY OF FINDINGS INDICATES EXISTENCE OF A FAVORABLE CLIMATE FOR EXPERIMENTATION IN THE EVENING DIVISION AND INCLUDES DISCUSSION OF ADMINISTRATIVE PRACTICES, EXTRACURRICULAR PROGRAMS, ORIENTATION, AND  COUNSELING OPPORTUNITIES FOR THE EVENING STUDENT. A BIBLIOGRAPHY IS APPENDED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011188</dc:identifier>
<dc:title>A STUDY OF INNOVATIONS IN CALIFORNIA JUNIOR COLLEGE EVENING DIVISIONS, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BOSSONE, RICHARD M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Riverside County)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Riverside County Dept. of Education, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ASCERTAIN THE PROFESSIONAL PREPARATION AND COMPETENCE OF JUNIOR COLLEGE ENGLISH TEACHERS, ANALYZE THE NUMBER AND NATURE OF ENGLISH COURSES BEING OFFERED, AND DETERMINE WHAT CONSTITUTES A TYPICAL ASSIGNMENT FOR BEGINNING TEACHERS, A QUESTIONNAIRE WAS SENT TO THE DEANS OF INSTRUCTION AT 71 CALIFORNIA PUBLIC JUNIOR COLLEGES. THE DATA PRESENTED ARE BASED ON 54 RETURNS. THESE RETURNS INDICATE THAT 785 JUNIOR COLLEGE TEACHERS WERE ASSIGNED TO ONE OR MORE ENGLISH COURSES IN JANUARY 1964. GENERALLY, THE DATA REFLECT THAT THE PRESENT BACKGROUND AND TRAINING OF THE TEACHERS OF ENGLISH ARE INADEQUATE AND THAT A GREAT DIVERSITY OF PRACTICES AND POLICIES IN TEACHING CREATES CONFUSION AND IMPEDES PROGRESS. IT IS RECOMMENDED THAT, IN ADDITION TO HOLDING A MASTER&apos;S DEGREE, THE JUNIOR COLLEGE  ENGLISH TEACHER SHOULD BE KNOWLEDGEABLE ABOUT THE JUNIOR COLLEGE AND THE JUNIOR COLLEGE STUDENT. RECOMMENDATIONS FOR IMPROVING WORKING CONDITIONS AND FOR CONTINUING THE EDUCATION OF TEACHERS ARE INCLUDED. INFORMATION ON TEACHER TRAINING, NUMBER AND TYPE OF COURSES TAUGHT, AND BEGINNING ASSIGNMENTS IS ALSO GIVEN. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011189</dc:identifier>
<dc:title>THE TRAINING AND WORK OF CALIFORNIA PUBLIC JUNIOR COLLEGE TEACHERS OF ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GOLD, BENJAMIN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>School and College Ability Tests</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_test>School and College Ability Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LITTLE DIFFERENCE IN THE PERFORMANCE OF THE 4,502 STUDENTS WHO TOOK THE SCHOOL AND COLLEGE APTITUDE TEST IN FALL 1964 AND THAT OF STUDENTS OVER THE PREVIOUS 7 YEARS CAN BE NOTED. PERFORMANCE HAS REMAINED CONSISTENTLY BELOW THE NATIONAL NORM, ESPECIALLY IN THE QUANTITATIVE AREA. MALE PERFORMANCE WAS BETTER THAN THAT OF FEMALES. THERE IS LITTLE CORRELATION BETWEEN SCORES AND AGE. THE PERFORMANCE OF STUDENTS FROM SOUTHERN STATES WAS THE POOREST OF ANY GROUP. ONE-FOURTH OF ALL STUDENTS TAKING THE ENTRANCE EXAMINATION HAD ATTENDED COLLEGE PREVIOUSLY, AND THEIR PERFORMANCE WAS DEFINITELY SUPERIOR TO THAT OF THE FIRST-TIME STUDENTS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011190</dc:identifier>
<dc:title>ANALYSIS OF S.C.A.T. ENTRANCE EXAMINATION, FALL 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>YOUNG, EDWIN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GRADES OF 64 STUDENTS IN A SPECIAL PSYCHOLOGY CLASS FOR LOW-ABILITY STUDENTS WERE CORRELATED WITH SCORES ON SELECTED APTITUDE, ACHIEVEMENT, AND MOTIVATIONAL MEASURES. READING COMPREHENSION WAS THE BEST PREDICTOR OF SUCCESS. ACADEMIC ACHIEVEMENT TEST SCORES PREDICTED GRADES BETTER FOR WOMEN THAN FOR MEN. IN GENERAL, SCORES ON VARIOUS TESTS OF ACADEMIC APTITUDES PREDICTED SUCCESS FOR WOMEN BUT NOT FOR MEN. VERBAL MEASURES APPEAR TO BE BETTER PREDICTORS THAN NONVERBAL. FACTORS RELATED TO SUCCESS IN THIS LOW-ABILITY GROUP TEND TOWARD THE COGNITIVE IN WOMEN AND AFFECTIVE IN MEN. TABLES COMPARE THIS GROUP WITH VARIOUS NORM GROUPS AND SHOW THE CORRELATIONS BETWEEN TESTS AND GRADES. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011191</dc:identifier>
<dc:title>INTERRELATIONSHIPS BETWEEN SELECTED PSYCHOLOGICAL AND ACADEMIC MEASURES IN AN EXPERIMENTAL PROGRAM FOR &amp;quot;LOW-ABILITY&amp;quot; STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grades (Scholastic)</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GOLD, BENJAMIN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>School and College Ability Tests</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_test>School and College Ability Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA ON 58 REMEDIAL ENGLISH 21 AND 128 ENGLISH 1 STUDENTS WERE FURNISHED BY THE ENGLISH DEPARTMENT OF LOS ANGELES CITY COLLEGE. TABLES WERE CONSTRUCTED INDICATING SCHOOL AND COLLEGE APTITUDE TEST SCORES (SCAT), AND PERFORMANCE IN ANY PREVIOUS COMMUNICATION CLASSES FOR THESE STUDENTS. COMPARISONS ARE MADE AND DIFFERENCES CHARTED BETWEEN THE ENGLISH 21 AND 1 STUDENTS IN PERFORMANCE AND IN VERBAL AREAS. OTHER TABLES SHOW CORRELATION COEFFICIENTS BETWEEN SCAT AND ENGLISH EXPRESSION PERFORMANCES, AND BETWEEN TEST PERFORMANCES AND GRADES. IT WAS FOUND THAT THE SCAT HAD NO USEFULNESS IN PREDICTING ENGLISH 21 GRADES AND LIMITED USEFULNESS IN PREDICTING GRADES IN ENGLISH 1. THE ENGLISH EXPRESSION TEST HAD A CORRELATION OF .44 WITH ENGLISH 1 GRADES AND .52 WITH ENGLISH 21 GRADES.  (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011192</dc:identifier>
<dc:title>PLACEMENT CRITERIA AND ACADEMIC PERFORMANCE IN ENGLISH 1 AND 21, SPRING 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Standards</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Faculty Recruitment</dc:subject>
<dc:subject>Financial Needs</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>COONS, ARTHUR G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON PROJECTIONS OF NEEDS, STUDENTS, COSTS, FACILITIES, AND STAFF, THE REPORT RECOMMENDED THAT PUBLIC HIGHER EDUCATION CONSIST OF THREE SEGMENTS--THE UNIVERSITY OF CALIFORNIA, THE STATE COLLEGES, AND THE JUNIOR COLLEGES. ENROLLMENT AT THE UNIVERSITY IS RESTRICTED TO THE TOP ONE-EIGHTH OF CALIFORNIA PUBLIC HIGH SCHOOL GRADUATES, WHILE THE STATE COLLEGE STUDENTS ARE SELECTED FROM THE UPPER ONE-THIRD, AND JUNIOR COLLEGES ADMIT ALL HIGH SCHOOL GRADUATES. JUNIOR COLLEGE FUNCTIONS INCLUDE LOWER DIVISION TRANSFER EDUCATION, VOCATIONAL-TECHNICAL FIELDS LEADING TO EMPLOYMENT, AND GENERAL OR LIBERAL ARTS COURSES. A COORDINATING COUNCIL WITH MEMBERS SELECTED FROM THE THREE SEGMENTS, PLUS REPRESENTATIVES FROM INDEPENDENT COLLEGES AND UNIVERSITIES, SERVES AS AN ADVISORY BODY IN MATTERS OF  PLANNING, REVIEW, COORDINATION, AND DEVELOPMENT. DISCUSSIONS OF PROJECTED ENROLLMENTS, FACILITIES AND RECOMMENDATIONS FOR ADDITIONAL INSTITUTIONS, STAFFING NEEDS, AND FINANCIAL PROBLEMS ARE INCLUDED, AS WELL AS DETAILED DISCUSSIONS OF ALL PHASES OF THE PUBLIC HIGHER EDUCATION SYSTEM. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011193</dc:identifier>
<dc:title>A MASTER PLAN FOR HIGHER EDUCATION IN CALIFORNIA, 1960-75.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>249</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Doctoral Dissertations</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BAILEY, ANNE</dc:creator>
<dc:creator scheme='personal author'>PARKER, FRANKLIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MORE THAN 600 DISSERTATIONS ARE LISTED UNDER HEADINGS OF ADMINISTRATION, ADULT EDUCATION, ESTABLISHMENT AND EVALUATION, PHILOSOPHY AND FUNCTION, INSTRUCTIONAL PROGRAM, LEGISLATION, PUBLIC RELATIONS AND COMMUNITY SERVICE, STAFF, STUDENT ACTIVITY PROGRAMS, AND STUDENT PERSONNEL SERVICES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH ST., N.W. WASHINGTON, D.C. 20036, FOR $1.50. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011194</dc:identifier>
<dc:title>THE JUNIOR AND COMMUNITY COLLEGE, A BIBLIOGRAPHY OF DOCTORAL DISSERTATIONS, 1918-1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OF 1,006 REFERRALS FROM THE STATE DEPARTMENT OF EMPLOYMENT, 29 PERCENT DROPPED BEFORE COMPLETION OF THIS ADULT TRAINING PROJECT. OF THESE, 6 PERCENT WENT TO WORK AND 11 PERCENT DROPPED FOR REASONS WHICH WERE UNAVOIDABLE. THE ACTUAL DROPOUT RATE WAS 12 PERCENT. OF THE DROPOUTS, 41.9 PERCENT GAVE REASONS WHICH WERE WITHIN THE CAPACITY OF THE PROGRAMS TO CORRECT, WHILE 21.4 PERCENT DROPPED FOR WORK PURPOSES. FINDINGS SHOW THAT TWO-THIRDS OF THE TOTAL DROPOUTS WERE STUDENTS WITH NO PREVOCATIONAL TRAINING, AND TABLES DETAIL PERCENTAGES WITHIN THE PREVOCATIONAL, TRADE AND INDUSTRIAL, BUSINESS, AND AGRICULTURE PROGRAMS FOR THE REST OF THE DROPOUTS. THE PREVOCATIONAL PROGRAM SHOWED THE ONLY SIGNIFICANT DECREASE IN DROPOUT RATE, DUE TO A CONCENTRATED EFFORT TO IMPROVE ATTENDANCE AND  IDENTIFY PROBLEMS AS EARLY AS POSSIBLE. SUGGESTIONS AND RECOMMENDATIONS FOR PROGRAM MODIFICATION ARE INCLUDED. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011195</dc:identifier>
<dc:title>DROPOUT PATTERNS IN THE NEW HOPE PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>HOYT, DONALD P.</dc:creator>
<dc:creator scheme='personal author'>MUNDAY, LEO</dc:creator>
<dc:type></dc:type>
<eric:keywords>ACT Assessment</eric:keywords>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:keywords_test>ACT Assessment</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Coll. Testing Program, Iowa City, IA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INVESTIGATION OF THE ACADEMIC POTENTIAL AND COLLEGE GRADES OF JUNIOR COLLEGE FRESHMEN REPORTS THE PREDICTIVE VALIDITY OF THE AMERICAN COLLEGE TESTING (ACT) PROGRAM DATA FOR JUNIOR COLLEGES, AND COMPARED THE RESULTS FOR 85 JUNIOR COLLEGES WITH THOSE FOR 205 4-YEAR COLLEGES. JUNIOR COLLEGE STUDENTS WERE FOUND TO BE SOMEWHAT LESS ABLE ACADEMICALLY THAN THEIR PEERS IN 4-YEAR COLLEGES, ALTHOUGH AVERAGE ACADEMIC POTENTIAL AT SEVERAL JUNIOR COLLEGES WAS WELL ABOVE THE AVERAGE IN TYPICAL 4-YEAR INSTITUTIONS AND DIFFERENCES WERE SUCH THAT THE LEAST ABLE STUDENTS IN ONE JUNIOR COLLEGE WOULD BE WELL ABOVE THE AVERAGE IN ANOTHER. STUDENTS IN INDIVIDUAL JUNIOR COLLEGES HAD MORE DIVERSE ACADEMIC TALENTS AND MORE GRADE VARIATION THAN WAS TYPICAL OF STUDENTS IN 4-YEAR INSTITUTIONS. EVEN  THOUGH GRADE POINT AVERAGES WERE QUITE SIMILAR. ACT DATA SHOWED A MEDIAN CORRELATION WITH OVERALL FRESHMAN GRADES OF .64. JUNIOR COLLEGES WITH HIGH CORRELATIONS DIFFERED IN TWO DIMENSIONS--&amp;quot;CONVENTIONALISM&amp;quot; AND &amp;quot;HIGH COST&amp;quot;--FROM THOSE WITH RELATIVELY LOW CORRELATIONS. IMPLICATIONS FOR PRECOLLEGE GUIDANCE, ACADEMIC PROGRAMING AND EDUCATIONAL PLANNING ARE DISCUSSED. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011196</dc:identifier>
<dc:title>ACADEMIC DESCRIPTION AND PREDICTION IN JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Scholarships</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Tax Allocation</dc:subject>
<dc:subject>Taxes</dc:subject>
<dc:subject>Tuition</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SPALDING, WILLARD B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coordinating Council for Higher Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FREE TUITION POLICY OF UNIVERSITIES AND STATE COLLEGES IN CALIFORNIA HAS BEEN QUESTIONED IN RECENT YEARS, AND BILLS HAVE BEEN INTRODUCED FOR A DEFERRED TUITION PROGRAM. THIS REPORT EVALUATES THE CONCEPT OF FREE TUITION IN TERMS OF FINANCIAL ACCESSIBILITY AND MOTIVATION, AND ECONOMIC BENEFIT FROM INCREASED INDIVIDUAL EARNING POWER. QUESTIONNAIRE DATA FROM 6,200 PUBLIC AND PRIVATE COLLEGE STUDENTS WERE COMBINED WITH ADDITIONAL FINANCIAL RESEARCH. THE IMPACT OF TUITION ON ENROLLMENT, INSTITUTIONAL INCOME, SOCIAL COMPOSITION, AND PRIVATE SCHOOLS IS CONSIDERED. STUDY OF ALTERNATIVE POLICIES AND PROCEDURES CONCLUDES WITH THE FOLLOWING SUMMARY--ACCESSIBILITY OF HIGHER EDUCATION AND INCREASED TRAINED MANPOWER HAVE NOT BEEN FULLY ACHIEVED BY TUITION-FREE EDUCATION, FINANCIAL NEED  CONTRIBUTES TO CALIFORNIA&apos;S LACK OF SUCCESS IN INDUCING HIGH SCHOOL GRADUATES TO ACHIEVE DEGREES, ALTERNATIVES MIGHT BE TO CONTINUE TUITION-FREE POLICY FOR THE JUNIOR COLLEGE, WHILE INSTITUTING TUITION FOR THE TWO 4-YEAR SEGMENTS WITH EXEMPTIONS FOR NEEDY PERSONS, THE PRESENT STATE SCHOLARSHIP PROGRAM SHOULD BE AUGMENTED BY A DEFERRED TUITION REPAYMENT PROGRAM BASED ON FUTURE EARNING CAPACITY WITH A MASSIVE STATE LOAN PROGRAM, CONTINUATION OF FREE TUITION WAS CONSIDERED WITH SIMILAR MODIFICATIONS AND REVISION OF TAX STRUCTURE. TUITION RATES AND REVENUE USES ARE SUGGESTED. APPENDIXES PRESENT DOCUMENTATION OF ARGUMENTS. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011197</dc:identifier>
<dc:title>AN EVALUATION OF THE TUITION FREE PRINCIPLE IN CALIFORNIA PUBLIC HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>KINSINGER, ROBERT E.</dc:creator>
<dc:creator scheme='personal author'>RATNER, MURIEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OF THE COMPLETION OF PHASE I OF A FIVE-PHASE PROGRAM CONSISTS OF CURRICULUM GUIDELINES AND RECOMMENDATIONS FOR INSTRUCTOR TRAINING, BASED ON A STATEWIDE SURVEY IN NEW YORK. OBJECTIVES AND REQUIRED KNOWLEDGE, UNDERSTANDING, AND SKILLS ARE DESCRIBED FOR TECHNICAL EDUCATION IN X-RAY, INHALATION THERAPY, DENTAL AUXILIARY, MEDICAL RECORDS, OCCUPATIONAL THERAPY, SURGERY, BIOMEDICAL ENGINEERING, OPHTHALMIC DISPENSING, PUBLIC HEALTH, AND EMERGENCY SERVICES. AN INTRODUCTORY COURSE IN BASIC HEALTH TECHNOLOGY IS DESCRIBED. COURSES BASIC TO ALL FIELDS ARE IDENTIFIED AS ANATOMY AND PHYSIOLOGY, PSYCHOLOGY OR SOCIOLOGY, LANGUAGE ARTS, AND MATHEMATICS. RECOMMENDED PHASES OF TRAINING TEACHERS INCLUDE FAMILIARIZATION WITH JUNIOR COLLEGE, ABILITY TO USE A VARIETY OF INSTRUCTIONAL  TECHNIQUES, UPDATING OF KNOWLEDGE IN THEIR TECHNICAL FIELDS, AND BROAD BACKGROUND IN PHYSICAL AND BIOLOGICAL SCIENCES AND HUMANITIES. THEY SHOULD BE ABLE TO ORGANIZE A COMPLETE CURRICULUM IN THEIR FIELDS, USING ALL APPROPRIATE MEDIA AND TOOLS OF INSTRUCTION. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011198</dc:identifier>
<dc:title>TECHNICIANS FOR THE HEALTH FIELD--A COMMUNITY COLLEGE HEALTH CAREERS STUDY PROGRAM. A FINAL REPORT ON PHASE I OF THE COMMUNITY COLLEGE HEALTH CAREERS PROJECT, OCTOBER 1, 1964 - MARCH 31, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Nursing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>KINSINGER, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FROM DETAILED ANALYSES OF 16 ASSOCIATE DEGREE NURSING PROGRAMS, EFFORTS WERE MADE TO COORDINATE THE DEVELOPMENT AND IMPROVEMENT OF A.A. DEGREE NURSING EDUCATION. NO ATTEMPT WAS MADE TO RELATE THE INFORMATION TO BACCALAUREATE AND DIPLOMA SCHOOLS OF NURSING. FROM QUESTIONNAIRES, INTERVIEWS, AND COLLEGE CATALOG DATA, SIMILARITIES AND DIFFERENCES IN ASSOCIATE DEGREE NURSING PROGRAMS WERE IDENTIFIED, SUCH AS THE COEDUCATIONAL, 2-YEAR NONRESIDENTIAL NATURE OF MOST SPONSORING INSTITUTIONS, AND SIMILAR ADMISSION AND GRADUATION REQUIREMENTS (SUCH AS THE CUMULATIVE SCHOLASTIC INDEX OF 2.0 FOR A DEGREE). THERE IS A WIDE VARIATION IN ENROLLMENT PATTERNS, CLASS-LABORATORY HOURS, STUDENT-FACULTY RATIOS, TEACHING LOADS, AND CURRICULUM BALANCE BETWEEN GENERAL EDUCATION AND NURSING COURSES.  PROPONENTS OF STRONG GENERAL EDUCATION FOUNDATIONS BELIEVE IN ALTERING CURRICULUMS TO INCLUDE 50 PERCENT GENERAL EDUCATION, 25 PERCENT NURSING, AND 25 PERCENT SUPPORTIVE COURSES. A DISTRIBUTION TABLE OF REQUIRED SUBJECTS AND ELECTIVES IS USEFUL IN ASSESSING THE PRESENT EMPHASIS. SOME FAVORABLE OUTCOMES OF THE PROJECT WERE IMPROVED COORDINATION AND TEACHER PREPARATION, A RESOURCE CENTER, DEMONSTRATION CENTERS, AND PRELIMINARY PLANNING SURVEYS. A DIRECTORY AND BIBLIOGRAPHY ARE INCLUDED. SUCCESS OF THE PROGRAMS IS INDICATED BY THE 80 PERCENT HOSPITAL EMPLOYMENT RATE OF GRADUATES. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011199</dc:identifier>
<dc:title>THE NEW YORK STATE ASSOCIATE DEGREE NURSING PROJECT--A FINAL REPORT TO THE W.K. KELLOGG FOUNDATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>101</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Specifications</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>School Construction</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SWENSON, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Hawaii (Honolulu)</eric:keywords>
<eric:keywords>Hawaii (Oahu)</eric:keywords>
<eric:keywords_geo>Hawaii</eric:keywords_geo>
<eric:keywords_geo>Hawaii (Honolulu)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hawaii Univ., Honolulu.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INITIAL ENROLLMENT FOR THE LEEWARD OAHU CAMPUS IS EXPECTED TO BE 2,000 WITH AN ULTIMATE ENROLLMENT OF ABOUT 5,000. THE PROPOSALS SUBMITTED IN THE PLANNING REPORT CONTAIN MOST OF THE NECESSARY INFORMATION ON EDUCATIONAL PROGRAMS AND FACILITY REQUIREMENTS TO ENABLE THE COMMUNITY COLLEGE STAFF AND THE ARCHITECTS TO PROCEED WITH THE CAMPUS MASTER PLANNING, CONCEPTUAL DESIGN, AND THE SCHEMATIC DRAWINGS AND BUILDINGS. PLANNING SPECIFICATIONS FOR THE VARIOUS TYPES OF CLASSROOMS AND SPECIAL FACILITIES MAKE UP THE BULK OF THE REPORT. THESE ARE PRECEDED BY A LIST OF PLANNING ASSUMPTIONS, A SUGGESTED CURRICULUM, A STAFFING PLAN, A PROPOSED BUILDING SCHEDULE RUNNING THROUGH 1972, A SUMMARY OF SPACE ALLOCATIONS FOR THE VARIOUS BUILDINGS IN THE INITIAL CONSTRUCTION PROJECT, AND A CAPACITY  ANALYSIS. THE CAMPUS IS DESIGNED TO OPERATE YEAR ROUND, BOTH DAY AND EVENING. THE RATIO OF PROFESSIONAL STAFF TO STUDENTS WILL BE 1 TO 25. THE TEACHING LOAD WILL BE 15 TO 25 HOURS PER WEEK. PROGRAMS IN THE INITIAL CURRICULUM WILL INCLUDE LANGUAGES, BUSINESS, FINE ARTS, SCIENCES, SOCIAL SCIENCES, HEALTH AND PHYSICAL EDUCATION, AND A LIMITED VOCATIONAL PROGRAM. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011200</dc:identifier>
<dc:title>PROPOSALS FOR EDUCATIONAL SPECIFICATIONS, LEEWARD OAHU CAMPUS, HAWAII COMMUNITY COLLEGE SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Probation</dc:subject>
<dc:subject>Academic Standards</dc:subject>
<dc:subject>Disqualification</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>COLLINS, CHARLES C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (El Cajon)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS A CASE FOR MAKING JUNIOR COLLEGE GRADING POLICIES AND PROCEDURES COMPATIBLE WITH THE STATED PURPOSES OF THE JUNIOR COLLEGE. IT LISTS SOME HISTORIC AND PERSONAL PHILOSOPHIC ASSUMPTIONS REGARDING PURPOSES. THE INCOMPATIBILITY OF THE GRADING PRACTICES WITH THESE PURPOSES IS REVIEWED THROUGH SOME STUDIES MADE AT GROSSMONT COLLEGE, WHICH INDICATED THAT 43 PERCENT OF ALL STUDENTS IN 1964 WERE DISQUALIFIED OR PLACED ON PROBATION. THE AUTHOR PROPOSES THAT THE A, B, AND C GRADES BE MAINTAINED AS PARALLEL TO STATE COLLEGE STANDARDS. A GRADE OF D WOULD BE PASSING BUT NOT RECOMMENDED FOR TRANSFER TO A 4-YEAR COLLEGE, AND F WOULD CONTINUE TO MEAN FAILURE. A GRADE OF B SHOULD CONTINUE TO COMPENSATE FOR D IN COMPUTING GRADE POINT AVERAGE FOR TRANSFER ELIGIBILITY. A NEW GRADE  COULD INDICATE THAT THE STUDENT PROFITED, BUT NOT AT A LEVEL RECOMMENDING ADVANCEMENT TO THE NEXT COURSE OR INSTITUTION. BY THIS GRADING SYSTEM THE ASSOCIATE DEGREE WOULD BE AWARDED TO ANY STUDENT WHO MET ALL COURSE REQUIREMENTS AT D LEVEL OR ABOVE. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED011201</dc:identifier>
<dc:title>GRADING IN THE COMMUNITY COLLEGE--A PROPOSAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>WHEELWRIGHT, LORIN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah State Coordinating Council of Higher Education, Salt Lake City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FEASIBILITY STUDIES COMPLETED IN THE ROOSEVELT, UTAH, AREA INDICATE THAT THE EXISTING POST-HIGH SCHOOL INSTITUTIONS MEET THE NEEDS OF THE AREA WELL. ESTIMATES OF POTENTIAL ENROLLMENT INDICATE THAT FEWER THAN 300 REGULAR STUDENTS FROM THE REGION CAN BE EXPECTED IN ANY YEAR FOR AT LEAST A DECADE AHEAD. ALSO A MAJOR PROPORTION OF THE STUDENTS, WHICH A COLLEGE AT ROOSEVELT WOULD SEEK TO SERVE, LIVE BEYOND A PRACTICAL COMMUTING DISTANCE. THE QUALITY WOULD BE WEAKENED BECAUSE OF THE COMPARATIVELY LOW ECONOMIC SUPPORT PROVIDED FOR UTAH&apos;S PUBLIC HIGHER EDUCATION INSTITUTIONS. IT IS RECOMMENDED THAT NO APPROPRIATION FOR A JUNIOR COLLEGE BE MADE AT THIS TIME BUT THAT A STUDY SHOULD BE MADE OF VARIOUS MEANS OF EXPANDING PRESENT OPPORTUNITIES FOR POST-HIGH SCHOOL EDUCATION. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011202</dc:identifier>
<dc:title>REPORT OF A STUDY OF THE FEASIBILITY OF A JUNIOR COLLEGE IN ROOSEVELT, UTAH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SMITH, RALPH B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A POPULATION INCREASE OF 71 PERCENT IS EXPECTED IN UTAH BETWEEN 1960 AND 1980. THE GREATEST GROWTH IS EXPECTED IN THE SALT LAKE METROPOLITAN AREA. THE COLLEGE AGE GROUP (18 TO 21 YEARS) WILL INCREASE BY 80 PERCENT BETWEEN 1960 AND 1970. IF CONSERVATIVE ESTIMATES ARE USED, THE PROPOSED JUNIOR COLLEGE COULD EXPECT AN ENROLLMENT OF APPROXIMATELY 2,000 STUDENTS IN THE FIRST YEAR OF OPERATION. SUBSEQUENT ENROLLMENT MAY BE AS HIGH AS 6,000 STUDENTS. SUGGESTED CURRICULAR OFFERINGS SHOULD INCLUDE UNIVERSITY-PARALLEL COURSES, REMEDIAL PROGRAMS, AND A WIDE RANGE OF OCCUPATIONAL TRAINING PROGRAMS NOT PRESENTLY OFFERED BY THE UNIVERSITY OF UTAH OR SALT LAKE TRADE TECHNICAL INSTITUTE. INFORMATION RELATING TO THE COST OF EDUCATING JUNIOR COLLEGE STUDENTS AND EXPENDITURES FOR CAPITAL OUTLAY WAS  INCLUDED IN THE STUDY. THE COLLEGE PLANT WILL COST APPROXIMATELY $16 1/2 MILLION TO ENROLL 6,000 STUDENTS AT A PER STUDENT COST OF $2,750. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011203</dc:identifier>
<dc:title>A STUDY OF THE NEED FOR A JUNIOR COLLEGE IN THE SALT LAKE METROPOLITAN AREA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>169</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Feasibility Studies</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>HARRIS, NORMAN C.</dc:creator>
<dc:creator scheme='personal author'>RUSSEL, JOHN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Adirondack Mountains</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVERAL PROPOSALS FOR COMMUNITY COLLEGES ARE DISCUSSED. FACTORS ARE PRESENTED WHICH RULE OUT A LOCAL COMMUNITY COLLEGE FOR THE ADIRONDACK LAKES REGION AND THE ESTABLISHMENT OF A BRANCH OF THE CANTON AGRICULTURAL-TECHNICAL COLLEGE IN THE LAKES AREA. CONSIDERATION SHOULD BE GIVEN, THOUGH, TO THE ESTABLISHMENT OF A COMMUNITY COLLEGE IN OR NEAR SARANAC LAKE TO SERVE ALL OF ESSEX AND FRANKLIN COUNTIES IN NEW YORK. THE TWO COUNTIES SHOULD BE COMBINED TO CONSTITUTE THE LOCAL SPONSOR. THESE TWO COUNTIES COMBINED WILL HAVE A PROJECTED HIGH SCHOOL GRADUATING CLASS OF 1,131 IN 1970, AND A GOOD COMMUNITY COLLEGE WOULD UNDOUBTEDLY ATTRACT HALF OR MORE OF THESE GRADUATES, THUS MEETING THE ENROLLMENT OF 500 FULL-TIME STUDENTS IN 4 YEARS. A POSSIBLE IMMEDIATE (AND PARTIAL) SOLUTION TO  POST-SECONDARY EDUCATIONAL NEEDS IN THE HIGH PEAKS AREA WOULD BE THE ESTABLISHMENT OF A HIGHER EDUCATION CENTER. A MAJOR CRITICISM OF THE CENTER IDEA IS THAT THERE IS NO PRECEDENT FOR SUCH A MECHANISM WITHIN THE OPERATING FRAMEWORK OF THE STATE UNIVERSITY OF NEW YORK. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011204</dc:identifier>
<dc:title>A STUDY OF HIGHER EDUCATION POSSIBILITIES FOR THE ADIRONDACK LAKES REGION, NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age Groups</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Black Population Trends</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Rural Education</dc:subject>
<dc:subject>Rural Population</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:subject>Student Transportation</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Population</dc:subject>
<dc:creator scheme='personal author'>BERTRAND, ALVIN L.</dc:creator>
<dc:creator scheme='personal author'>SMITH, MARION B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Louisiana (Baton Rouge)</eric:keywords>
<eric:keywords_geo>Louisiana (Baton Rouge)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Louisiana State Univ. and A and M Coll. System, Baton Rouge.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>POPULATION TRENDS, DEFINED AS DISTRIBUTION, COMPOSITION, AND CHANGES IN NUMBERS WERE DETERMINED IN THIS DOCUMENT FOR THE STATE OF LOUISIANA. DATA WERE GATHERED FROM PUBLICATIONS OF THE BUREAU OF THE CENSUS, THE LOUISIANA STATE DEPARTMENT OF EDUCATION, AND QUESTIONNAIRE RESPONSES OF HIGH SCHOOL JUNIORS AND SENIORS IN SELECTED SAMPLE SCHOOLS. THE EFFECT OF RURAL POPULATION TRENDS ON RURAL EDUCATION WAS EMPHASIZED. CURRICULUMS OF RURAL SCHOOLS AND QUALIFICATIONS OF RURAL SCHOOL TEACHERS WERE DISCUSSED. ALSO INCLUDED WAS A 1959 CASE STUDY OF RURAL SCHOOLS IN A FRENCH CULTURE PARISH AND A NONFRENCH CULTURE PARISH. THE DOCUMENT CONCLUDED THAT (1) DEFICITS IN THE QUALITY OF EDUCATION AND THE NEED FOR ADDITIONAL TEACHERS AND CLASSROOMS WOULD NOT BE A SERIOUS PROBLEM OF LOUISIANA RURAL  SCHOOLS IN THE NEAR FUTURE, (2) SCHOOL ATTENDANCE WAS NO LONGER A PROBLEM, (3) RURAL SCHOOLS WERE NOT SERVING A POPULATION THAT WAS PLANNING FOR CAREERS IN AGRICULTURE, AND (4) FAMILIARITY WITH RAPID CHANGING POPULATION AND SOCIOCULTURAL PATTERNS WAS NECESSARY FOR PERSONS CONCERNED WITH RURAL EDUCATION PLANNING. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011205</dc:identifier>
<dc:title>RURAL EDUCATION IN TRANSITION, A STUDY OF TRENDS AND PATTERNS IN LOUISIANA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Multipurpose Classrooms</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>School Aides</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Talent</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>CUSHMAN, M.L.</dc:creator>
<dc:creator scheme='personal author'>STURGES, A.W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Dakota (Grand Forks)</eric:keywords>
<eric:keywords>UPPER MIDWEST SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota Univ., Grand Forks. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, THE ROCKY MOUNTAIN AREA PROJECT FOR SMALL HIGH SCHOOLS, THE WESTERN STATES SMALL SCHOOLS PROJECT, AND THE TEXAS SMALL SCHOOLS PROJECT ARE DESCRIBED AND COMPARED. FINANCIAL SUPPORT COMPARISONS ARE MADE. METHODS OF IMPROVING INSTRUCTION ARE DIVIDED INTO TEACHER-CENTERED AND ADMINISTRATOR-CENTERED ACTIVITIES. TEACHER-CENTERED ACTIVITIES INCLUDE MULTIPLE CLASSES, TEAM TEACHING, USE OF TEACHER&apos;S AIDES, SHARED SERVICES, MODIFICATION OF FACILITIES, AND THE USE OF PROGRAMED MATERIALS. ADMINISTRATOR-CENTERED ACTIVITIES INCLUDE FLEXIBLE SCHEDULING, USE OF SPECIAL MATERIALS, INSERVICE TRAINING, NONGRADING PROCEDURES, TECHNOLOGICAL DEVELOPMENTS, AND CURRICULAR CHANGES. IMPLICATIONS FOR CHANGE LISTED ARE (1) A REGIONAL CONCEPT OF PROJECTS, (2)  CENTRALIZED FINANCIAL ASSISTANCE, (3) CONCENTRATION IN SPECIFIC AREAS BY A PROJECT, (4) SOUND FINANCING AND ORGANIZATION, (5) LIMITED MEMBERSHIP PER PROJECT, AND (6) COOPERATION WITH STATE DEPARTMENTS OF EDUCATION FOR IMPROVEMENT OF THESE PROJECTS. A BIBLIOGRAPHY IS INCLUDED. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011206</dc:identifier>
<dc:title>INNOVATIONS FOR INSTRUCTIONAL IMPROVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Professional Services</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>School Activities</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>TEXAS SMALL SCHOOLS PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CRITERIA FOR PARTICIPATION IN THE TEXAS SMALL SCHOOLS PROJECT WERE PRESENTED. THE CRITERIA FOR PARTICIPATION INCLUDED A TOTAL SCHOOL ENROLLMENT OF 500 OR LESS, MEETING ACCREDITATION STANDARDS, EXPRESSING AN INTEREST IN IMPROVING THEIR SCHOOL PROGRAMS, AND BEING WILLING TO COOPERATE WITH OTHER PROJECT MEMBERS. OUTLINES OF THE GOALS AND POLICIES OF THE PROJECT, INCLUDING THE ACTIVITIES OF THE PROJECT STAFF, PROCEDURES FOR ENTRANCE INTO THE PROJECT, AND ACTIVITIES OF SCHOOLS PARTICIPATING IN THE PROJECT WERE LISTED. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011207</dc:identifier>
<dc:title>POLICIES FOR THE TEXAS SMALL SCHOOLS PROJECT, 1962.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>JEFFS, GEORGE A.</dc:creator>
<dc:creator scheme='personal author'>JESSER, DAVID L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Western States Small Schools Project</eric:keywords>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada Western States Small Schools Project, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION OF PROGRAMED INSTRUCTION MATERIALS FOR HIGH SCHOOL STUDENTS WAS UNDERTAKEN TO PROVIDE INFORMATION ON POSSIBLE CHANGES IN SELF-ACCEPTANCE ATTITUDES. THE SAMPLE INCLUDED 80 STUDENTS, RANDOMLY DIVIDED INTO FIVE GROUPS, FROM THE LINCOLN COUNTY HIGH SCHOOL, PANACA, NEVADA. TRADITIONAL ENGLISH INSTRUCTION USING CONVENTIONAL TEXTBOOKS WAS COMPARED TO PROGRAMED INSTRUCTION USING ENGLISH 2600 AND/OR EDL WORD CLUES. THE INDEX OF ADJUSTMENT AND VALUES (BILLS, JANCE, AND MCLEAN, 1951) MEASURED STUDENTS&apos; ACCEPTANCE BEFORE AND AFTER EACH EXPERIMENTAL TREATMENT. THE MEAN DIFFERENCE OF THE MAJOR VARIABLES OF IQ AND ACADEMIC ACCEPTANCE SCORES BETWEEN EACH GROUP OF SUBJECTS WAS TABULATED AND COMPARED. IT WAS CONCLUDED THAT PROGRAMED INSTRUCTION MAY ENHANCE SELF-ACCEPTANCE. FURTHER  ENGLISH 2600 MAY HELP TO PROMOTE A MORE POSITIVE ACCEPTANCE OF SELF WITH &amp;quot;EDL WORD CLUES&amp;quot; EXERTING A LESSER INFLUENCE. RECOMMENDATIONS FOR FURTHER STUDY ARE INCLUDED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011208</dc:identifier>
<dc:title>THE EFFECT OF PROGRAMMED INSTRUCTION ON THE SELF-ACCEPTANCE OF HIGH SCHOOL STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>BAILEY, WILFRID C.</dc:creator>
<dc:creator scheme='personal author'>CLUNE, FRANCIS J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Office of Education</eric:keywords>
<eric:keywords>Sequential Tests of Educational Progress</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>ANTHROPOLOGY CURRICULUM PROJECT</eric:keywords>
<eric:keywords>California Achievement Tests</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:keywords_test>Sequential Tests of Educational Progress</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS A SECOND-YEAR PROJECT REPORT OF A 5-YEAR EXPERIMENTAL PROGRAM TO DEVELOP AN ANTHROPOLOGY CURRICULUM FOR GRADES 1 THROUGH 7. THE MATERIAL IS IN A SELF-CONTAINED UNIT PACKAGE FOR EACH GRADE, REQUIRES 4 TO 5 WEEKS PER UNIT, AND IS DESIGNED TO FIT INTO A SOCIAL STUDIES COURSE WITHOUT DISRUPTION OF NORMAL SCHOOL ACTIVITIES. EACH UNIT PACKAGE CONTAINS (1) TEACHER TEXTS, (2) TEACHER GUIDES, (3) STUDENT TEXTS, (4) STUDENT GUIDES, AND (5) PRE- AND POST-TESTS. UNITS FOR GRADES 1 AND 4 WERE TRIED IN 1965-66, AND FOR GRADES 2 AND 5 IN THE SPRING OF 1966. UNITS FOR GRADES 3, 6, AND 7 ARE PLANNED FOR USE IN THE SPRING OF 1967. THE GRADE UNITS EMPHASIZE THE FOLLOWING AREAS--(1) CONCEPT OF CULTURE, (2) THE NEW WORLD, (3) CULTURAL CHANGE, (4) CULTURAL VARIATION AND ENCULTURATION,  (5) THE OLD WORLD, AND (6) CROSS CULTURAL COVERAGE OF THE LIFE CYCLE. A TEST OF THE MATERIALS WAS MADE WITH COOPERATING GEORGIA SCHOOLS IN THE SPRING OF 1966, USING THE PRE- AND POST-TESTS, THE STEP INTERMEDIATE SOCIAL STUDIES BATTERY, AND THE CALIFORNIA INTERMEDIATE READING BATTERY. THE REPORT STATES THAT THE RESULTS SHOWED ALL THE CHILDREN IN THE GEORGIA STUDY MADE SIGNIFICANT GAINS IN LEARNING. DESCRIPTIVE MATERIAL OF THE CURRICULUM MATERIALS ARE INCLUDED IN THE DOCUMENT. THIS PAPER WAS READ AT THE ANNUAL MEETING OF THE AMERICAN ANTHROPOLOGICAL ASSOCIATION (PITTSBURGH, NOVEMBER 17-20, 1966). (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011209</dc:identifier>
<dc:title>THE ANTHROPOLOGY CURRICULUM PROJECT--GRADES TWO AND FIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acculturation</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Navajo</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:creator scheme='personal author'>SIZEMORE, MAMIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Phoenix)</eric:keywords>
<eric:keywords_geo>Arizona (Phoenix)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Dept. of Public Instruction, Phoenix.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS AN UP-DATED EDITION OF ARIZONA STATE DEPARTMENT OF EDUCATION&apos;S 1939 &amp;quot;INSTRUCTION OF BILINGUAL CHILDREN&amp;quot; PUBLICATION. ITS PURPOSE IS TO PRESENT THE PRINCIPLES OF MODERN LINGUISTIC SCIENCE AS THEY RELATE TO TEACHING ENGLISH AS A SECOND LANGUAGE. AREAS COVERED INCLUDE THE PROBLEMS OF BILINGUAL CHILDREN, IMPORTANCE OF A FRIENDLY CLASSROOM CLIMATE, CULTURAL CONFLICTS IN TEACHING INDIAN CHILDREN, CURRICULUM OVERVIEWS, INCLUDING LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES, THE ROLE OF THE LINGUIST IN THE CLASSROOM, AN OVERVIEW OF TEACHING ENGLISH AS A SECOND LANGUAGE, AND COMPARISONS BETWEEN ENGLISH AND THE NAVAHO AND SPANISH LANGUAGES. REFERENCE MATERIALS ARE INCLUDED FOR TEACHERS OF ENGLISH AS A SECOND LANGUAGE. THE EDITOR STATES THAT THE IDEAS AND PROBLEMS  PRESENTED ARE COMMON TO OTHER MINORITY GROUPS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011210</dc:identifier>
<dc:title>A NEW APPROACH TO SECOND LANGUAGE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Behavior Standards</dc:subject>
<dc:subject>Classroom Research</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Factor Structure</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Psychotherapy</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Responsibility</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Socialization</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>THURSTON, JOHN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Eau Claire County)</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DESCRIBES A RESEARCH STUDY IN WHICH THE CLASSROOM BEHAVIOR OF EQUAL NUMBERS OF TEACHER-APPROVED AND TEACHER-DISAPPROVED YOUNGSTERS WAS ANALYZED IN RELATION TO FAMILY BACKGROUNDS. THE STUDENTS WERE FURTHER DIVIDED EVENLY INTO RURAL AND URBAN GROUPS AND END OF YEAR THIRD-, SIXTH-, AND NINTH-GRADE STUDENTS. A SECOND LIST WAS GENERATED 2 WEEKS AFTER THE FIRST ONE. THE TEACHER&apos;S ROLE IN ANALYSIS AND CORRECTION OF BEHAVIOR PROBLEMS IS DEFINED, AND SPECIFIC PROCEDURES FOR HANDLING STUDENT AGGRESSION IN THE CLASSROOM ARE OUTLINED. THE TWO LISTS WERE CORRELATED TO DETERMINE THE CONSISTENCY OF BEHAVIOR PROBLEMS IN DIFFERENT CHILDREN AS PERCEIVED BY TEACHERS IN THE PROJECT. THE PURPOSE OF THE USE OF PSYCHOLOGICAL TESTS IN STUDYING BEHAVIOR PROBLEMS WAS DESCRIBED.  (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011211</dc:identifier>
<dc:title>SUMMARY OF THE EAU CLAIRE COUNTY YOUTH STUDY AND SOME SUGGESTIONS FOR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Trends</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Conservation Education</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Land Use</dc:subject>
<dc:subject>Natural Resources</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Water Resources</dc:subject>
<dc:creator scheme='personal author'>HERRINGTON, EUGENE H.</dc:creator>
<dc:creator scheme='personal author'>ROBBINS, LARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:creator scheme='institution'>Colorado State Dept. of Game, Fish and Parks, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS CURRICULUM GUIDE PRESENTS CONSERVATION OF NATURAL RESOURCES AS AN INTEGRATED NATURAL SCIENCE STUDY. NATURAL RESOURCES ARE SEEN AS BEING INORGANIC (MINERALS, AIR, WATER, AND SOIL) OR ORGANIC (PLANT, ANIMAL, AND HUMAN). THESE RESOURCES ARE PRESENTED AS SUGGESTED CLASSROOM ACTIVITIES DESIGNED FOR THE PRIMARY, INTERMEDIATE, AND JUNIOR HIGH STUDENTS. VOCABULARY LISTS AND BIBLIOGRAPHIES OF BOOKS, PAMPHLETS, FILMS, FILMSTRIPS, AND OTHER AIDS ARE INCLUDED. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011212</dc:identifier>
<dc:title>CURRICULUM GUIDE IN CONSERVATION EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art</dc:subject>
<dc:subject>Art Activities</dc:subject>
<dc:subject>Art Appreciation</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Art Materials</dc:subject>
<dc:subject>Core Curriculum</dc:subject>
<dc:subject>Creative Art</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Philosophy</dc:subject>
<dc:creator scheme='personal author'>LATTING, LUCILE H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS A GUIDE FOR TEACHING ART IN KINDERGARTEN THROUGH 12TH GRADE. IT PRESENTS BACKGROUND INFORMATION IN THE AREAS OF THE PHILOSOPHY OF ART, UNDERSTANDING WORLD CULTURES AS RELATED TO ART, AND ART AND THE COMMUNITY. THE ROLES OF ART COORDINATOR, CLASSROOM TEACHER, PRINCIPAL, AND PARENT ARE DISCUSSED. THE ELEMENTS AND PRINCIPLES IN ART, ART FACILITIES, AND ART PROGRAMS ARE PRESENTED IN DETAIL. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011213</dc:identifier>
<dc:title>COLORADO ART GUIDE K-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>148</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Elective Reading</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Navajo</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Sanitation</dc:subject>
<dc:subject>Student Adjustment</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>BERNARDONI, LOUIS C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Phoenix)</eric:keywords>
<eric:keywords>White Mountain Apache (Tribe)</eric:keywords>
<eric:keywords_geo>Arizona (Phoenix)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Dept. of Public Instruction, Phoenix.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ARIZONA COORDINATING COUNCIL FOR RESEARCH IN INDIAN EDUCATION REQUESTED THAT TEACHERS SUMMARIZE PARTICULAR TECHNIQUES, AIDS, AND UNITS EFFECTIVE WITH INDIAN CHILDREN. THIS DOCUMENT IS A COMPILATION OF THOSE SUMMARIES. TECHNIQUES PRESENTED INCLUDE DEVELOPING PRIMARY GRADE CREATIVE WRITING, CREATING READING ATMOSPHERE AND MOTIVATION, TEACHING VOWEL SOUNDS THROUGH MUSIC, STORY TELLING AND DRAMATIZATION, LEARNING TO SPEAK ENGLISH, LEARNING POETRY, USING THE LIBRARY IN SUPPLEMENTAL READING, AND PHONICS. OTHER TECHNIQUES OFFERED INCLUDE THOSE FOR DEVELOPING MOTIVATION FOR WORD PROBLEMS, BUILDING SIGHT RECOGNITION OF NUMBERS AND COLORS, DEVELOPING SCIENCE VOCABULARY, TEACHING NONENGLISH-SPEAKING CHILDREN, CORRELATING ART IN THE CURRICULUM, DEVELOPING IN ARTS AND CRAFTS, AND TEACHING  GEOGRAPHY. HELPFUL IDEAS ARE PRESENTED FOR FIRST-GRADE NAVAHOS, INCLUDING AIDS FOR ENRICHMENT, AIDS FOR ARITHMETIC, SAND PAINTING, FIELD TRIPS, AND A NUMBER OF GENERAL TEACHER AIDS. SPECIAL UNITS ON SANITATION, BABY ANIMALS, LANGUAGE THROUGH GEOGRAPHY, CATTLE, AND TOTAL SCHOOL ADJUSTMENT TO THE FIRST GRADES, PLUS A BEGINNER&apos;S DAY PROGRAM AND AN INTER- INTRA-MURAL PROGRAM ARE ALSO INCLUDED. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011214</dc:identifier>
<dc:title>SUCCESSFUL TEACHER PRACTICES IN THE TEACHING OF INDIAN YOUNGSTERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Braceros</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Family (Sociological Unit)</dc:subject>
<dc:subject>Governmental Structure</dc:subject>
<dc:subject>Health</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Migrant Workers</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Racial Characteristics</dc:subject>
<dc:subject>Recreation</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Social Characteristics</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:subject>Spanish Culture</dc:subject>
<dc:creator scheme='personal author'>ULIBARRI, HORACIO</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Mexico (Albuquerque)</eric:keywords>
<eric:keywords_geo>New Mexico (Albuquerque)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico Univ., Albuquerque. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS RESEARCH REPORT WAS TO COLLECT SOCIOLOGICAL DATA ON THE ATTITUDINAL ORIENTATIONS OF MIGRANT WORKERS. THE SAMPLE CONSISTED OF 65 PERSONS OF SPANISH-AMERICAN HERITAGE. NO ATTEMPT AT RANDOMIZATION WAS MADE IN SELECTING THE SAMPLE. DATA WERE COLLECTED USING AN OPEN-ENDED TYPE INTERVIEW SCHEDULE. THOSE ATTITUDINAL CHARACTERISTICS SPECIFICALLY ISOLATED FOR STUDY WERE FAMILY, HEALTH, ECONOMICS, GOVERNMENT, CHILDREN, RELIGION, AND RECREATION. CONCLUSIONS WERE DRAWN THAT (1) THE SAMPLE SHOWED PRESENT-TIME REWARD EXPECTATIONS IN ALL AREAS, (2) GREAT TIMIDITY AND PASSIVITY WAS SHOWN IN THE AREAS OF EDUCATION, HEALTH, AND ECONOMICS, (3) SATISFACTION WAS SHOWN IN FAMILY LIFE ALTHOUGH THE NUCLEAR FAMILY HAD IN MOST CASES REPLACED THE TRADITIONAL EXTENDED FAMILY, (4) THEY  WERE FUTILITARIAN ABOUT THE EDUCATION OF THEIR CHILDREN, (5) THEY SHOWED TENDENCIES OF RESIGNATION TO THEIR ECONOMIC STATUS, AND (6) THE SAMPLE SHOWED DEFINITE ETHNOCENTRIC TENDENCIES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011215</dc:identifier>
<dc:title>SOCIAL AND ATTITUDINAL CHARACTERISTICS OF MIGRANT AND EX-MIGRANT WORKERS--NEW MEXICO, COLORADO, ARIZONA AND TEXAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Development</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject weight='MAJOR'>High Schools</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Quarter System</dc:subject>
<dc:subject weight='MAJOR'>Small Schools</dc:subject>
<dc:subject>Staff Utilization</dc:subject>
<dc:subject>Time Blocks</dc:subject>
<dc:creator scheme='personal author'>PELLEGRIN, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Bloomington Community Schools, WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM PLAN HAS BEEN DEVELOPED BY THE BLOOMINGTON, WISCONSIN, COMMUNITY SCHOOLS TO EXPAND CURRICULUM OFFERINGS BY 30 PERCENT USING EXISTING TEACHING STAFF AND PHYSICAL FACILITIES. THE SCHOOL DAY IS DIVIDED INTO 21 MODULES OF 19 MINUTES EACH. SEVEN MODULES ARE GROUPED INTO A BLOCK. THREE BLOCKS CONSTITUTE A SCHOOL DAY. THE SCHOOL YEAR IS DIVIDED INTO THREE QUARTERS OF 13 WEEKS EACH. AT LEAST TWO ACADEMIC STUDENTS ARE TAKEN FOR ONE QUARTER AND THEN DROPPED, WITH TWO OTHERS SUBSTITUTED. ONE TIME BLOCK EACH DAY THROUGHOUT THE YEAR IS DEVOTED TO MANIPULATIVE SKILLS. TEACHER PREPARATION TIME CONSTITUTES ONE THIRD OF THE TEACHING DAY. RESULTS WILL BE TABULATED AND CATEGORIZED FOR FINAL EVALUATION AT THE END OF THE 1966-67 SCHOOL YEAR. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011216</dc:identifier>
<dc:title>BLOOMINGTON BASE THREE PLAN FOR SMALL HIGH SCHOOL CURRICULUM DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:31:05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clinics</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Migrant Health Services</dc:subject>
<dc:subject>Migrant Housing</dc:subject>
<dc:subject>Migrant Problems</dc:subject>
<dc:subject>Migrant Workers</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Sanitation</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Florida (Jacksonville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Board of Health, Jacksonville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE REPORT DISCUSSES THE HOUSING, HEALTH SERVICES, SANITATION, AND HEALTH EDUCATION PROGRAMS FOR MIGRANT AGRICULTURAL WORKERS IN FLORIDA. IT STATES THE OBJECTIVES OF EACH PROGRAM, PROGRAM ACCOMPLISHMENTS DURING THE YEAR, AND SUGGESTIONS FOR FUTURE PROGRAMS. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011217</dc:identifier>
<dc:title>FLORIDA &amp;quot;STATE&amp;quot; MIGRANT HEALTH PROJECT, ANNUAL PROGRESS REPORT 1964 - 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blacks</dc:subject>
<dc:subject>Church Programs</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Health Conditions</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Migrant Housing</dc:subject>
<dc:subject>Migrant Problems</dc:subject>
<dc:subject>Migrant Programs</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Migration Patterns</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:type></dc:type>
<eric:keywords>FLORIDA MIGRANT HEALTH PROJECT</eric:keywords>
<eric:keywords>Florida (Jacksonville)</eric:keywords>
<eric:keywords_geo>Florida (Jacksonville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Board of Health, Jacksonville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ISSUE OF &amp;quot;FLORIDA HEALTH NOTES&amp;quot; DISCUSSES FLORIDA&apos;S MIGRANTS AND THE MIGRANT HEALTH SERVICES PROVIDED BY THE STATE BOARD OF HEALTH AND THE COUNTY HEALTH DEPARTMENTS. THE FOLLOWING TOPICS ARE DISCUSSED--THEIR HOUSING AND SANITATION FACILITIES, THEIR LONG WORKING HOURS AND LOW WAGES, THEIR SUMMER MIGRATION PATTERNS, THEIR HEALTH PROBLEMS, AND FACTORS LEADING TO THEIR MIGRANCY. FLORIDA IS ATTEMPTING TO ASSIST THE MIGRANTS BY PROVIDING--HEALTH SERVICES THROUGH THE CHRISTIAN MIGRANT MINISTRY, IMPROVED HOSPITALIZATION PROGRAMS, THE STATE&apos;S MIGRANT HEALTH PROJECT, MAKING PUBLIC HEALTH NURSES, PHYSICIANS, SANITARIANS, HEALTH EDUCATORS, SOCIAL WORKERS, NUTRITIONISTS, CLINIC-AIDES, EQUIPMENT, AND MEDICATIONS AVAILABLE FOR THIRTEEN COUNTIES, AND THE HEALTH INDEX REFERRAL SYSTEM, FOR  TRANSFERRING HEALTH SERVICES INFORMATION FROM COUNTY TO COUNTY OR FROM STATE TO STATE. FLORIDA HAS A MIGRANT HEALTH COORDINATOR TO ORGANIZE THE ACTIVITIES OF THE STATE BOARD OF HEALTH AND THE COUNTY DEPARTMENTS WITH THE WORK OF OTHER AGENCIES AND ORGANIZATIONS. THE PUBLICATION CONCLUDES THAT A MAJOR HEALTH SERVICES PROBLEM IS GETTING THE MIGRANTS TO AVAIL THEMSELVES OF THE SERVICES THAT ARE PRESENTLY PROVIDED. THIS ARTICLE IS PUBLISHED IN &amp;quot;FLORIDA HEALTH NOTES,&amp;quot; VOLUME 57, NUMBER 7, SEPTEMBER 1965. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011218</dc:identifier>
<dc:title>BETTER HEALTH FOR MIGRANTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Charts</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Family Structure</dc:subject>
<dc:subject>Government (Administrative Body)</dc:subject>
<dc:subject>Handicrafts</dc:subject>
<dc:subject>Health</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Population Distribution</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>POEHLMAN, CHARLES H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION PRESENTS THE RESULTS OF A STUDY OF THE SOCIOCULTURAL BACKGROUNDS OF THE PAIUTE, WASHOE, AND SHOSHONE INDIANS OF NEVADA. INCLUDED ARE AN OUTLINE OF GENERAL PROBLEMS PERTAINING TO INDIAN EDUCATION, SOME DISTINCT CULTURAL DIFFERENCES BETWEEN THE DOMINANT NON-INDIAN SOCIETY AND THE INDIAN SOCIETY, AND THE PREHISTORIC ASPECTS OF THE DESERT CULTURE IN THE GREAT BASIN. NEVADA INDIANS ARE DISCUSSED WITH RESPECT TO HOME AND FAMILY, RELIGION, ECONOMY, EDUCATION, HEALTH, LAW, AND GOVERNMENT. MAPS, TABLES, AND CHARTS SUMMARIZE INFORMATION ABOUT NEVADA INDIAN TRIBES, POPULATION DISTRIBUTION, ARCHAEOLOGICAL SITES AND REGIONS, INDIAN TRIBAL DIVISIONS OF WESTERN NORTH AMERICA, CAUSES OF DEATH AMONG NEVADA INDIANS, AND INDIAN RESERVATIONS IN NEVADA. THE DOCUMENT ALSO INCLUDES A  BIBLIOGRAPHY. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011219</dc:identifier>
<dc:title>KNOW YOUR NEVADA INDIANS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-09</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Lecture Method</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:type></dc:type>
<eric:keywords>NEVADA STATE DEPARTMENT OF EDUCATION</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT PRESENTS DESIRABLE CHARACTERISTICS POSSESSED BY INTERMEDIATE GRADE TEACHERS OF INDIAN CHILDREN. TO BE EFFECTIVE WITH INDIAN CHILDREN, INTERMEDIATE GRADE TEACHERS SHOULD HAVE WARMTH, SUPPORTIVENESS, AN UNDERSTANDING PERSONALITY, AND AN ENCOURAGING APPROACH. IN ADDITION, THEY SHOULD HAVE INSERVICE TRAINING AND BE AWARE OF BILINGUAL PROBLEMS. THE LECTURE APPROACH TO TEACHING INDIAN CHILDREN SHOULD BE LIMITED, AND TEACHERS SHOULD HELP THEIR INDIAN STUDENTS DEVELOP A GOOD SELF-IMAGE, A SENSE OF RESPONSIBILITY FOR LAW AND ORDER, AND ATTITUDES APPROPRIATE TO A MIDDLE-CLASS CULTURE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011220</dc:identifier>
<dc:title>THE INTERMEDIATE TEACHER&apos;S ROLE WITH INDIAN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject weight='MAJOR'>Catalogs</dc:subject>
<dc:subject weight='MAJOR'>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>Library Equipment</dc:subject>
<dc:subject>Library Facilities</dc:subject>
<dc:subject weight='MAJOR'>Library Instruction</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject weight='MAJOR'>Library Standards</dc:subject>
<dc:subject weight='MAJOR'>School Libraries</dc:subject>
<dc:creator scheme='personal author'>DOBER, VIRGINIA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>West Virginia State Dept. of Education, Charleston.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT PRESENTS THE NECESSARY INFORMATION FOR STARTING A CENTRALIZED ELEMENTARY LIBRARY. THE FOLLOWING ARE DISCUSSED IN DETAIL--SOURCES OF PROFESSIONAL AND NONPROFESSIONAL HELP, ORGANIZATIONS AND COMPANIES TO CONTACT FOR CATALOGS AND SUPPLIES, HOW TO SURVEY THE PHYSICAL RESOURCES AND UTILIZE THEM, TYPES OF MATERIAL FOUND IN AN ELEMENTARY LIBRARY, SUPPLIES NEEDED, ORGANIZATION OF EXISTING BOOKS, GETTING BOOKS REBOUND, AND CLASSIFYING AND CATALOGING BOOKS. THE APPENDIX LISTS SHELVING SPECIFICATIONS FOR BOOKS, PERIODICALS, RECORDS, AND REFERENCE BOOKS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011221</dc:identifier>
<dc:title>SO YOU WANT TO START A CENTRALIZED ELEMENTARY LIBRARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:31:17</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Books</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Day Schools</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>School Schedules</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:type></dc:type>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS HANDBOOK WAS PREPARED FOR USE BY ALL TEACHERS IN THE RURAL SCHOOLS OF ALASKA, AND SPECIFICALLY FOR THE BEGINNING TEACHER IN ONE- OR TWO-ROOM SCHOOLS. IT INCLUDES INFORMATION ABOUT BASIC POLICY, PRESCHOOL PROCEDURES, THE FIRST DAY, THE FIRST WEEK, THE FIRST MONTH, A SUGGESTED SCHEDULE FOR A ONE-TEACHER SCHOOL, FACTORS IN CURRICULUM ADJUSTMENT, SUGGESTED TEACHING AIDS, AND APPLICATIONS FOR BOARDING SCHOOLS. ALSO INCLUDED ARE A LIST OF RECOMMENDED PROFESSIONAL REFERENCES AND SOURCES OF MATERIALS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011222</dc:identifier>
<dc:title>TIPS FOR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Emotional Problems</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Evaluation</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>CARRITHERS, LURA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>READING PATTERNS</eric:keywords>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUR HYPOTHESES WERE INVESTIGATED IN A STUDY DESIGNED TO DISCOVER WHETHER READING PATTERNS AND SUCCESS DURING CHILDREN&apos;S PRIMARY YEARS COULD BE ANTICIPATED FROM EMOTIONAL CLASSIFICATIONS DETERMINED DURING THEIR PRESCHOOL YEARS. IT WAS HYPOTHESIZED THAT CHILDREN WITH EMOTIONAL DIFFICULTIES DURING PRESCHOOL YEARS WOULD HAVE MORE DIFFICULTY LEARNING TO READ, FOLLOW DIFFERENT READING PATTERNS, AND HAVE MORE NEGATIVE ATTITUDES. ALSO, IT WAS HYPOTHESIZED THAT ASSESSMENT OF EMOTIONAL CLASSIFICATIONS DURING PRESCHOOL WOULD PROVIDE CLUES TO LATER READING DIFFICULTIES. THE SUBJECTS WERE 61 CHILDREN ENROLLED IN THE CAMPUS ELEMENTARY SCHOOL AT THE UNIVERSITY OF WISCONSIN-MILWAUKEE. ALL WERE GIVEN AN EMOTIONAL CLASSIFICATION AT THE PRESCHOOL LEVEL BY A QUALIFIED SCHOOL PSYCHOLOGIST, BY A  SOCIAL WORKER WHO VISITED THE MOTHER AT HOME, AND BY THE CHILDREN&apos;S TEACHERS. CERTAIN READING PATTERNS WERE OUTLINED, AND THE CHILDREN WERE TESTED THREE TIMES EACH YEAR WITH THE GRAY ORAL READING PARAGRAPHS FOR EVIDENCE OF FOLLOWING THESE PATTERNS. READING ACHIEVEMENT WAS DETERMINED BY THE METROPOLITAN ACHIEVEMENT TEST GIVEN EACH SPRING. READING ATTITUDES WERE RATED BY A TRAINED RESEARCH ASSISTANT. IN GENERAL, ALL HYPOTHESES WERE ACCEPTED. IMPLICATIONS FOR EDUCATION AND REFERENCES ARE PROVIDED. THIS ARTICLE IS A REPRINT FROM &amp;quot;EDUCATIONAL HORIZONS,&amp;quot; FALL 1965. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011223</dc:identifier>
<dc:title>BEGINNING READING PATTERNS AND PRESCHOOL EMOTIONAL PROBLEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>BABYLON, SALLY</dc:creator>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUPPLEMENT TO THE INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH PUBLISHED IN FEBRUARY 1966 IS PRESENTED. A NEW TOPICAL INDEX WAS ADDED WHICH SHOULD INCREASE THE USEFULNESS OF THE SUPPLEMENT. PROGRAMS, PROJECTS, AND ACTIVITIES DESIGNED TO EVALUATE AND TO IMPROVE THE TEACHING OF READING AND ENGLISH IN SCHOOLS AND COLLEGES ARE DESCRIBED BRIEFLY. THE DESCRIPTIONS OF PROGRAMS ARE ARRANGED BY STATE AND BY LEVEL OF INSTRUCTION. THE NAMES AND AFFILIATIONS OF RESPONSIBLE PERSONNEL ARE CLEARLY INDICATED. THE INVENTORY INCLUDES INFORMATION ON THE FOLLOWING TYPES OF ACTIVITIES--(1) ACTION PROGRAMS TO EXPLOIT ADVANCES IN LINGUISTIC SCIENCES AND RELATED FIELDS, (2) PROJECTS AND ACTIVITIES TO EXPLORE WAYS OF HANDLING THE SPECIAL LANGUAGE PROBLEMS OF SPEAKERS ON NONSTANDARD  VARIETIES OF ENGLISH, (3) SCHOOL-BASED COMPARATIVE EXPERIMENTS, (4) STUDIES OF LANGUAGE ARTS AND ENGLISH CURRICULUMS WITH A VIEW TO MODIFICATION OR REVISION, (5) PROJECTS TO PREPARE NEW TEACHING MATERIALS AND/OR TESTS, (6) PROJECTS TO EXPLOIT AUDIOVISUAL AIDS, AND (7) SCHOLARLY RESEARCH DIRECTLY RELATED TO ANY OF THE ABOVE. THE PROJECTS INCLUDED WERE NOT COMPLETED PRIOR TO AUGUST 1965. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011224</dc:identifier>
<dc:title>A SUPPLEMENT TO THE INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>STAUFFER, RUSSELL G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEWARK</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Reading Association, Newark, DE.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION OF 34 INSTITUTES UNDER THE NATIONAL DEFENSE EDUCATION ACT (NDEA) FOR ADVANCED STUDY IN READING WAS CONDUCTED BY THE INTERNATIONAL READING ASSOCIATION TO ELICIT INFORMATION IN THE FOLLOWING AREAS--(1) CONGRUENCE OF PROGRAM WITH DETAILS OF THE ORIGINAL PROPOSAL, (2) EFFECTIVENESS OF THE IMPLEMENTATION OF PROGRAM CONTENT, (3) EFFICIENCY OF ADMINISTRATION, AND (4) APPROPRIATENESS OF THE PHYSICAL CONDITIONS. VISITING TEAMS CODUCTED INTERVIEWS WITH INSTITUTE DIRECTORS, STAFF MEMBERS, AND PARTICIPANTS WITH THE AID OF CHECKLISTS. SUMMARIES OF THE INTERVIEW FINDINGS AND THE GENERAL REACTIONS OF THE VISITING REGIONAL DIRECTORS ARE INCLUDED IN THE REPORT. RECOMMENDATIONS FOR FUTURE INSTITUTES CONCLUDE THE REPORT. THE MEMBERS OF THE VISITING TEAMS AND THE NDEA INSTITUTES FOR  ADVANCED STUDY IN READING, 1965. THE NAMES OF THE EVALUATION PERSONNEL AND THE CHECKLIST ITEMS USED TO GUIDE THE INTERVIEWS ARE PROVIDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011225</dc:identifier>
<dc:title>EVALUATION OF NATIONAL DEFENSE EDUCATION ACT INSTITUTES FOR ADVANCED STUDY IN READING, 1965. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>101</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>LAMB, GEORGE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW DEVELOPMENTAL READING TESTS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY DESIGNED TO DETERMINE THE EFFECT ON CLASS PERFORMANCE OF VERBAL CUES ADMINISTERED AS PUPILS WORKED ON A GROUP READING TEST WAS CONDUCTED. THE SUBJECTS WERE PUPILS IN 18 SECOND-GRADE CLASSES AND 18 THIRD-GRADE CLASSES TO WHICH 36 FEMALE STUDENT TEACHERS WERE ASSIGNED. THE TASKS WERE TWO SUBTESTS OF THE &amp;quot;NEW DEVELOPMENTAL READING TESTS.&amp;quot; THE CLASSES WERE ASSIGNED RANDOMLY TO ONE OF THREE TREATMENTS--CUES FOR SPEED, CUES FOR ACCURACY, AND NO VERBAL CUES. THE TEACHERS WERE TRAINED TO ADMINISTER THE TEST AND TO GIVE THE SPEED AND ACCURACY CUES. TEST SCORES WERE TREATED BY ANALYSIS OF VARIANCE AND SCHEFFE CONFIDENCE INTERVALS AT THE .01 AND .05 LEVELS OF SIGNIFICANCE RESPECTIVELY. INDEPENDENT SOURCES OF VARIATION WERE TREATMENTS, GRADE LEVELS, SEX, AND READING ACHIEVEMENT  LEVELS. RESULTS INDICATED THAT GIRLS WERE MORE RESPONSIVE TO TEACHERS&apos; CUES THAN BOYS. THE SPEED-TREATMENT GROUP DID ATTEMPT MORE ITEMS THAN THE OTHER GROUPS, AND THE ACCURACY-TREATMENT GROUPS DID ACHIEVE A HIGHER RATIO OF ITEMS CORRECT. HOWEVER, DIFFERENCES WERE NOT SIGNIFICANT. TABLES, REFERENCES, AND THE CUES USED ARE PROVIDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011226</dc:identifier>
<dc:title>TEACHER VERBAL CUES AND PUPIL PERFORMANCE ON A GROUP READING TEST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Prereading Experience</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>FRANKENSTEIN, ROSELYN</dc:creator>
<dc:creator scheme='personal author'>KJELDERGAARD, PAUL M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Harrison Stroud Reading Readiness Profile</eric:keywords>
<eric:keywords>University of Pittsburgh PA</eric:keywords>
<eric:keywords>Modified Alphabet Test (Kjeldergaard Frankenstein)</eric:keywords>
<eric:keywords>METROPOLITAN ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>Stanford Binet Intelligence Scale</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:keywords_test>Metropolitan Achievement Tests</eric:keywords_test>
<eric:keywords_test>Stanford Binet Intelligence Scale</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT EXPERIMENT CONDUCTED TO TEST THE EFFECT OF A SPECIALLY DEVISED PHONIC APPROACH TO EARLY READING IS DESCRIBED. THE PHONIC METHOD USED ACHIEVED SOUND-SYMBOL REGULARITY AND HAD THE FOLLOWING CHARACTERISTICS--(1) CONSONANT GRAPHEMES EACH REPRESENTED ONLY ONE SOUND AND WERE PRINTED USING NEARLY STANDARD ALPHABETIC SYMBOLS. (2) EACH VOWEL PHONEME WAS ASSOCIATED WITH A COLOR, AND THE GRAPHEMIC REPRESENTATION OF THE VOWEL WAS PRINTED IN THAT COLOR. FOR EXAMPLE, THE E IN HE, THE EA IN MEAT, AND THE Y IN HAPPY WERE ALL PRINTED IN BLUE. (3) UNSOUNDED, OR SILENT LETTERS, SUCH AS THE B IN LAMB WERE SYMBOLIZED BY OUTLINE LETTERS. A SPECIAL FONT WAS DESIGNED TO MINIMIZE VISUAL CONFUSIONS. SUBJECTS WERE 20 5-YEAR-OLDS ATTENDING A PRIVATE KINDERGARTEN IN A SUBURBAN MIDDLE-CLASS COMMUNITY.  TECHNIQUES AND MATERIALS USED DURING THE 7-MONTHS TEACHING PERIOD ARE DESCRIBED. ACHIEVEMENT WAS MEASURED BY FOUR SPECIAL TESTS DESIGNED FOR THE EXPERIMENT AND THE METROPOLITAN ACHIEVEMENT TEST ADMINISTERED UNDER STANDARD CONDITIONS. RESULTS INDICATED THAT WITH SUCH A SYSTEM CHILDREN WITH MENTAL AGES UNDER 7 COULD LEARN TO READ AND TO GENERALIZE TO STANDARD PRINT WITHOUT FORMAL TRAINING. SAMPLE INSTRUCTIONAL MATERIALS, TEST ITEMS, TABLES, AND FIGURES ARE INCLUDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011227</dc:identifier>
<dc:title>GRAPHEME-PHONEME REGULARITY AND ITS EFFECTS ON EARLY READING--A PILOT STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>KLING, MARTIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords>CAMP KILMER</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN ADDRESS THE AUTHOR DESCRIBED A STUDY OF THE GAINS IN READING, ARITHMETIC, AND LANGUAGE OVER A 3-MONTH PERIOD MADE BY JOB CORPS ENROLLEES AT CAMP KILMER. THESE ENROLLEES WERE BETWEEN 16 AND 21 YEARS OLD, CITIZENS OR PERMANENT RESIDENTS OF THE UNITED STATES, SCHOOL DROPOUTS FOR 3 MONTHS OR MORE, UNABLE TO HOLD AN ADEQUATE JOB, UNDERPRIVILEGED BECAUSE OF IMPOVERISHED SURROUNDINGS, AND IN NEED OF A CHANGE OF ENVIRONMENT TO BECOME USEFUL AND PRODUCTIVE CITIZENS. FROM THE ORIGINAL GROUP OF 1,100 TESTED IN MARCH 1966, ONLY 394 CORPSMEN WERE AVAILABLE TO TAKE RETESTS IN JULY 1966. THE COMPLETE BATTERY OF THE JUNIOR HIGH LEVEL, CALIFORNIA ACHIEVEMENT TESTS FOR GRADES 7, 8, AND 9, WAS ADMINISTERED. FORM X WAS ADMINISTERED IN MARCH, AND FORM Y WAS GIVEN IN JULY. FINDINGS INDICATED  THAT (1) THESE INDIVIDUALS WERE FUNCTIONING AT THE BEGINNING OF THE JUNIOR HIGH LEVEL IN READING, ARITHMETIC, AND LANGUAGE, (2) THERE WERE NO STATISTICALLY SIGNIFICANT CHANGES OVER A 3-MONTH PERIOD FOR EITHER READING, ARITHMETIC, OR LANGUAGE, AND (3) THE MEANS WERE STABLE AS INDICATED BY THE RELATIVELY SMALL STANDARD ERRORS ON THE PRE-TESTS AND POST-TESTS. FINDINGS AND SUGGESTIONS FOR FURTHER RESEARCH ARE DISCUSSED. TABLES AND A BIBLIOGRAPHY ARE INCLUDED. THIS PAPER WAS AN INVITED ADDRESS TO THE ANNUAL MEETING NATIONAL READING CONFERENCE, &amp;quot;JUNIOR COLLEGE AND ADULT READING PROGRAMS--EXPANDING FIELDS&amp;quot; (16TH, ST. PETERSBURG, DECEMBER 1-3, 1966). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011228</dc:identifier>
<dc:title>READING AND BASIC SUBJECT MATTER ACHIEVEMENT OF JOB CORPS URBAN CENTER TRAINEES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Associative Learning</dc:subject>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Eye Fixations</dc:subject>
<dc:subject weight='MAJOR'>Eye Movements</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject weight='MAJOR'>Semantics</dc:subject>
<dc:subject weight='MAJOR'>Visual Discrimination</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>BICKLEY, A. C.</dc:creator>
<dc:creator scheme='personal author'>WEAVER, WENDELL</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VARIOUS PROCESSES AND CONTROLS INVOLVED IN THE VARIATION OF EYE MOVEMENTS ACCORDING TO READING MATERIAL ARE DISCUSSED. RELEVANT RESEARCH LITERATURE IS CITED, AND AREAS REQUIRING ADDITIONAL RESEARCH ARE OUTLINED. LANGUAGE TEXT CONTROL AND THE CENTRAL NERVOUS SYSTEM AS POSSIBLE LOCI OF CONTROL FOR EYE MOVEMENTS ARE EXPLORED. EVIDENCE SUPPORTING THE CONTROL OF EYE MOVEMENTS BY SEMANTIC REQUIREMENTS IS PRESENTED. IT IS CONCLUDED THAT LANGUAGE HAS SEQUENTIAL CONSTRAINTS INVOLVING LETTERS, WORDS, AND SEMANTIC CONTENT WHICH ENABLE A READER TO BE AWARE OF CERTAIN WORDS OR PHRASES WITHOUT ACTUALLY FOCUSING ON THEM. THE EFFECTS OF LOCATION OF A PARTICULAR WORD OR PHRASE IN A SENTENCE ON THE ABILITY OF A SOPHISTICATED READER TO DETERMINE THE WORD OR PHRASE ARE EXAMINED. THE PROCESSING  OF LANGUAGE DATA IN RELATION TO SEQUENTIAL ORDER AND THE POSSIBILITY OF USING TRANSFORMATIONAL VARIATIONS OF SENTENCE FORMS TO STANDARDIZE OR INDEX EXTERNAL DEPENDENCIES OF EYE MOVEMENTS ON INTERNAL PROCESSES ARE ALSO DISCUSSED. A BIBLIOGRAPHY IS INCLUDED. THIS PAPER IS A PREPRINT TO APPEAR IN THE 16TH YEARBOOK OF THE NATIONAL READING CONFERENCE, 1967. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011229</dc:identifier>
<dc:title>THE RETRIEVAL OF LEARNING SETS BY THE EXTERNAL DISPLAY OF READING MATERIAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:31:52</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Teachers</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Speed Reading</dc:subject>
<dc:subject>Study Skills</dc:subject>
<dc:creator scheme='personal author'>LOWE, A. J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>IOWA SILENT READING TESTS</eric:keywords>
<eric:keywords>National Reading Conference (Organization)</eric:keywords>
<eric:keywords>COLLEGE READING ASSOCIATION</eric:keywords>
<eric:keywords>Educational Development Centers</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS FINDINGS BASED UPON APPROXIMATELY 50 PUBLISHED SURVEYS OF COLLEGE READING PROGRAMS SINCE 1921. PROGRAMS VARIED FROM INDIVIDUAL, INCIDENTAL HELP TO COMPREHENSIVE COURSES IN READING IMPROVEMENT. NO SET PATTERNS ARE NOTED FOR LENGTH OF TRAINING, COST, OR AMOUNT OF CREDIT GIVEN. PROGRAMS PRIOR TO 1940 STRESSED STUDY HABITS, COMPREHENSION, AND SPEED OF READING. ACADEMIC CREDIT INCREASED, AND ADMINISTRATION AND ENGLISH JOINED PSYCHOLOGY AND EDUCATION IN SPONSORING PROGRAMS BETWEEN 1940 AND 1960. APPROXIMATELY 258 PROGRAMS IN SOME 490 SCHOOLS ARE REPORTED. SINCE 1950, NUMEROUS WORKBOOKS, PACERS, TACHISTOSCOPES, AND READING FILMS WERE USED IN A VARIETY OF PROGRAMS. SPEED READING BECAME A TOPIC OF INTEREST. THE ROLE OF THE COUNSELING CENTER BECAME PROMINENT IN THE  ORGANIZATION OF PROGRAMS. GROWTH IN TRAINING MATERIALS, EQUIPMENT, AND TESTS PARALLELED THE GROWTH OF INSTITUTIONS AND THE ACCEPTANCE OF READING PROGRAMS. A BIBLIOGRAPHY OF 49 ITEMS IS INCLUDED. (MC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011230</dc:identifier>
<dc:title>SURVEYS OF COLLEGE READING IMPROVEMENT PROGRAMS--1929-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>CHASNOFF, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Jersey (Union)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Newark State Coll., Union, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA SECURED FROM SECOND GRADERS INVOLVED IN A COMPARISON OF THE USE OF THE INITIAL TEACHING ALPHABET (ITA) AND OF TRADITIONAL ORTHOGRAPHY WHILE IN THE FIRST GRADE ARE REPORTED. IN THE SECOND GRADE, 132 EXPERIMENTAL PUPILS TAUGHT BY ITA AND 123 CONTROL PUPILS TAUGHT WITH TRADITIONAL ORTHOGRAPHY WERE AVAILABLE FOR STUDY. A COMPARISON WAS MADE BY THE T-TEST OF THE MEDIANS OF VARIOUS TEST SCORES ACHIEVED BY THE EXPERIMENTAL AND CONTROL POPULATIONS. THE CRITERIA USED WERE THE CALIFORNIA SHORT-FORM TEST OF MENTAL MATURITY, LEVEL O, GIVEN AT THE BEGINNING OF THE FIRST GRADE, THE STANFORD ACHIEVEMENT TEST PRIMARY BATTERY II, FORM W, GIVEN NEAR THE 140TH DAY IN THE SECOND GRADE, AND RATINGS ON A WRITING SAMPLE SECURED NEAR THE 160TH DAY OF THE SECOND GRADE. DIFFERENCES IN LANGUAGE  ABILITY SCORES WERE NOT SIGNIFICANT EXCEPT FOR THE WORK STUDY SKILLS SECTION WHICH FAVORED THE EXPERIMENTAL GROUP. A WRITING SAMPLE RATED AT THE END OF THE FIRST GRADE FAVORED THE EXPERIMENTAL GROUPS, ALTHOUGH THE SECOND-GRADE SAMPLE DID NOT. A TABLE COMPARING THE MISSPELLINGS OF THE TWO GROUPS AND A LIST OF REFERENCES ARE INCLUDED. THIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK CITY, FEBRUARY 18, 1967) AND IS A FOLLOWUP TO ED 003 469. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011231</dc:identifier>
<dc:title>FOLLOW-UP IN THE SECOND GRADE OF AN EXPERIMENT COMPARING THE INITIAL TEACHING ALPHABET AND THE TRADITIONAL ALPHABET IN FIRST-GRADE READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:creator scheme='personal author'>BOLTE, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PHYSICAL SCIENCE STUDY COMMITTEE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS RELATED TO ACADEMIC ACHIEVEMENT IN FIRST YEAR COLLEGE PHYSICS WERE IDENTIFIED. DATA WERE OBTAINED FROM THE RECORDS OF 923 STUDENTS WHO HAD COMPLETED THE FIRST SEMESTER OF A COLLEGE PHYSICS COURSE DURING A 5-YEAR PERIOD. MULTIPLE CORRELATIONS WERE USED TO RELATE STUDENT BACKGROUND VARIABLES TO ACHIEVEMENT IN COLLEGE PHYSICS. HIGH SCHOOL GRADE POINT AVERAGE AND CLASS RANK WERE THE MOST SIGNIFICANT PREDICTORS OF ACADEMIC ACHIEVEMENT. HIGH SCHOOL PHYSICS WAS ALSO A SIGNIFICANT PREDICTOR. BACKGROUND IN COLLEGE MATHEMATICS AND CHEMISTRY WERE SIGNIFICANTLY RELATED AT THE .05 LEVEL TO ACHIEVEMENT IN PHYSICS. HIGH SCHOOL MATHEMATICS PREPARATION WAS NOT A SIGNIFICANT PREDICTOR OF ACHIEVEMENT IN COLLEGE PHYSICS IN THIS STUDY. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN  SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 2, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011232</dc:identifier>
<dc:title>BACKGROUND FACTORS AND SUCCESS IN COLLEGE PHYSICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>SWAN, MALCOLM D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MONTANA</eric:keywords>
<eric:keywords_geo>Montana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH WAS DESIGNED TO COLLECT INFORMATION ABOUT CURRICULAR CONTENT, TO MEASURE COGNITIVE AND AFFECTIVE ACHIEVEMENT OF STUDENTS, AND TO DETECT RELATIONSHIPS BETWEEN CERTAIN SCIENCE PROGRAM FACTORS AND ACADEMIC ACHIEVEMENT. THE SAMPLE CONSISTED OF 3,060 CHILDREN AND THEIR TEACHERS AND PRINCIPALS. THROUGH A QUESTIONNAIRE, INFORMATION WAS COLLECTED FROM THE TEACHERS AND PRINCIPALS ON (1) SCHOOL FACILITIES, (2) SCIENCE BACKGROUND OF THE STUDENTS, (3) TEACHER CHARACTERISTICS, AND (4) OTHER SELECTED FACTORS. EACH RESPONSE WAS ASSIGNED A SCORE. STUDENT COGNITIVE ACHIEVEMENT WAS MEASURED USING THE METROPOLITAN ADVANCED SCIENCE TEST. AFFECTIVE LEARNING WAS MEASURED BY AN AUTHOR-CONSTRUCTED INVENTORY OF SCIENCE ATTITUDES, INTERESTS, AND APPRECIATIONS. COGNITIVE ACHIEVEMENT AND  AFFECTIVE ACHIEVEMENT WERE BOTH SIGNIFICANTLY RELATED TO SEVERAL PROGRAM FACTORS AT THE .05 LEVEL. AN EXTENSIVE DISCUSSION OF IMPLICATIONS OF THE FINDINGS AND RECOMMENDATIONS FOR THE IMPROVEMENT OF PROGRAMS IS INCLUDED. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 2, 1966. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011233</dc:identifier>
<dc:title>SCIENCE ACHIVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH GRADE LEVEL IN MONTANA PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject weight='MAJOR'>Educational Objectives</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject weight='MAJOR'>Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Science Education</dc:subject>
<dc:subject>Scientific Attitudes</dc:subject>
<dc:subject weight='MAJOR'>Scientific Literacy</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>TYLER, RALPH W.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROGRAM IS DESIGNED TO ASSESS UNDERSTANDING OF THE SCIENCE AND THE SCIENTIFIC ENTERPRISE OF PERSONS IN THE UNITED STATES. INDIVIDUALS WILL BE RANDOMLY SELECTED FROM 192 POPULATIONS. SUBGROUPS WILL BE ESTABLISHED ON THE BASIS OF GEOGRAPHIC REGION, RURAL-URBAN-SUBURBAN DIFFERENCES, SOCIOECONOMIC CLASS, AGE, AND SEX. OBJECTIVES FOR SCIENCE EDUCATION HAVE BEEN DEFINED AND TEST EXERCISES BASED ON THE OBJECTIVES WERE CONSTRUCTED DURING THE SUMMER OF 1966. EXERCISES WERE TO BE USED ON A TRIAL BASIS DURING THE FALL AND WINTER 1966-1967. INTERVIEWS AND OBSERVATIONAL PROCEDURES WILL ALSO BE USED TO OBTAIN INFORMATION ABOUT INTERESTS, HABITS, AND PRACTICES. PERCENTAGES OF RESPONSES OF TOTAL POPULATIONS WILL BE USED TO REPORT FINDINGS. FUTURE EVALUATIONS WILL BE MADE AND COMPARED WITH  PREVIOUS RESULTS. THIS ARTICLE IS PUBLISHED IN &quot;THE SCIENCE TEACHER,&quot; VOLUME 33, NUMBER 6, SEPTEMBER 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011234</dc:identifier>
<dc:title>ASSESSING THE PROGRESS OF EDUCATION IN SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:32:00</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>WICK, JOHN W.</dc:creator>
<dc:creator scheme='personal author'>YAGER, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BIOLOGICAL SCIENCES CURRICULUM STUDY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVERAL APPROACHES FOR TEACHING BIOLOGY IN EIGHTH GRADE CLASSES WERE COMPARED FOR EFFECTIVENESS IN IMPROVING STUDENT&apos;S CRITICAL THINKING ABILITIES, UNDERSTANDING OF SCIENCE, AND KNOWLEDGE OF MAJOR CONCEPTS AND FACTS. STUDENTS WERE RANDOMLY ASSIGNED TO THREE CLASSES, EACH TAUGHT BY A TEAM OF THREE TEACHERS. CLASS A USED A TEXTBOOK LABORATORY APPROACH WITH EMPHASIS ON LEARNING BASIC CONCEPTS. CLASS B USED NUMEROUS REFERENCES AND EMPHASIZED THE VARIETY OF INTERPRETATIONS OF THEORY FORMATION STRESSED BY THE WRITERS. CLASS C USED A MULTIREFERENCE APPROACH AND EMPHASIZED THE MECHANICS OF THEORY FORMATION. THE STUDY WAS CONDUCTED DURING A 2-YEAR PERIOD. STUDENTS WERE TESTED FOR UNDERSTANDING OF SCIENCE, SKILLS IN CRITICAL THINKING, AND MASTERY OF CONTENT. ANALYSIS OF COVARIANCE WAS USED  TO COMPARE PRE-TEST AND POST-TEST RESULTS. RESULTS OF THE TEST ON UNDERSTANDING SCIENCE INDICATED THAT CLASS C MADE SIGNIFICANTLY GREATER GAINS THAN EITHER CLASS A OR CLASS B. CLASS B MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A. CLASSES B AND C MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A ON THE TEST OF CRITICAL THINKING. NO CLASS WAS FOUND TO BE SUPERIOR ON THE TEST OF FACTUAL KNOWLEDGE. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 1, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011235</dc:identifier>
<dc:title>THREE EMPHASES IN TEACHING BIOLOGY--A STATISTICAL COMPARISON OF RESULTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Astronomy</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>EATON, EDWARD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ELEMENTARY SCHOOL SCIENCE PROJECT</eric:keywords>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF PLANNED DIFFERENCES IN TEXTUAL MATERIALS ON ELEMENTARY STUDENTS&apos; SCIENCE ACHIEVEMENT AND ATTITUDES WAS INVESTIGATED. A CHAPTER FROM A RECENT SCIENCE TEXT WAS REWRITTEN IN SIX DIFFERENT FORMS WHICH EMPHASIZED OR DEEMPHASIZED QUESTIONS, ACTIVITIES, OR INCONGRUITIES INCLUDED IN THE ORIGINAL FORM. THE MATERIALS WERE RANDOMLY ASSIGNED TO 35 SIXTH-GRADE CLASSES IN 13 SCHOOLS. STUDENTS WERE PRETESTED AND POST-TESTED FOR ACHIEVEMENT. THE POST-TEST INCLUDED QUESTIONS RELATED TO STUDENT ATTITUDES TOWARD ASTRONOMY AND THE INSTRUCTIONAL MATERIALS. DIFFERENCES IN ACHIEVEMENT BETWEEN TREATMENT GROUPS WERE DETERMINED THROUGH ANALYSIS OF COVARIANCE. ALL SUBGROUPS ANALYZED, EXCEPT FEMALES WITH MENTAL AGES IN THE UPPER QUARTILE OF THE SAMPLE, SHOWED SIGNIFICANT GAINS IN ACHIEVEMENT.  ACTIVITY PRODUCED THE HIGHEST ACHIEVEMENT SCORES FOR THE MAJORITY OF THE STUDENTS. STUDENTS WITH MENTAL AGES IN THE UPPER QUARTILE, HOWEVER, SCORED HIGHER WHEN ACTIVITY WAS DEEMPHASIZED. A DEFINITE RELATIONSHIP WAS IDENTIFIED BETWEEN THE LEARNING MATERIALS WITH THE GREATEST NUMBER OF ACTIVITIES AND FAVORABLE STUDENT ATTITUDES. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 4, ISSUE 1, 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011236</dc:identifier>
<dc:title>THE RELATIONSHIP OF THREE FACTORS IN PRINTED MATERIALS TO STUDENT ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Computer Science</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:type></dc:type>
<eric:keywords>NATIONAL EDUCATION ASSOCIATION</eric:keywords>
<eric:keywords>NATIONAL SCIENCE TEACHERS ASSOCIATION</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED, AVAILABLE COURSES OF STUDY FOR SCIENCE IN GRADES 1 THROUGH 9 COMPOSE THE TWO DIVISIONS OF THIS VOLUME. APPROXIMATELY 125 COURSES OF STUDY FOR ELEMENTARY AND JUNIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960 AND ARE AVAILABLE FROM STATES OR LOCAL SCHOOL UNITS IN THE UNITED STATES. EACH ENTRY INCLUDES THE TITLE, COST, SOURCE OF COPIES, AND THE GRADE LEVEL OR SPAN OF GRADES FOR WHICH IT WAS PREPARED. THE INFORMATION INCLUDED WAS SOLICITED FROM MEMBERS OF THE NATIONAL SCIENCE SUPERVISORS ASSOCIATION, ALL STATE DEPARTMENTS OF EDUCATION, AND SCHOOL SYSTEMS. THE TEXTBOOK SEGMENT OF THIS PUBLICATION INCLUDES NOT ONLY TEXTBOOKS FOR ELEMENTARY AND JUNIOR HIGH SCHOOL GRADES, BUT ALSO TEXTS IN  GENERAL SCIENCE AND COMPUTER SCIENCE, EARTH SCIENCE, PROGRAM UNITS, AND TEACHER REFERENCES. FOR EACH ITEM LISTED, STANDARD BIBLIOGRAPHIC INFORMATION IS GIVEN. THE GRADE LEVEL FOR WHICH THE MATERIAL WAS PREPARED AND THE PUBLISHER&apos;S COMPLETE MAILING ADDRESS ARE INCLUDED IN MOST CITATIONS. THE BOOK LISTING WAS PREPARED FROM INFORMATION SUPPLIED BY PUBLISHERS WHO ADVERTISE IN THE &amp;quot;SCIENCE TEACHER,&amp;quot; OR WHO ARE INCLUDED IN TEXTBOOKS IN PRINT AS SUPPLIERS OF SCIENCE TEXTBOOKS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, PUBLICATION SALES SECTION 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.00. THE STOCK NUMBER IS 471-14298. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011237</dc:identifier>
<dc:title>BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS GRADES 1-9, 1966 EDITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Science Careers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Summer Science Programs</dc:subject>
<dc:creator scheme='personal author'>EDGERTON, HAROLD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Foundation, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF SUMMER SCIENCE TRAINING PROGRAMS (SSTP) FOR HIGH ABILITY SECONDARY SCHOOL STUDENTS WAS INVESTIGATED. QUESTIONNAIRES WERE USED IN A STUDY 3 YEARS AFTER COMPLETION OF THE PROGRAM TO COMPARE THE SUBSEQUENT ACADEMIC PROGRESS, CAREER CHOICES, AND SCIENCE-RELATED ACTIVITIES OF SSTP PARTICIPANTS WITH THOSE OF PARTICIPANTS IN THE WESTINGHOUSE SCIENCE TALENT SEARCH (STS) AND A GROUP OF PEERS SELECTED BY TEACHERS AND SCHOOL ADMINISTRATORS. SSTP PARTICIPANTS, WHO HAD RATHER FIRM CAREER PLANS PRIOR TO PARTICIPATION, REPORTED THE PROGRAM EITHER MADE NO CHANGE OR REFINED AND INTENSIFIED THEIR PLANS FOR A SCIENCE CAREER. THE MAJORITY REPORTED BENEFICIAL EFFECTS OF THE SSTP ON THEIR SUBSEQUENT HIGH SCHOOL WORK. MANY REPORTED IMPROVED WORK HABITS AND INCREASED INTEREST IN  SCIENCE. ABOUT 68 PERCENT OF THE SSTP PARTICIPANTS LISTED SCIENCE AND MATHEMATICS CAREERS AS THEIR FIRST CHOICE. A GREATER PERCENTAGE OF THE SSTP PARTICIPANTS SELECTED SCIENCE MAJORS IN COLLEGE AND RECEIVED SUPERIOR COLLEGE GRADES THAN DID THOSE INCLUDED IN THE STS AND THE PEER GROUP. INFORMATION RELATED TO TYPES OF SSTP AND THEIR GEOGRAPHICAL DISTRIBUTION IS ALSO INCLUDED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011238</dc:identifier>
<dc:title>HOW WELL IS SSTP ACHIEVING ITS PURPOSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:creator scheme='personal author'>MASON, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Dearborn)</eric:keywords>
<eric:keywords>Michigan (Pontiac)</eric:keywords>
<eric:keywords>Michigan (Flint)</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords>Michigan (Grosse Pointe)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCIENCE UNITS CONSTRUCTED TO DIRECTLY TEACH CRITICAL THINKING ARE COMPARED WITH CONVENTIONAL SCIENCE UNITS FOR EFFECTIVENESS IN THE TEACHING OF CRITICAL THINKING. THE SAMPLE INCLUDED 1,554 FOURTH, FIFTH, AND SIXTH GRADE STUDENTS TAUGHT BY 65 TEACHERS IN FIVE DIFFERENT SCHOOL SYSTEMS. TEACHERS OF THE 469 STUDENTS IN THE RESEARCH GROUP WERE PERMITTED TO MODIFY TECHNIQUES IN THE UNITS DEVELOPED FOR THE STUDY. THE TEACHERS OF THE 651 STUDENTS IN THE EXPERIMENTAL GROUP USED THE UNITS AS WRITTEN. THE TEACHERS OF THE 434 STUDENTS IN THE CONTROL GROUP TAUGHT THE CONCEPTS INCLUDED IN THE UNITS, BUT USED THEIR USUAL TEACHING APPROACH. STUDENTS WERE PRETESTED AND POST-TESTED WITH UNIT ACHIEVEMENT TESTS AND A TEST DESIGNED TO MEASURE CRITICAL THINKING SKILLS. ANALYSIS OF VARIANCE AND  COVARIANCE WERE USED TO COMPARE THE ACHIEVEMENTS OF GROUPS. PUPILS IN ALL GROUPS MADE SIGNIFICANT GAINS IN SUBJECT MATTER INFORMATION. ALL BUT THE FIFTH GRADE CONTROL GROUP MADE SIGNIFICANT GAINS IN CRITICAL THINKING SKILLS. THE AUTHOR CONCLUDED THAT CRITICAL THINKING CAN BE TAUGHT MORE EFFECTIVELY WHEN STUDENTS ARE GIVEN DIRECT TRAINING IN THE METHODS OF SCIENCE. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 1, ISSUE 4, 1963. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011239</dc:identifier>
<dc:title>THE DIRECT TEACHING OF CRITICAL THINKING IN GRADES FOUR THROUGH SIX.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>Biology</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Program Evaluation</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject weight='MAJOR'>Secondary School Science</dc:subject>
<dc:subject weight='MAJOR'>Slow Learners</dc:subject>
<dc:creator scheme='personal author'>GROBMAN, HULDA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUITABILITY OF THE BLUE, GREEN, AND YELLOW VERSION BIOLOGICAL SCIENCES CURRICULUM STUDY (BSCS) FOR THE UPPER 75 PERCENT OF THE STUDENTS TAKING TENTH GRADE BIOLOGY IN THE UNITED STATES IS EXAMINED AND PROCEDURES USED IN ASSIGNING SLOW LEARNERS TO CLASSES USING BSCS SPECIAL MATERIALS ARE SURVEYED. THE SUITABILITY STUDY INVOLVED 12,602 STUDENTS AND THE SPECIAL MATERIALS PHASE INCLUDED 38 CLASSES IN DESIGNATED TEST SCHOOLS. STUDENTS IN THE SUITABILITY STUDY WERE PRETESTED AT THE BEGINNING OF THE YEAR FOR ABILITY TO USE THE PROCESSES OF SCIENCE AND FOR NUMERICAL AND VERBAL REASONING ABILITY. THEY WERE POST-TESTED AT THE END OF THE YEAR FOR UNDERSTANDING OF SCIENCE CONCEPTS AND FOR THEIR ABILITY TO USE BIOLOGICAL INFORMATION. MULTIPLE CORRELATIONS WERE USED TO ANALYZE FINDINGS. THE  BLUE, YELLOW, AND GREEEN VERSIONS OF BSCS BIOLOGY APPEARED TO BE SUITABLE FOR USE WITH MOST STUDENTS AT OR ABOVE THE 50TH PERCENTILE AND A MAJORITY OF THE STUDENTS IN THE 40TH TO THE 50TH PERCENTILE IN GENERAL ABILITY AS DETERMINED BY THE DIFFERENTIAL APTITUDE TEST. BSCS BIOLOGY SPECIAL MATERIALS WERE PREPARED FOR STUDENTS OF LOWER ABILITY. DATA OBTAINED INDICATED AT LEAST 50 PER CENT OF THE SCHOOLS WERE NOT SYSTEMATICALLY USING SCORES FROM GENERAL ABILITY AND/OR READING ABILITY TESTS DETERMINING ASSIGNMENT OF STUDENTS TO SPECIAL MATERIALS CLASSES. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&quot; VOLUME 3, ISSUE 1, 1965. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011240</dc:identifier>
<dc:title>IDENTIFYING THE &quot;SLOW LEARNER&quot; IN BSCS HIGH SCHOOL BIOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:32:10</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Science</dc:subject>
<dc:subject weight='MAJOR'>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject weight='MAJOR'>Physical Sciences</dc:subject>
<dc:subject weight='MAJOR'>Self Evaluation</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>SIMPSON, RAY H.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INTENT OF THIS INVESTIGATION WAS TO COLLECT AND MAKE KNOWN SELF-EVALUATION TECHNIQUES FOR PHYSICAL SCIENCE TEACHERS AND TO DISCUSS THE USE OF SUCH TECHNIQUES. A TOTAL OF 191 PHYSICAL SCIENCE INSTRUCTORS COMPLETED A QUESTIONNAIRE REQUESTING INFORMATION ON THE USE OF 17 SELF-EVALUATION TECHNIQUES, REPORTING THAT A TECHNIQUE WAS FOUND TO BE &quot;VALUABLE,&quot;&quot;DOUBTFUL&quot; OR &quot;NO VALUE,&quot; AND &quot;MIGHT BE INTERESTED IN TRYING IT.&quot; THE USE OF SELF-EVALUATION PROCEDURES BY PHYSICAL SCIENCE INSTRUCTORS WAS ALSO COMPARED TO THE USE OF SUCH TECHNIQUES BY INSTRUCTORS IN OTHER FIELDS. THE AUTHOR CONCLUDED THAT (1) THE USE OF SELF EVALUATION TOOLS AMONG PHYSICAL SCIENCE TEACHERS IS WIDESPREAD, (2) THE MOST USED TOOLS ARE NOT THE ONES WITH THE HIGHEST SUCCESS RATIOS, AND (3) MOST COLLEGE INSTRUCTORS  ARE UNFAMILIAR WITH MANY AVAILABLE SELF-EVALUATION TOOLS. THIS ARTICLE IS PUBLISHED IN &quot;SCIENCE EDUCATION,&quot; VOLUME 50, NUMBER 1, FEBRUARY 1966. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011241</dc:identifier>
<dc:title>SELF-EVALUATION BY PHYSICAL SCIENCE INSTRUCTORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:32:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Teachers</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Student Problems</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:creator scheme='personal author'>OBRADOVIC, SYLVIA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wayne State Univ., Detroit, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-WEEK WORKSHOP PRECEDING ASSIGNMENT TO INNER-CITY SCHOOLS WAS EVALUATED BY DEPTH INTERVIEW OF 52 TO 71 PARTICIPANTS AFTER COMPLETION OF THEIR 1ST YEAR OF TEACHING. AN OUTSIDE INVESTIGATOR CONDUCTED THE INTERVIEWS, USING A 48-ITEM QUESTIONNAIRE COVERING REACTIONS TO THE WORKSHOP, REACTIONS TO THE FIRST SEMESTER OF TEACHING, AND GENERAL RECOMMENDATIONS FOR FUTURE WORKSHOPS. TEACHER RESPONSE TO THE WORKSHOP WAS 66 PERCENT UNFAVORABLE, 94 PERCENT FELT WORKSHOPS OF THIS TYPE SHOULD BE CONTINUED, PROVIDED CERTAIN MODIFICATIONS WERE MADE. THE WORKSHOP WAS JUDGED SUCCESSFUL IN FAMILIARIZING TEACHERS WITH SCHOOL STAFF AND RESOURCES, BUT LESS SUCCESSFUL IN PREPARING THEM FOR DEALING WITH PUPIL BEHAVIORS, SUCH AS LACK OF SELF-CONTROL OR SOCIAL RESPONSIBILITY, EMOTIONAL PROBLEMS, AND POOR  SELF-IMAGE. TEACHING WAS MORE DIFFICULT THAN HAD BEEN ANTICIPATED. THE TEACHERS FELT THAT THE SCHOOL CURRICULUM WAS INSUFFICIENTLY RELATED TO INNER-CITY LIFE AND THAT SOURCES FOR REMEDIAL WORK WERE INADEQUATE. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011242</dc:identifier>
<dc:title>COURSE EVALUATION OF THE WAYNE STATE UNIVERSITY &amp;quot;AUGUST 24-28, 1964 WORKSHOP FOR 71 TEACHERS NEWLY ASSIGNED TO 20 DETROIT SCHOOLS.&amp;quot;</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>MORIARITY, THOMAS E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW ENGLAND</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHANGES IN INSTRUCTIONAL PRACTICES AND REASONS THEREFOR WERE TABULATED FROM QUESTIONNAIRE RESPONSES RECEIVED FROM 319 OF 650 NEW ENGLAND ELEMENTARY AND SECONDARY SCHOOL TEACHERS. AMONG 458 MENTIONS OF METHODS CHANGES, THE MAJOR ONES WERE USE OF INDEPENDENT STUDY AND RESEARCH (22 PERCENT), USE OF AUDIOVISUAL AIDS (14 PERCENT), AND NEW METHODS OF TEACHING READING (12 PERCENT). AMONG 9 TYPES OF CONTENT CHANGES, THE MAJOR ONES WERE MODERN MATH (40 PERCENT), REORGANIZATION OF EXISTING CONTENT (21 PERCENT), INCREASE IN SCIENCE CONTENT (11 PERCENT), AND ACCELERATION OF CONTENT (9 PERCENT). AMONG 15 REASONS FOR CHANGE THE MAJOR ONES WERE TO IMPROVE MOTIVATION (13 PERCENT), TO MEET ADMINISTRATIVE REQUIREMENTS (11 PERCENT), TO BETTER ACCOUNT FOR INDIVIDUAL DIFFERENCES (11 PERCENT), AND TO  INCREASE STUDENT ACHIEVEMENT (10 PERCENT). AMONG SIX CRITERIA FOR EVALUATING OUTCOMES FROM CHANGES, THE MAJOR ONES WERE STUDENT ACHIEVEMENT ON TEACHER MADE TESTS (26 PERCENT), STUDENT PERFORMANCE ON STANDARDIZED TESTS (21 PERCENT), AND TEACHER JUDGMENTS OF PUPILS (19 PERCENT). CHANGES CONSISTED MAINLY OF REVISION OF EXISTING CONTENT. MANY WERE JUDGED TO HAVE BEEN MADE ON A PIECEMEAL BASIS AND IN RESPONSE TO PRESSURES RATHER THAN AS A RESULT OF &amp;quot;TEACHER SELF-RENEWAL&amp;quot; OR OF EVALUATION OF EXISTING PRACTICES AND CONSIDERED EXAMINATION OF INSTRUCTIONAL GOALS. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011243</dc:identifier>
<dc:title>FACTORS LEADING TO CURRICULAR CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Catalogs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>International Organizations</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>COOMBS, PHILIP H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>France (Paris)</eric:keywords>
<eric:keywords_geo>France (Paris)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ACCELERATE THE PROCESS OF IDENTIFYING THE COMPONENTS FROM WHICH A STRONG INTERNATIONAL COMMUNITY FOR RESEARCH AND TRAINING IN EDUCATIONAL PLANNING MAY BE DEVELOPED, THIS DIRECTORY, PUBLISHED BY THE UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION, DESCRIBES 99 INTERNATIONAL, NATIONAL, AND REGIONAL ORGANIZATIONS IN THE FIELD. EACH ENTRY INCLUDES INFORMATION ON STAFF, TRAINING ACTIVITIES IN EDUCATIONAL PLANNING, AND RESEARCH ACTIVITIES. MANY ALSO LIST PERTINENT PUBLICATIONS. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011244</dc:identifier>
<dc:title>EDUCATIONAL PLANNING, A DIRECTORY OF TRAINING AND RESEARCH INSTITUTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:type></dc:type>
<eric:keywords>NORTHFIELD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carleton Coll., Northfield, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSES OF THIS ASSOCIATED COLLEGES OF THE MIDWEST PILOT PROJECT WERE (1) TO DETERMINE THE FEASIBILITY OF USING PORTABLE, LOW-COST TV EQUIPMENT TO RECORD SPONTANEOUS CLASSROOM TEACHING-LEARNING ACTIVITIES CONDUCTED BY EXPERIENCED TEACHERS, (2) TO PRODUCE SOME EDITED VIDEO TAPES FOR USE IN PROFESSIONAL EDUCATION COURSES, AND (3) TO EXPERIMENT WITH VIDEO TAPES IN APPRAISING THE PERFORMANCE OF STUDENT TEACHERS. THE APPROXIMATELY 300 HOURS OF RECORDED ACTIVITY COVER VARIOUS INSTRUCTIONAL TACTICS FOR SLOW AND GIFTED LEARNERS, ILLUSTRATE THE EFFECTS OF TEACHER ATTITUDES AND OF DIFFERENT APPROACHES TO DISCIPLINE PROBLEMS, AND DEPICT SUCH METHODS AS DISCUSSION, REVIEW, AND SUPERVISED STUDY. SUBJECTIVE EVALUATIONS OF THE TAPES BY INSTRUCTORS AND STUDENTS WERE ENCOURAGING. THE CHIEF  RECOMMENDATION WAS FOR MORE CONTINUITY OF ACTION AS OPPOSED TO THE SHORT, ILLUSTRATIVE &amp;quot;CLIPS&amp;quot; ORIGINALLY DESIGNED TO KEEP PACE WITH A COURSE OUTLINE. GREATER CONTINUITY WOULD PERMIT OBSERVERS TO &amp;quot;TEACH ALONG&amp;quot; WITH THE TEACHER. SINCE THE TAPES CAN BE STOPPED AND REVERSED AT ANY POINT, STUDENTS CAN DISCUSS WHAT THE TEACHER HAD DONE OR MIGHT DO NEXT. THE ACTIVITIES OF 70 STUDENT TEACHERS WERE ALSO TAPED, AND STUDENT-TEACHERS &amp;quot;PROFITED GREATLY&amp;quot; FROM THE SELF-EVALUATION PERMITTED BY VIEWING THEIR OWN TAPES. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011245</dc:identifier>
<dc:title>CARLETON COLLEGE USE OF VIDEO TAPES IN TRAINING SECONDARY SCHOOL TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Placement</dc:subject>
<dc:subject>Teacher Promotion</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>GRIFFITHS, DANIEL E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOLLOWING AN EARLIER REPORT (SP 000 858), ANALYSIS OF LICENSING PRACTICES POINTS TO THE ANACHRONISM OF APPLYING PROCEDURES PERTINENT WHEN SUPPLY EXCEEDS DEMAND BUT NOT TO THE PRESENT &amp;quot;TEACHER MARKET.&amp;quot; RECOMMENDATIONS ARE (1) ESTABLISH A COMMISSION TO MONITOR THE PERSONNEL SYSTEM AND A BUREAU STAFFED BY TECHNICAL SPECIALISTS TO DEVELOP AND VALIDATE SELECTION PROCESSES, (2) UPGRADE THE IMAGE OF THE NEW YORK SCHOOLS THROUGH AN AGGRESSIVE NATIONAL CAMPAIGN, (3) RECRUIT BOTH NEW AND EXPERIENCED TEACHERS AND ADMINISTRATORS AND ESTABLISH LIAISON WITH TRAINING INSTITUTIONS ON A NATIONWIDE BASIS, (4) INCREASE APPOINTEE RETENTION BY MAXIMAL ASSISTANCE DURING THE FIRST YEAR OF WORK, BY MATCHING ASSIGNMENTS TO INDIVIDUAL STRENGTHS, AND BY A COMPREHENSIVE INSERVICE PROGRAM, (5) USE POSSESSION  OF A NEW YORK STATE CERTIFICATE OR SUFFICIENT SCORES ON THE NATIONAL TEACHER EXAMINATION AS EVIDENCE OF ELIGIBILITY FOR FURTHER SCREENING, (6) ABOLISH &amp;quot;SUBSTITUTE&amp;quot; AS A LICENSE, REQUIRE A NEW YORK STATE CERTIFICATE FOR APPOINTMENT TO ACADEMIC HIGH SCHOOLS, AND MAKE THE PROBATIONARY PERIOD A GENUINE PART OF THE SELECTION PROCESS, (7) RECRUIT ADMINISTRATORS LOCALLY AND NATIONALLY, USING THE ASSISTANT PRINCIPALSHIP AS THE POINT OF INTAKE AND, FOLLOWING SCREENING, PROVIDE A FULL-YEAR ADMINISTRATIVE TRAINEESHIP, BASING SELECTION FOR HIGHER POSITIONS ON ON-THE-JOB APPRAISAL, AND (8) PROVIDE FOR UP TO 5 PERCENT OF APPOINTMENTS OUTSIDE NORMAL SELECTION PROCEDURES. (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011246</dc:identifier>
<dc:title>A REPORT OF RECOMMENDATIONS ON THE RECRUITMENT, SELECTION, APPOINTMENT, AND PROMOTION OF TEACHERS IN THE NEW YORK CITY PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Promotion</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:creator scheme='personal author'>GRIFFITHS, DANIEL E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO GATHER DATA ON TEACHER PERCEPTIONS OF PERSONNEL PRACTICES, A SAMPLE OF 1,025 NEW YORK CITY TEACHERS WAS INTERVIEWED. TO STUDY CAREER PATTERNS, A &amp;quot;COHORT-STUDY&amp;quot; WAS MADE OF THE RECORDS OF 413 TEACHERS FIRST HIRED BY THE CITY IN 1950. EDUCATIONAL OFFICIALS IN NEW YORK, CHICAGO, DETROIT, AND PHILADELPHIA WERE INTERVIEWED. MAJOR FINDINGS WERE--(1) FORMAL RECRUITMENT PROCEDURES WERE INEFFECTIVE, (2) MAJOR REASONS FOR JOINING WERE--LOCATION, INCOME, HOURS, VACATIONS, KNOWING TEACHERS IN THE SYSTEM, AND THE ADVICE OF COLLEGE GUIDANCE PERSONNEL, (3) ACADEMIC HIGH SCHOOL TEACHERS HAD BOTH THE HIGHEST TURNOVER RATE AND THE GREATEST PROPORTION PLANNING TO ENTER ADMINISTRATION, (4) MOST TEACHERS CAME FROM NEW YORK CITY, (5) PROMOTION EXAMINATIONS WERE HELD UNSATISFACTORY BECAUSE OF LACK  OF MEASUREMENT OF &amp;quot;REAL ABILITIES,&amp;quot; ETHNIC DISCRIMINATION, EXAMINER BIAS, AND FAILURE TO HELP RETAIN GOOD PEOPLE. BELIEF IN THE EXAMINATIONS INCREASED AS A FUNCTION OF YEARS OF SERVICE, AND (6) STAFFS ARE MORE FULLY INTEGRATED THAN STUDENT BODIES. RECOMMENDATIONS WERE--(1) IMPROVE RECORD KEEPING TO MAKE PERSONNEL INFORMATION READILY AVAILABLE, AND (2) INITIATE A COMPREHENSIVE STUDY OF THE FUNCTIONS OF THE BOARD OF EXAMINERS. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011247</dc:identifier>
<dc:title>TEACHER MOBILITY IN NEW YORK CITY--A STUDY OF THE RECRUITMENT, SELECTION, APPOINTMENT, AND PROMOTION OF TEACHERS IN THE NEW YORK CITY PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>289</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Accreditation (Institutions)</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:creator scheme='personal author'>MILLER, NORMAN A.</dc:creator>
<dc:creator scheme='personal author'>RACKLEY, J. R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FUNCTION OF THE STATE DEPARTMENT OF EDUCATION (TO INSURE AN APPROPRIATE EDUCATION FOR THE CHILDREN AND YOUTH OF THE STATE) IS EXAMINED IN SEVERAL AREAS. THE AUTHORS BELIEVE THAT TEACHER PREPARATION CAN BE IMPROVED NOT THROUGH MODIFYING CERTIFICATION REGULATIONS, BUT BY ACTUAL VISITS TO EACH CAMPUS, ANALYSIS OF THE TEACHER EDUCATION PROGRAMS, AND RECOMMENDATIONS FOR THEIR IMPROVEMENT, CONSIDERING ADEQUACY OF PREPARATION, PROPRIETY OF ORGANIZATION TO OBJECTIVES, APPROPRIATENESS AND SUFFICIENCY OF RESOURCES (HUMAN AND OTHERWISE) AND FLEXIBILITY. THE AUTHORS FURTHER SUGGESTED THAT THE DEPARTMENT SHOULD COORDINATE THE JOINT RESPONSIBILITY OF HIGHER EDUCATION AND THE PUBLIC SCHOOLS FOR BOTH PRESERVICE AND INSERVICE TEACHER EDUCATION SO THAT THE &amp;quot;GAP&amp;quot; BETWEEN THEORY AND PRACTICE CAN  BE REDUCED. IMPLEMENTATION WOULD REQUIRE A NEW KIND OF PROFESSIONAL, RESPONSIBLE FOR INDUCTING NOVICE TEACHERS INTO THE PROFESSION. HE MIGHT SERVE ON A JOINT APPOINTMENT WITH BOTH THE COLLEGE AND THE PUBLIC SCHOOL OR EVEN AS A FULL-TIME MEMBER OF THE SCHOOL SYSTEM. ANOTHER METHOD FOR CLOSER TIES WOULD BE A JOINT AREA PROGRAM AND SERVICE CENTER TO ATTAIN SUCH MUTUAL OBJECTIVES AS IMPROVED CURRICULUM AND INSTRUCTION IN THE SCHOOLS AND, FOR HIGHER EDUCATION PERSONNEL, DATA TO TEST THEORIES AND HYPOTHESES. EXPERT SUPERVISORS COULD BE TRAINED IN THESE CENTERS. ALSO EMPHASIZED FOR THE STATE DEPARTMENT ARE THE FUNDING, RESEARCH, AND RECRUITMENT FUNCTIONS. THIS PAPER WAS PRESENTED AT THE CONFERENCE ON THE ROLE OF STATE DEPARTMENTS OF EDUCATION IN TEACHER EDUCATION (SEATTLE, APRIL 27-29, 1966).  (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011248</dc:identifier>
<dc:title>BROAD POLICY CONCERNS AND DIRECTION FOR A STATE DEPARTMENT OF EDUCATION IN TEACHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>BURKET, CLIFFORD A.</dc:creator>
<dc:creator scheme='personal author'>CORRIGAN, RONALD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Dept. of Public Instruction, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INITIAL PHASES OF A DEPTH INQUIRY INTO STUDENT TEACHING AS A COMPONENT OF TEACHER EDUCATION WERE DEVOTED TO A SERIES OF MEETINGS AMONG UNIVERSITY AND STATE DEPARTMENT PERSONNEL, SCHOOL ADMINISTRATORS, COOPERATING AND STUDENT TEACHERS, AND OUTSTANDING EDUCATORS. THESE MEETINGS LED TO AGREEMENT ON MORE THAN 50 PROPOSITIONS OR SUGGESTIONS BEARING ON (1) REDEFINITION OF THE ROLES OF THE SCHOOLS, UNIVERSITIES, AND THE STATE DEPARTMENT OF EDUCATION, (2) DEFINITION OF THE TEACHERS&apos; COLLEGE ROLE IN SUPERVISING STUDENT TEACHING, (3) CREATION OF A LIAISON OFFICER IN THE PUBLIC SCHOOLS WHO WOULD DEAL WITH THE UNIVERSITIES AND THE STATE DEPARTMENT OF EDUCATION, (4) BALANCING THE RESPONSIBILITIES OF THE SUPERVISING TEACHER BETWEEN HIS STUDENTS AND HIS STUDENT TEACHER, (5) INCREASED LEADERSHIP  OF THE STATE DEPARTMENT IN STUDENT TEACHING, (6) BEHAVIOR OF THE STUDENT TEACHER, (7) SELECTION OF AND REWARDS TO SUPERVISING TEACHERS, (8) INCREASES IN INSERVICE EDUCATION, (9) RESEARCH IN TEACHER EDUCATION, (10) DEFINITION OF AREAS OF MUTUAL AGREEMENT IN THE NATURE OF STUDENT TEACHING, (11) EXPLORATION OF THE DESIRED LENGTH AND INTENSITY OF STUDENT TEACHING, AND (12) CONTINUED STRENGTHENING OF SCHOOL DISTRICT-TEACHERS COLLEGE COOPERATION. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011249</dc:identifier>
<dc:title>THE PENNSYLVANIA STUDENT TEACHING PROJECT. PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Background</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Aides</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Responsibility</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE THE NUMBER, CHARACTERISTICS, AND ACTIVITIES PERFORMED BY NONCERTIFIED PERSONNEL SERVING AS TEACHER AIDES IN NEW YORK SCHOOLS (EXCLUDING NEW YORK CITY), QUESTIONNAIRE RESPONSES FROM 629 OF THE 740 CHIEF SCHOOL OFFICERS IN THE STATE (85 PERCENT) WERE TALLIED. MORE THAN TWO-THIRDS REPORTED THE USE OF TEACHER AIDES. FROM AN 85 PERCENT RESPONSE TO A SECOND QUESTIONNAIRE SENT DIRECTLY TO THE 3,134 AIDES IDENTIFIED BY CHIEF SCHOOL OFFICERS, 98 PERCENT WERE WOMEN (MEDIAN AGE 42), EMPLOYED IN THE DISTRICT AS AIDES FOR A MEDIAN OF 3.5 YEARS, 89 PERCENT WORKED LESS THAN A 7-HOUR DAY. IN 91 PERCENT OF THE DISTRICTS, AIDES WERE SELECTED BY ADMINISTRATORS ALONE. THEIR ACTIVITIES INCLUDED NONINSTRUCTIONAL SUPERVISION, CLERICAL DUTIES, SUCH TECHNICAL HELP AS DRILLING AND STORY  TELLING AND HOUSEKEEPING. A FEW DISTRICTS EMPLOYED LAY READERS, INSTRUCTIONAL MATERIALS AIDES, AND LABORATORY AIDES. AN OBVIOUS RELATIONSHIP BETWEEN EDUCATIONAL LEVEL AND TYPE OF JOB WAS SHOWN. NINETY-THREE PERCENT OF THE SCHOOL ADMINISTRATORS REPORTED FAVORABLE REACTIONS TO THE USE OF TEACHER AIDES. (CA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011250</dc:identifier>
<dc:title>SURVEY OF PUBLIC SCHOOL TEACHER AIDES, FALL 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>EGERMEIER, JOHN C.</dc:creator>
<dc:creator scheme='personal author'>WALLACE, GAYLEN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ELICIT INFORMATION ABOUT RESEARCH THOUGHT AND ACTIVITY IN THE SCHOOLS AND TO IDENTIFY RESEARCH-ORIENTED TEACHER BEHAVIORS AND CHARACTERISTICS, SELECTED ELEMENTARY, JUNIOR HIGH, SENIOR HIGH, AND ADMINISTRATIVE PERSONNEL FROM 10 LARGE SCHOOL SYSTEMS WERE INTERVIEWED AND ASKED TO RESPOND TO SEVERAL INSTRUMENTS MEASURING RESEARCH BEHAVIORS AND CHARACTERISTICS. ANALYSES OF INTERVIEW AND MEASUREMENT DATA SHOWED THAT THE FOUR GROUPS DIFFERED SIGNIFICANTLY IN MAPPING BOTH &amp;quot;REAL&amp;quot; AND &amp;quot;IDEAL&amp;quot; ROLE BEHAVIORS AND CHARACTERISTICS FOR THE RESEARCH ORIENTED TEACHER AND THAT MEMBERS OF ALL GROUPS CONSIDERED THEMSELVES UNSUITED IN A NUMBER OF WAYS FOR RESEARCH-RELATED ROLES IN THE SCHOOLS. THIS PAPER WAS PRESENTED TO THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION&apos;S ANNUAL MEETING (NEW YORK,  FEBRUARY 16-18, 1967). (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011251</dc:identifier>
<dc:title>NORMS AND EXPECTATIONS FOR &amp;quot;RESEARCH ORIENTED&amp;quot; PUBLIC SCHOOL PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Human Relations</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>HOUGH, JOHN B.</dc:creator>
<dc:creator scheme='personal author'>OBER, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS THE CULMINATION OF A 2-YEAR COURSE REVISION AND EVALUATION PROJECT FOR THE INTRODUCTORY PROFESSIONAL COURSE FOR SECONDARY SCHOOL TEACHERS, FIVE EXPERIMENTAL COMBINATIONS OF METHODS FOR TEACHING HUMAN RELATIONS SKILLS AND THE ANALYSIS OF VERBAL CLASSROOM TEACHING BEHAVIOR WERE EMPLOYED. THE ESSENTIAL INDEPENDENT VARIABLE WAS THE USE VERSUS NONUSE OF INTERACTION ANALYSIS (EMPLOYING CATEGORIES SIMILAR TO THOSE IN FLANDERS&apos; SYSTEM) TO DESCRIBE THE VERBAL BEHAVIOR OF STUDENTS AND TEACHERS. THOSE TAUGHT THIS METHOD WERE FOUND TO USE, IN SIMULATED TEACHING SITUATIONS, SIGNIFICANTLY MORE VERBAL BEHAVIOR ASSOCIATED WITH HIGHER STUDENT ACHIEVEMENT AND WITH MORE POSITIVE STUDENT ATTITUDES (I.E., ACCEPTING AND ENCOURAGING BEHAVIOR). THE AUTHORS IMPLIED THAT TRAINING IN INTERACTION  ANALYSIS PROVIDES A MORE ADEQUATE &amp;quot;COGNITIVE ORGANIZER&amp;quot; FOR INTERPRETING CLASSROOM EVENTS AND SERVES FEEDBACK FUNCTIONS. THIS PAPER WAS READ AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 1966). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011252</dc:identifier>
<dc:title>THE EFFECT OF TRAINING IN INTERACTION ANALYSIS ON THE VERBAL TEACHING BEHAVIOR OF PRESERVICE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BAIRD, J. HUGH</dc:creator>
<dc:creator scheme='personal author'>WEBB, CLARK</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INQUIRY INTO THE EFFECTS OF GREATER LEARNER AUTONOMY ON ACHIEVEMENT AMONG TEACHER EDUCATION STUDENTS COMPARED A LECTURE-DISCUSSION METHOD USED IN REGULAR CLASS MEETINGS WITH A &amp;quot;CONTINUOUS PROGRESS&amp;quot; METHOD IN WHICH STUDENTS HAD ONLY TWO FORMAL CLASS MEETINGS DEVOTED TO PROCEDURAL, NOT SUBSTANTIVE MATTERS. ONE CONTROL AND ONE EXPERIMENTAL CLASS (TAUGHT BY THE SAME INSTRUCTOR) AT BRIGHAM YOUNG UNIVERSITY WERE INVOLVED. IN THE EXPERIMENTAL METHOD THE STUDENT WAS GIVEN A PACKET CONTAINING A LIST OF BEHAVIORAL OBJECTIVES, INSTRUCTIONS, A LIST OF ASSIGNMENTS, STUDY GUIDE QUESTIONS, INTRODUCTORY READINGS, AND, FOR SOME UNITS, A WORKSHEET. HE WAS TESTED UPON COMPLETION OF EACH UNIT AND MOVED TO THE NEXT UNIT IF HE PASSED. IF NOT, HE REPEATED THE UNIT AND WAS RETESTED, SOMETIMES ON A  DIFFERENT FORM OF THE TEST. ON A 75-ITEM CRITERION TEST (ALSO USED AS A PRETEST), SIGNIFICANTLY HIGHER POST-TEST SCORES WERE EARNED BY THE CONTINUOUS PROGRESS STUDENTS. SIGNIFICANT DIFFERENCES IN FAVOR OF THE EXPERIMENTAL METHOD WERE FOUND FOR THE 10 STUDENTS WITH THE LOWEST GRADE-POINT AVERAGE, BUT NOT BETWEEN THE TWO GROUPS OF 10 STUDENTS WITH THE HIGHEST GRADE POINT AVERAGES. RESULTS WERE CONSIDERED TO JUSTIFY MORE EXTENSIVE INVESTIGATION OF THE EFFECTS OF INCREASING STUDENT AUTONOMY FOR LEARNING. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK, FEBRUARY 16-18, 1967). (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011253</dc:identifier>
<dc:title>LEARNING DIFFERENCES RESULTING FROM TEACHER- AND STUDENT-CENTERED TEACHING METHODS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Education Majors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>BOBBIN, MARIANNE</dc:creator>
<dc:creator scheme='personal author'>HAROOTUNIAN, BERJ</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Delaware</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DIFFERENCES WERE INVESTIGATED IN APTITUDES, STUDY HABITS, AND VALUES AMONG FOUR CATEGORIES OF FEMALE ELEMENTARY EDUCATION MAJORS WHO WERE 1961 AND 1962 FRESHMAN MATRICULANTS AT THE UNIVERSITY OF DELAWARE. THE CATEGORIES WERE (1) EDUCATION MAJORS FROM MATRICULATION THROUGH GRADUATION (N 105), (2) EDUCATION MAJORS IN GOOD STANDING WHO WITHDREW (N 25), (3) EDUCATION GRADUATES WHO TRANSFERRED INTO EDUCATION AFTER MATRICULATION (N 34), AND (4) EDUCATION MATRICULANTS WHO GRADUATED IN ANOTHER MAJOR (N 25). COLLEGE ENTRANCE EXAMINATION BOARD VERBAL AND MATHEMATICAL APTITUDE (CEEB), THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES, THE BROWN-HOLTZMAN SURVEY OF STUDY HABITS AND ATTITUDES, HIGH SCHOOL CLASS RANK, AND PARENTS&apos; EDUCATION WERE USED. NO SIGNIFICANT VALUE DIFFERENCES WERE FOUND AMONG  THE GROUPS. HOWEVER, CEEB SCORES SHOWED THAT THOSE WHO LEFT SCHOOL (GROUP 2) TENDED TO HAVE LOW SCORES, THOSE WHO TRANSFERRED FROM EDUCATION TO ANOTHER MAJOR (GROUP 4) TENDED TO HAVE HIGH SCORES, WHILE THE SCORES OF THOSE WHO COMPLETED AN EDUCATION MAJOR (GROUPS 1 AND 3) TENDED TO FALL BETWEEN THE EXTREMES. ELEMENTARY EDUCATION STUDENTS WHO COMPLETED THE PROGRAM COULD BE DESCRIBED IN J.L. HOLLAND&apos;S TERMS AS &amp;quot;SOCIAL,&amp;quot; THAT IS, SOCIABLE, FEMININE, RELIGIOUS, AND VERBALLY SKILLED. THIS PAPER WAS PRESENTED AT THE 1967 ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (FEBRUARY 1967). (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011254</dc:identifier>
<dc:title>DIFFERENCES AMONG STUDENTS ENTERING, LEAVING, AND REMAINING IN AN ELEMENTARY EDUCATION PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>FRANKIEWICZ, R. G.</dc:creator>
<dc:creator scheme='personal author'>MERRIFIELD, P. R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Stern Teacher Preference Schedule</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>USING MORE RELIABLE AND INTERPRETABLE FACTOR SCORES THAN THE INVESTIGATORS EMPLOYED IN EARLIER STUDIES OF TEACHERS&apos; PERCEPTIONS OF THEIR ROLES, THIS WAS AN INVESTIGATION OF THE VALIDITY OF FOUR ROLE-COMPONENT SCORES FROM THE STERN TEACHER PREFERENCE SCHEDULE (PROFESSIONAL PRIDE, HIERARCHY OF MANAGEMENT, PRACTICAL GOAL ORIENTATION, AND AFFILIATION WITH PUPILS) AS PREDICTORS OF FIVE TEACHING BEHAVIOR SCORES BASED ON &amp;quot;OSCAR&amp;quot; (SEATWORK, AFFECTION, TEACHER NONVERBAL SUPPORT OF LEARNER, TEACHER VERBAL SUPPORT OF LEARNER, AND TEACHER EMPHASIS ON PROBLEM STRUCTURING). PROFESSIONAL PRIDE AND HIERARCHY OF MANAGEMENT CONTRIBUTED NEARLY EQUALLY TO UTILIZING SEATWORK (R .25). AFFECTIONATE CLASSROOM BEHAVIOR BY THE TEACHER WAS RELATED POSITIVELY TO AFFILIATION WITH PUPILS AND NEGATIVELY TO  PRACTICAL GOAL ORIENTATION (R .35). NEARLY EQUAL CONTRIBUTIONS TO THE ACCOUNTABLE VARIANCE OF AFFECTIONATE CLASSROOM BEHAVIOR WERE MADE BY THE TWO ROLE COMPONENTS. MATRICES OF INTERCORRELATIONS AND OF REGRESSION COEFFICIENTS ARE GIVEN FOR THE FOUR ROLE COMPONENTS AND FIVE TEACHING FACTORS. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011255</dc:identifier>
<dc:title>STUDENT TEACHER PREFERENCES AS PREDICTORS OF THEIR TEACHING BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Accreditation (Institutions)</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Black Teachers</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>ALAM, DALE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE WHETHER OR NOT TEACHERS ENGAGED IN SCHOOL SELF-EVALUATION STUDIES EXPERIENCED ATTITUDE SHIFTS OVER TIME TO A LESSER DEGREE THAN THOSE NOT THUS ENGAGED, AND TO DETERMINE THE EXTENT OF SUCH SHIFTS, THE 90-ITEM TEACHER HUMAN RELATIONS QUESTIONNAIRE WAS ADMINISTERED TO NEARLY 700 TEACHERS IN 21 FLORIDA SCHOOLS, 11 OF WHICH WERE ENGAGED IN ACCREDITING OR REACCREDITING SELF-EVALUATION (EXPERIMENTAL GROUP) AND 10 WHICH WERE NOT (CONTROL GROUP). THE QUESTIONNAIRE MEASURED TEACHERS&apos; EXPRESSED ATTITUDES TOWARD THE STUDENTS, PRINCIPAL, PROFESSION, COMMUNITY, SCHOOL, AND OTHER TEACHERS, AND FURNISHED, AS WELL, A TOTAL ATTITUDE SCORE. EIGHTY PERCENT OF THE QUESTIONNAIRES WERE RETURNED UPON INITIAL ADMINISTRATION AND 73 PERCENT AFTER THE SECOND ADMINISTRATION 7 MONTHS LATER. OVER  TIME, CONTROL GROUP ATTITUDES TOWARD THE STUDENTS, PRINCIPAL, AND OTHER TEACHERS SHIFTED SIGNIFICANTLY IN A NEGATIVE DIRECTION. FOR THE EXPERIMENTAL GROUP, THE NEGATIVE SHIFT WAS TOWARD STUDENTS AND OTHER TEACHERS. NO SIGNIFICANT DIFFERENCES WERE FOUND FOR THE REMAINING ATTITUDINAL CATEGORIES. THE ABSENCE OF ANY SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS SUGGESTS THAT FACULTIES INVOLVED IN A SELF-EVALUATION PROCESS EXPERIENCE THE SAME SHIFTS IN AMOUNT AND DIRECTION OF EDUCATIONAL ATTITUDE AS THOSE FACULTIES NOT ENGAGED IN SUCH A PROCESS. IT WAS FOUND THAT THERE WERE WIDE DIFFERENCES IN EXPRESSED ATTITUDES OF TEACHERS FROM PREDOMINANTLY NEGRO AND WHITE FACULTIES. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATION RESEARCH ASSOCIATION CONFERENCE (NEW YORK, FEBRUARY  18, 1967). (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011256</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN SCHOOL SELF-EVALUATION PROCEDURES AND CHANGES IN TEACHERS&apos; EXPRESSED ATTITUDES IN SIX AREAS OF PROFESSIONAL HUMAN RELATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Growth Patterns</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:creator scheme='personal author'>DENNY, DAVID</dc:creator>
<dc:creator scheme='personal author'>TURNER, RICHARD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPLORATION OF RELATIONSHIPS AMONG TEACHER CHARACTERISTICS, THEIR CLASSROOM BEHAVIOR, AND GROWTH IN PUPIL CREATIVITY USED THREE MEASURES--(1) A BATTERY OF TESTS ADMINISTERED TO PUPILS IN 30 6TH-GRADE CLASSES (MEASURING IDEATIONAL FLUENCY, SPONTANEOUS FLEXIBILITY, REDEFINITION, AND SENSITIVITY), (2) OBSERVATION OF THE CLASSROOM BEHAVIORS OF THESE TEACHERS BY TRAINED OBSERVERS USING AN OBSERVATION SCHEDULE MEASURING CLASSROOM CLIMATE, TEACHER-LEARNING STRUCTURE, AND SPECIFIC STRUCTURING FOR CREATIVITY, AND (3) RESPONSES BY 20 OF THESE TEACHERS TO A CHARACTERISTICS SCHEDULE SCORED BY RESOURCEFULNESS, VIEWPOINT, ORGANIZATION, STABILITY, AND INVOLVEMENT. FINDINGS WERE--(1) IMAGINATIVE OR RESOURCEFUL TEACHERS USE POSITIVE MOTIVATION TO ENCOURAGE PUPIL RESPONSES AND TO INCREASE PUPILS&apos;  ABILITY TO GIVE UNUSUAL USES FOR COMMON OBJECTS, (2) PUPIL-CENTERED TEACHERS APPEAR TO ADAPT TO INDIVIDUAL DIFFERENCES TO VARY MATERIALS AND ACTIVITIES, AND TO OBTAIN IMPROVED FLEXIBILITY IN STUDENT THINKING, AND (3) HIGHLY ORGANIZED TEACHERS APPEAR TO OBTAIN PUPIL INTEREST AND TO MAINTAIN GOOD PUPIL-TEACHER RELATIONSHIPS, BUT THEY DO APPEAR TO RESTRICT PUPIL FLUENCY OF IDEAS. THE AUTHORS CONCLUDED THAT TEACHER CHARACTERISTICS AND BEHAVIOR INCREASE CREATIVE BEHAVIOR. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATION RESEARCH ASSOCIATION CONFERENCE (FEBRUARY 1967). (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011257</dc:identifier>
<dc:title>TEACHER CHARACTERISTICS, CLASSROOM BEHAVIOR, AND GROWTH IN PUPIL CREATIVITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Graphs</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>BROWN, BOB BURTON</dc:creator>
<dc:creator scheme='personal author'>VICKERY, TOM R., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF FLORIDA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BELIEF PATTERNS OF EIGHT GROUPS OF SCHOOL PERSONNEL (STUDENT TEACHERS, COOPERATING TEACHERS, PRINCIPALS, CLINICAL SUPERVISORS, METHODS PROFESSORS, EDUCATION PROFESSORS, OTHER ACADEMICIANS, AND STATE DEPARTMENT OF EDUCATION PERSONNEL), TOTALLING 976 PERSONS, AT SIX INSTITUTIONS (INCLUDING THREE STATE TEACHERS COLLEGES AND TWO LARGE STATE UNIVERSITIES) WERE MEASURED BY THE PERSONAL BELIEFS INVENTORY, THE TEACHER PRACTICES INVENTORY, AND ROKEACH&apos;S DOGMATISM SCALE. THE FIRST TWO INSTRUMENTS MEASURE THE EXTENT TO WHICH THE SUBJECT&apos;S BELIEFS AND PRACTICES ARE IN AGREEMENT WITH JOHN DEWEY&apos;S PHILOSOPHY OF EXPERIMENTALISM. THE ROKEACH SCALE MEASURES RIGIDITY-FLEXIBILITY. THERE WAS GENERAL REJECTION OF EXPERIMENTAL ATTITUDES TOWARD MATTERS OF RELIGION AND MORALS AND STRONG ACCEPTANCE  OF THE CONCEPTS OF FACULTY PSYCHOLOGY. CHIEFLY, COOPERATING TEACHERS WERE GENERALLY FOUND TO BE SIGNIFICANTLY LESS EXPERIMENTALLY ORIENTED AND MORE DOGMATIC THAN THE OTHER GROUPS. STUDENT TEACHERS TENDED TO FALL MIDWAY BETWEEN COOPERATING TEACHERS AND EDUCATION PROFESSORS. OF THE SEVERAL GROUPS, EDUCATION PROFESSORS WHO DO NOT SUPERVISE STUDENT TEACHERS WERE FOUND TO BE THE MOST EXPERIMENTALLY ORIENTED AND LEAST DOGMATIC. SUBSTANTIAL DIFFERENCES WERE ALSO FOUND AMONG THE SIX INSTITUTIONS AND AMONG VARIOUS GROUPS WITHIN THE INSTITUTIONS. THE AUTHOR SUGGESTED THAT THE INSTRUMENTS ARE USEFUL FOR STAFF SELECTION WITH A VIEW EITHER TO HOMOGENEITY OR HETEROGENEITY OF VIEWS. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011258</dc:identifier>
<dc:title>DESCRIPTIVE PROFILES OF BELIEFS OF TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Simulated Environment</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>HUNT, DAVID E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO ASSESS THE SENSITIVITY AND FLEXIBILITY OF TEACHER TRAINEES IN SITUATIONS WHERE THE LEARNER&apos;S FRAME OF REFERENCE DIFFERS FROM THE TRAINEE&apos;S, A METHOD ENTITLED COMMUNICATION TASK WAS EMPLOYED. THE TRAINEE WAS TOLD TO COMMUNICATE (IN 15 MINUTES) THE CONCEPT OF THE BALANCE OF POWER IN THE FEDERAL GOVERNMENT TO A &amp;quot;ROLE PLAYER,&amp;quot; WHOSE BACKGROUND WAS SKETCHED, AND WHO, BY ASKING FIVE PREDETERMINED QUESTIONS, GAVE IMPLICIT INFORMATION ABOUT HIS FRAME OF REFERENCE. RATINGS OF TRAINEES, ON A NINE-POINT SCALE BY AT LEAST ONE OBSERVER, ON AWARENESS AND ADAPTATION TO THIS INFORMATION CORRELATED SIGNIFICANTLY WITH FINAL RATINGS OF 241 PEACE CORPS TEACHER TRAINEES AND WITH RESPONSES TO TWO OPEN-ENDED STATEMENTS SCORED TO PROVIDE AN INDEX OF ATTITUDE TOWARD TEACHING. SENSITIVITY DID NOT PROVE  TO BE A SUFFICIENT CRITERION FOR CLASSROOM PERFORMANCE, BECAUSE OF THE ADDITIONAL NEED TO CONTROL CLASSROOM BEHAVIOR. THEREFORE THE TRAINEE&apos;S &amp;quot;STRENGTH&amp;quot; WAS ASSESSED FROM A CONTROL TASK IN WHICH THREE SIXTH-GRADE ROLE PLAYERS IN A CULTURALLY DISADVANTAGED SCHOOL PRESENTED DISCIPLINE PROBLEMS. POSSIBLE USES OF THE COMMUNICATION TASK IN THE AREA OF TEACHER TRAINING WERE LISTED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK, FEBRUARY 18, 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011259</dc:identifier>
<dc:title>A SITUATIONAL TESTING APPROACH TO ASSESSING TEACHER TRAINEES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Simulated Environment</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>BAIRD, J. HUGH</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Provo)</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Brigham Young Univ., Provo, UT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MICROTEACHING IS THE CREATION OF A MINIATURE TEACHING SITUATION UNDER EASILY CONTROLLED CONDITIONS, WITH IMMEDIATE FEEDBACK FOR THE STUDENT TEACHER. ONE HUNDRED FORTY STUDENTS IN SIX METHODS COURSES EACH TEACH A SELF-CONTAINED 4- TO 6-MINUTE LESSON ON A SINGLE, SPECIFIC CONCEPT TO A &amp;quot;CLASS&amp;quot; OF THREE TO FIVE LOCAL STUDENTS AT THE APPROPRIATE GRADE AND AGE LEVEL. THE METHODS CLASS AND THEIR INSTRUCTOR ARE PRESENT, AND THE STUDENT&apos;S PERFORMANCE IS VIDEOTAPED. BOTH THE CLASS AND THE COLLEGE STUDENTS COMPLETE EVALUATION FORMS. ONE FORM ASKS--&amp;quot;WHAT SPECIFIC IDEA WAS THE TEACHER TRYING TO TEACH,&amp;quot;&amp;quot;DID YOU LEARN IT,&amp;quot;&amp;quot;WERE YOU INTERESTED IN THE LESSON,&amp;quot; AND &amp;quot;HOW COULD THE TEACHER HAVE DONE BETTER.&amp;quot; EVALUATION INVOLVES, FIRST, A GENERAL, USUALLY POSITIVE, DISCUSSION OF THE PERFORMANCE AND  THEN PLAYBACK OF THE VIDEOTAPE, WITH MORE DETAILED AND CRITICAL COMMENTS BY THE TRAINEE, THE INSTRUCTOR, AND THE COLLEGE CLASS. THE PROCEDURE IS REPEATED MORE BRIEFLY WHEN THE TRAINEE RETEACHES THE LESSON TO A DIFFERENT GROUP OF PUPILS. CONCLUSIONS CONCERN (1) THE POTENTIAL USEFULNESS OF A VIDEOTAPE BANK, FROM WHICH TAPES COULD BE DRAWN FOR PARTICULAR PURPOSES AT VARIOUS STAGES OF TRAINING, (2) THE VIDEOTAPING OF &amp;quot;LIVE&amp;quot; STUDENT TEACHING, AND (3) THE DEVELOPMENT OF DESIRABLE SELF-CONCEPTS AMONG STUDENT TEACHERS VIA COMBINING VIDEOTAPE TACTICS WITH TRAINING IN INTERACTION ANALYSIS. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011260</dc:identifier>
<dc:title>MICRO-TEACHING AT BRIGHAM YOUNG UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>ALLEN, D.W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE THE RELATIVE EFFECTIVENESS OF THREE MODELING PROCEDURES FOR MODIFYING TEACHER BEHAVIOR (APPLIED, ILLUSTRATIVELY, TO HIGHER-ORDER QUESTIONING BEHAVIOR), VIDEOTAPES WERE MADE OF A SERIES OF FOUR MICROTEACHING SESSIONS REPRESENTING IN A 2 X 2 X 2 FACTORIAL DESIGN (N 103) THAT FURNISHED EIGHT EXPERIMENTAL GROUPS, (1) SYMBOLIC VERSUS PERCEPTUAL MODELING--SOME GROUPS READ WRITTEN SCRIPTS, WHEREAS OTHERS SAW THE ENACTMENT OF THE SCRIPTS, (2) PURE VERSUS MIXED LESSONS--POSITIVE INSTANCES ONLY VERSUS POSITIVE AND NEGATIVE INSTANCES OF THE BEHAVIOR TO BE LEARNED, AND (3) MATCHING IN THE SPECIFIC CASE VERSUS MATCHING IN PRINCIPLE--SOME GROUPS PERFORMED THE SAME LESSON AS THE MODE, WHEREAS OTHERS USED ANY LESSON THAT MATCHED THE MODEL IN PRINCIPLE. TRANSFER WAS TESTED BY  REQUIRING TEACHER TRAINEES TO INCORPORATE QUESTIONING SKILL IN A DIFFERENT LESSON CONTEXT. AS MEASURED BY PERCENT OF HIGHER-ORDER QUESTIONS OUT OF TOTAL QUESTIONS ASKED IN A 5-MINUTE TEACHING SESSION, ALL GROUPS SHOWED SIGNIFICANT GAINS OVER SESSIONS. SPECIFIC FINDINGS WERE--(1) THE PERCEPTUAL AND SYMBOLIC MODES DID NOT DIFFER, (2) POSITIVE INSTANCES ONLY APPEARED TO LEAD TO GREATER TRANSFER, AND (3) EXACT MATCHING PRODUCED THE GREATER NUMBER OF HIGHER-ORDER QUESTIONS BUT DID NOT TRANSFER TO A NEW LESSON. THIS PAPER WAS PRESENTED AT THE MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 16-18, 1967). (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011261</dc:identifier>
<dc:title>A COMPARISON OF DIFFERENT MODELING PROCEDURES IN THE ACQUISITION OF A TEACHING SKILL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Controlled Environment</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Experiments</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Rats</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:creator scheme='personal author'>FORGAYS, DONALD G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO SERIES OF STUDIES WHOSE SUBJECTS WERE EITHER HOODED AND ALBINO RATS OR YOUNG CHILDREN INVESTIGATED THE INFLUENCE OF EARLY EXPERIENCES ON LATER BEHAVIOR. IN THE FIRST, BOTH SUBSPECIES OF RATS WERE EXPOSED TO EITHER ENRICHED OR RESTRICTED ENVIRONMENTS TO ASSESS THEIR PROBLEM-SOLVING ABILITIES UNDER VARIOUS LEARNING CONDITIONS. THE RESULTS SUGGESTED THAT EARLY ENRICHED EXPERIENCES WILL HELP DEVELOP THE USEFUL CHARACTERISTICS THAT THE ORGANISM ORDINARILY EMPLOYS. WHEN THIS DEVELOPMENT IS INHIBITED, HIERARCHICALLY LOWER CHARACTERISTICS WILL EMERGE MORE PROMINENTLY. THE RESULTS REINFORCED THE IDEA OF GENETIC LIMITATION BUT SUGGESTED THAT THERE IS A WIDE VARIATION OF DEVELOPMENT IN THE ORGANISM WHICH DEPENDS ON ITS EARLY LIFE EXPERIENCES. IN ONE OF THE REINFORCEMENT STUDIES ON YOUNG  CHILDREN, IN WHICH A &amp;quot;SUPER- PLAYPEN&amp;quot; ROOM WITH NINE SETS OF MANIPULANDA WAS USED, THE PERFORMANCE OF MIDDLE-CLASS 4-YEAR-OLDS WAS COMPARED TO THAT OF LOWER-CLASS NEGROES. BOTH GROUPS LEARNED THE DISCRIMINATIONS BUT THE MIDDLE-CLASS STUDENTS LEARNED FASTER AND MORE STABLY ALTHOUGH BY THE END OF THE EXPERIMENT THE LOWER CLASS GROUP HAD CAUGHT UP IN RATE AND LEVEL OF CORRECTNESS. THE STUDIES INDICATED THAT DIFFERENCES IN EXPERIMENTAL SUBJECTS ARE AS IMPORTANT IN HUMANS AS THEY ARE IN LOWER ANIMALS IN INVESTIGATIONS OF THE POSSIBLE PROFIT THAT CAN BE OBTAINED FROM EARLY EXPOSURE. STUDIES OF THE LONG-TERM EFFECTS OF ENRICHMENT INTERVENTION WERE RECOMMENDED. THIS PAPER WAS PRESENTED AT THE ANNUAL INVITATIONAL CONFERENCE ON URBAN EDUCATION (4TH, YESHIVA UNIVERSITY, APRIL 26, 1965).  (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011262</dc:identifier>
<dc:title>INDIVIDUAL DIFFERENCES IN THE EFFECTS OF EARLY EXPERIENCE ON AFTER BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Employment Programs</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Opportunities</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ESTABLISHMENT OF A DEMONSTRATION PROGRAM TO GAIN BASIC KNOWLEDGE ABOUT THE CAUSES AND PROCESSES OF JUVENILE DELINQUENCY AND TO TEST MEANS OF DEALING WITH THEM IS PROPOSED. THE PROGRAM WILL INTEGRATE BOTH RESEARCH AND ACTION PROGRAMS IN VARIOUS SECTIONS WHICH DESCRIBE--(1) THE PROJECT COMMUNITY (THE FREQUENCY OF JUVENILE DELINQUENCY, DEMOGRAPHIC CHARARACTERISTICS, AND RESOURCES IN THE AREA), (2) GUIDELINES FOR ACTION (WAYS TO INCREASE THE DELINQUENT&apos;S OPPORTUNITIES AND HIS CAPACITY TO UTILIZE THEM, A DISCUSSION OF THE LEVELS AND CONTENT OF HIS ASPIRATIONS, AND STRATEGIES OF SOCIAL CONTROL), AND (3) VARIOUS ACTION PROGRAMS (OCCUPATIONAL PROJECTS, TEACHER TRAINING, CURRICULUM IMPROVEMENT, PARENT-SCHOOL RELATIONS, PRESCHOOL AND ELEMENTARY SCHOOL PROGRAMS, AND GUIDANCE AND  PERSONNEL SERVICES). THE GENERAL PURPOSES OF THE ACTION AND RESEARCH PROGRAMS ARE SUMMARIZED IN SEVERAL SECTIONS. ELEVEN APPENDIXES DEALING WITH SPECIFIC ASPECTS OF EITHER THE ACTION OR RESEARCH PROGRAMS ARE INCLUDED. (BD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011263</dc:identifier>
<dc:title>A PROPOSAL FOR THE PREVENTION AND CONTROL OF DELINQUENCY BY EXPANDING OPPORTUNITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>636</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Family Characteristics</dc:subject>
<dc:subject weight='MAJOR'>Puerto Rican Culture</dc:subject>
<dc:subject weight='MAJOR'>Puerto Ricans</dc:subject>
<dc:subject>Urban Environment</dc:subject>
<dc:creator scheme='personal author'>THOMAS MARIE, SISTER</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN UNDERSTANDING OF TRADITIONAL PUERTO RICAN FAMILY CUSTOMS AND BASIC DIFFERENCES BETWEEN PUERTO RICAN AND OTHER LIFE STYLES SHOULD HELP PROFESSIONAL WORKERS SOLVE THE PROBLEMS CREATED BY MIGRATION TO THE UNITED STATES. THE CULTURE OF THE PUERTO RICAN CAN BE DESCRIBED IN RELATION TO THREE CONCEPTS--DIGNIDAD (SELF-ESTEEM OR SELF-WORTH), RESPETO (UNDERSTANDING OF THE ROLE IN THE FAMILY AND SOCIETY), AND CARINO (AFFECTION). THESE CONCEPTS SHOULD BE UNDERSTOOD AS INTERRELATED AND BASIC TO PUERTO RICAN TRADITION. THE EXTENDED FAMILY, WITH ITS CONCOMITANT SECURITY FOR THE CHILD, AND THE PATRIARCHAL PATTERN OF THE CULTURE ARE DEEPLY ROOTED IN THE TRADITION. WHEN THE PUERTO RICAN MIGRATES TO THE MAINLAND, THESE VALUES BECOME STRAINED AND BREAK DOWN BECAUSE OF THE MAINLAND STRESS ON  CONTRACTUAL RELATIONSHIPS AND EFFICIENT BEHAVIOR. THIS PAPER WAS DELIVERED AT THE TRAINING COURSE ON CULTURE AND CULTURE THEORY (MAY 1964). (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011264</dc:identifier>
<dc:title>UNDERSTANDING THE PUERTO RICAN AND HIS FAMILY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:32:51</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Ghettos</dc:subject>
<dc:subject>Neighborhood Schools</dc:subject>
<dc:subject>Racial Discrimination</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Social Psychology</dc:subject>
<dc:subject>Supreme Court Litigation</dc:subject>
<dc:creator scheme='personal author'>CLARK, KENNETH</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New Rochelle)</eric:keywords>
<eric:keywords>United States (South)</eric:keywords>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SOCIAL SCIENTISTS, EDUCATORS, AND EDUCATIONAL POLICY MAKERS WHO PARTICIPATED IN THIS SYMPOSIUM DISCUSSED SCHOOL SEGREGATION ISSUES, PARTICULARLY THOSE IN THE NORTH AND WEST, TO PROVIDE SOME SOLUTIONS TO THE PROBLEMS OF INTEGRATION. THE FOLLOWING WERE AMONG THE PAPERS PRESENTED--(1) KENNETH CLARK &amp;quot;EFFECT OF SEGREGATION AND INTEGRATION ON CHILDREN&apos;S PERSONALITY,&amp;quot; (2) DAVID G. SALTEN, &amp;quot;THE ORGANIZATION OF INTEGRATED SCHOOL DISTRICTS--THE NEW ROCHELLE STORY,&amp;quot; (3) WILSON RECORD, &amp;quot;THE CHANGING ATTITUDES OF SCHOOL PERSONNEL,&amp;quot; (4) FRANK RIESSMAN, &amp;quot;INTEGRATION--THE KEY TO QUALITY EDUCATION FOR ALL,&amp;quot; (5) ROY WILKINS, &amp;quot;EDUCATION AND THE RACIAL CRISIS,&amp;quot; AND (6) JAMES NABRIT, JR., &amp;quot;THE COURTS, SOCIAL SCIENTISTS AND SCHOOL INTEGRATION.&amp;quot; MOST OF THE PAPERS WERE FOLLOWED BY A DISCUSSION BY  ONE OR MORE OF THE PARTICIPANTS, WHO ALSO ANSWERED QUESTIONS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE BUREAU OF EDUCATIONAL RESEARCH, MICHIGAN STATE UNIVERSITY, 252 ERICKSON HALL, EAST LANSING, MICHIGAN. (RG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011265</dc:identifier>
<dc:title>SCHOOL INTEGRATION, PROCEEDINGS OF A SYMPOSIUM ON SCHOOL INTEGRATION (MICHIGAN STATE UNIVERSITY, MAY 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blacks</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Civil Rights Legislation</dc:subject>
<dc:subject>Demonstrations (Civil)</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:subject>Voter Registration</dc:subject>
<dc:subject>Welfare Services</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Urban League, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUR AREAS OF PRIMARY CONCERN FOR THE DELEGATES AT THIS CONFERENCE WERE THE ANTIPOVERTY WAR, THE CIVIL RIGHTS ACT OF 1964, URBAN RIOTS, AND NONPARTISAN VOTER EDUCATION. VARIOUS SESSIONS DEALT WITH (1) POVERTY, (2) JOB DEVELOPMENT AND EMPLOYMENT, (3) EDUCATION AND YOUTH INCENTIVES, (4) HOUSING, (5) HEALTH AND WELFARE, AND (6) RELIGIOUS RESOURCES. THE PROCEEDINGS OF PARTICULAR SESSIONS WERE BRIEFLY SUMMARIZED AND INCLUDED THE NAMES OF THE SPEAKERS AND PARTICIPANTS. (RG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011266</dc:identifier>
<dc:title>POVERTY RE-EXAMINED--OLD PROBLEMS, NEW CHALLENGES. SUMMARY REPORT OF THE 1964 NATIONAL CONFERENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BUSH, DIXON</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Yellow Springs)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Antioch Coll., Yellow Springs, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ANTIOCH COLLEGE HAS INITIATED A PROGRAM TO PROVIDE A COLLEGE EDUCATION TO SOCIALLY DISADVANTAGED STUDENTS WITH HIGH ACADEMIC POTENTIAL. THE PROGRAM OFFERS A CHALLENGE TO THE SMALL LIBERAL ARTS COLLEGE TO BREAK TRADITION AND BECOME LESS PROVINCIAL BY ADMITTING STUDENTS DIFFERENT FROM THE TRADITIONAL COLLEGE POPULATION. THE FIRST GROUP OF 11 STUDENTS, MOSTLY NEGRO, FROM THREE LARGE CITIES WAS CHOSEN BY INDIGENOUS SELECTOR GROUPS BECAUSE EARLY IDENTIFICATION OF STUDENTS IN THEIR OWN NEIGHBORHOODS WAS FELT TO BE IMPORTANT TO THE SUCCESS OF THE PROGRAM. ADMISSIONS STANDARDS WERE LOWERED TO ADMIT THESE STUDENTS, BUT GRADUATION STANDARDS WILL REMAIN THE SAME. EXISTING COLLEGE ADMISSIONS STANDARDS, CURRICULUMS, AND TEACHING METHODS ARE NOW BEING EVALUATED TO DETERMINE THEIR RELEVANCE IN  EDUCATING DISADVANTAGED STUDENTS TO PROVIDE THEM WITH GREATER OPPORTUNITIES. THIS ARTICLE IS PUBLISHED IN &amp;quot;ANTIOCH COLLEGE REPORTS,&amp;quot; NUMBER 7. (MR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011267</dc:identifier>
<dc:title>EDUCATION FOR DISADVANTAGED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>College Desegregation</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Financial Problems</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Discrimination</dc:subject>
<dc:subject>Social Status</dc:subject>
<dc:creator scheme='personal author'>CLARK, KENNETH B.</dc:creator>
<dc:creator scheme='personal author'>PLOTKIN, LAWRENCE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Scholarship Service and Fund for Negro Students, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NEGRO STUDENTS WHO HAD SOUGHT ASSISTANCE FROM THE NATIONAL SCHOLARSHIP SERVICE AND FUND FOR NEGRO STUDENTS TO ATTEND INTERRACIAL COLLEGES WERE FOLLOWEDUP TO DETERMINE THE DEGREE OF THEIR PROGRESS AND ADJUSTMENT IN COLLEGE AND AFTER GRADUATION. DATA FOR 509 STUDENTS WERE OBTAINED FROM A PRECOLLEGE INFORMATION SHEET PREPARED WHEN THE SCHOLARSHIPS WERE AWARDED FROM COLLEGE TRANSCRIPTS AND POST-GRADUATION QUESTIONNAIRES. THE MAJOR FINDINGS WERE--STUDENTS&apos; DROPOUT RATES WERE LOWER THAN THE NATIONAL AVERAGE FOR WHITES AND FOR NEGROES ATTENDING SEGREGATED COLLEGES. FINANCIAL DIFFICULTIES WERE THE MAJOR REASONS FOR LEAVING COLLEGE. ON THE WHOLE, COLLEGE GRADES WERE AVERAGE AND DEPENDED MORE ON THE STUDENTS&apos; HIGH SCHOOL AVERAGES AND THEIR PARENTS&apos; EDUCATION THAN ON THEIR PARENTS&apos; INCOME  OR THE STUDENTS&apos; PRECOLLEGE TEST SCORES. NEARLY ALL THE STUDENTS JUDGED THEIR COLLEGE EXPERIENCE FAVORABLY, BUT SOME INDICATED THAT THEY ENCOUNTERED RACIAL PROBLEMS AND PRESSURES. GENERALLY, IT WAS FOUND THAT THE COLLEGE-TRAINED NEGRO WAS NOT FORCED TO TAKE A MENIAL JOB BUT WAS NOT FULLY INTEGRATED INTO PRIVATE INDUSTRY. HE STILL HAD TO DEPEND UPON GOVERNMENT AND PRIVATE AGENCIES FOR A JOB IN WHICH HE COULD USE HIS SKILLS. (BD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011268</dc:identifier>
<dc:title>THE NEGRO STUDENT AT INTEGRATED COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>CLEARY, T. ANNE</dc:creator>
<dc:creator scheme='personal author'>HILTON, THOMAS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS INVESTIGATION WAS TO DETERMINE WHETHER THE PRELIMINARY SCHOLASTIC APTITUDE TEST PRESENTED A DIFFERENTIAL DIFFICULTY FOR RACIAL AND SOCIOECONOMIC GROUPS. THE SUBJECTS WERE TWO GROUPS TOTALING 1,410 NEGRO AND WHITE HIGH SCHOOL SENIORS IN AN INTEGRATED HIGH SCHOOL WHO HAD TAKEN THE TEST. THEY WERE DIVIDED INTO THREE SOCIOECONOMIC LEVELS ON THE BASES OF FATHER&apos;S OCCUPATION, FATHER&apos;S AND MOTHER&apos;S EDUCATION, AND A SPECIAL INDEX (HOUSE-HOME). A THREE-FACTOR ANALYSIS OF VARIANCE DESIGN (RACE, SOCIOECONOMIC STATUS, AND ITEMS ON THE MATHEMATICAL AND VERBAL SECTIONS OF THE EXAMINATION) WAS USED TO INTERPRET THE RESULTS. THE AUTHORS FOUND THAT FEW ITEMS PRODUCED AN UNCOMMON DISCREPANCY BETWEEN THE PERFORMANCE OF NEGRO AND WHITE STUDENTS AND THAT, IF THE TEST SCORES WERE  DISCRIMINATORY, THE DISCRIMINATION WAS A RESULT OF PARTICULAR ITEMS ON THE TEST RATHER THAN OF THE TEST AS A WHOLE. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011269</dc:identifier>
<dc:title>AN INVESTIGATION OF ITEM BIAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Free Choice Transfer Programs</dc:subject>
<dc:subject>Middle Schools</dc:subject>
<dc:subject>Open Enrollment</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Racial Distribution</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Zoning</dc:subject>
<dc:subject>Student Transportation</dc:subject>
<dc:creator scheme='personal author'>LANDERS, JACOB</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEW YORK CITY BOARD OF EDUCATION HAS INSTITUTED A NUMBER OF PROGRAMS TO ACHIEVE ETHNIC BALANCE IN THE PUBLIC SCHOOLS. HOWEVER, THE PROBLEMS OF RACIAL INTEGRATION, WHICH RESULT FROM HOUSING, MOVEMENT OF WHITE POPULATION, GROWTH OF NONPUBLIC EDUCATION, AND THE DIFFERENTIAL RATE OF ETHNIC CHANGE IN THE VARIOUS BOROUGHS, REFLECT A CONDITION OF THE TOTAL &amp;quot;FABRIC&amp;quot; OF SOCIETY AND, AS SUCH, ARE BEYOND THE CONTROL OF THE BOARD OF EDUCATION. OF THE FACTORS WHICH INFLUENCE RACIAL INTEGRATION IN THE SCHOOLS--NUMBER AND ETHNIC STATUS OF SCHOOL-AGE CHILDREN, NUMBER AND ETHNIC STATUS OF THOSE ENROLLED IN THE PUBLIC SCHOOLS, GEOGRAPHIC DISTRIBUTION OF THE CHILDREN IN THE CITY BY ETHNIC GROUPS, AND ADMINISTRATIVE ARRANGEMENTS WHICH DETERMINE PLACEMENT IN PARTICULAR SCHOOLS--IT IS ONLY THE  LAST FACTOR WHICH CAN BE CONTROLLED BY THE SCHOOL SYSTEM. THE BOARD&apos;S SPECIFIC ADMINISTRATIVE PROCEDURES TO ACHIEVE INTEGRATION ARE (1) NEW SCHOOL ZONING (2) TRANSPORTING PUPILS TO DIFFERENT SCHOOLS, (3) THE FREE CHOICE-OPEN ENROLLMENT PLAN, (4) THE &amp;quot;REVERSE&amp;quot; OPEN ENROLLMENT PLAN, (5) COMMUNITY ZONING PLANS (PRINCETON PLAN), (6) CHANGED FEEDER PATTERNS FOR JUNIOR HIGH SCHOOLS, (7) THE ALTERNATIVE ASSIGNMENT PLAN, (8) VARIOUS HIGH SCHOOL ZONING AND OPEN ADMISSIONS PLANS, (9) INTERMEDIATE SCHOOLS, (10) EDUCATIONAL PARKS, AND (11) VARIOUS SPECIAL PLANS OF ASSISTANT SUPERINTENDENTS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011270</dc:identifier>
<dc:title>IMPROVING ETHNIC DISTRIBUTION OF NEW YORK CITY PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Cultural Traits</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Family Role</dc:subject>
<dc:subject>Jews</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:creator scheme='personal author'>MOONEY, ROSS L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ISRAEL CAN ACT AS A LABORATORY TO TEST WHETHER WESTERN CULTURE HAS THE UNDERSTANDING AND SKILLS TO INTEGRATE A RADICALLY DIFFERENT, &amp;quot;DEPRIVED&amp;quot; CULTURE INTO THE MAINSTREAM OF SOCIETY. ORIENTAL JEWS, A MINORITY WHO WILL SOON BECOME A MAJORITY GROUP, HAVE A CULTURE WHICH DOES NOT FIT INTO A MODERN TECHNOLOGICAL SOCIETY. THEIR PATRIARCHAL CULTURE WITH ITS ORAL TRADITION NOW FACES AN ABRUPT SHIFT INTO A WELFARE STATE IN WHICH SCHOOL IS THE MAJOR ROAD TO ACHIEVEMENT. THE SZOLD INSTITUTE IN JERUSALEM HAS IDENTIFIED THE PARTICULAR CHARACTERISTICS OF ORIENTAL CHILDREN THAT THE SCHOOLS SHOULD CONSIDER (1) THESE CHILDREN ARE UNABLE TO ORGANIZE AND COMMUNICATE, SKILLS WHICH TEACHERS EXPECT, (2) THEIR PARENTS DO NOT SEE THE CHILD AS A &amp;quot;PERSON&amp;quot; BUT MERELY AS HAVING A &amp;quot;ROLE&amp;quot; IN THE FAMILY, (3)  THESE CHILDREN DO NOT USE DRAMATIC PLAY WHICH WOULD TRAIN THEM IN THE SKILLS OF INTERACTION AND ROLE-TAKING, AND (4) THEY ARE AGGRESSIVE, COMPETITIVE, CRITICAL, AND MOCKING. TO ALTER THESE BEHAVIORS AND ATTITUDES, THE SCHOOLS SHOULD BEGIN TO EDUCATE THEM AT AGE TWO, AND SCHOOL PROGRAMS SHOULD REQUIRE SPECIAL TEACHER TRAINING, DIAGNOSTIC TESTING, AND APPROPRIATE CURRICULAR MATERIALS. IN GENERAL, THE CURRENT NOTION OF &amp;quot;FORMAL EQUALITY&amp;quot; IN CHILDREN&apos;S RECEIVING AN EDUCATION SHOULD BE REPLACED BY THE IDEA OF &amp;quot;FUNCTIONAL EQUALITY,&amp;quot; THAT IS, EQUAL PREPARATION BY UNEQUAL MEANS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011271</dc:identifier>
<dc:title>ISRAEL AND THE EDUCATION OF THE CULTURALLY DEPRIVED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Demonstration Centers</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Recreational Activities</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>BERTRAND, ALVIN L.</dc:creator>
<dc:creator scheme='personal author'>SMITH, MARION B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT TRY</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Training Resources for Youth, Inc., Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ESTABLISHMENT OF A DEMONSTRATION CENTER TO PROVIDE AN EDUCATIONAL ENVIRONMENT FOR UNEMPLOYED OUT-OF-SCHOOL MALES (AGE 17 TO 21) IS PROPOSED. THE AIM OF THE PROJECT IS TO OFFER DISADVANTAGED YOUTH THE PERSONAL, SOCIAL, AND VOCATIONAL SKILLS NECESSARY FOR SUCCESS IN AMERICAN SOCIETY. THE CURRICULUM WILL DEVELOP MORE EFFECTIVE TECHNIQUES FOR PRODUCING POSITIVE ATTITUDE AND BEHAVIOR CHANGES IN THESE YOUTHS. EXPERIMENTS WILL BE CONDUCTED IN TESTING, COUNSELING, VOCATIONAL TRAINING, RESEARCH AND EVALUATION METHODS, JOB RECRUITMENT, AND PLACEMENT PROCEDURES, AND IN ROLES FOR PROFESSIONALS AND SUBPROFESSIONALS. FIVE HUNDRED YOUTH WILL BE ADMITTED DURING THE FIRST YEAR AND 1,000 DURING THE SECOND YEAR OF THE PROJECT FOR A STAY OF ABOUT 1 YEAR. MOST OF THE PROPOSAL CONTAINS EXTENSIVE  BACKGROUND AND THEORETICAL MATERIAL AS WELL AS DESCRIPTIONS OF PROGRAM PLANS AND OF EVALUATION AND DEVELOPMENT PROJECTS. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011272</dc:identifier>
<dc:title>TRAINING RESOURCES FOR YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>343</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Family Planning</dc:subject>
<dc:subject>Family Programs</dc:subject>
<dc:subject>Legal Aid</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:creator scheme='personal author'>BECK, BERTRAM M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (White Plains)</eric:keywords>
<eric:keywords>New York (Westchester County)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Westchester Council of Social Agencies, Inc., White Plains, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SPEAKER SUGGESTED THAT THE POOR SHOULD PARTICIPATE IN POLICY-MAKING DECISIONS IN ANTIPOVERTY PROGRAMS AND BE GIVEN THE OPPORTUNITY FOR EMPLOYMENT WITHIN THE PROGRAMS THEMSELVES. HE FURTHER SUGGESTS SOME OF THE POWER NOW HELD BY OTHERS SHOULD BE RELINQUISHED TO THE POOR, WHO SHOULD HAVE THE RIGHT TO HELP DECIDE WHAT THEY WANT. PRIORITIES FOR PROGRAMS SHOULD BE ESTABLISHED TO ACHIEVE THE GOALS OF INCREASED EMPLOYMENT, EQUAL OPPORTUNITY, AND INDEPENDENCE, WITH THE HIGHEST PRIORITY GIVEN TO JOB TRAINING AND DEVELOPMENT. OTHER PRIORITIES SHOULD FOCUS ON THE PROBLEMS OF LEGAL SERVICES, SPECIAL EDUCATION, SMALL LOANS, DROP-IN DAY CARE CENTERS FOR CHILDREN, ASSISTANCE IN FAMILY PLANNING, AND THE ECONOMICS OF SECURING A DIVORCE. THIS PAPER WAS AN ADDRESS BEFORE THE ANNUAL WESTCHESTER  CONFERENCE OF COMMUNITY SERVICES (12TH, WHITE PLAINS, OCTOBER 21, 1965). (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011273</dc:identifier>
<dc:title>HOW DO WE INVOLVE THE POOR IN WESTCHESTER&apos;S WAR ON POVERTY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Extended School Day</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Personnel Policy</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>GORDON, EDMUND W.</dc:creator>
<dc:creator scheme='personal author'>WILKERSON, DOXEY A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>College Entrance Examination Board, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DISADVANTAGED POPULATION IS IDENTIFIED AND SPECIFIC COMPENSATORY EDUCATION PROGRAMS ARE DESCRIBED IN THIS COMPENDIUM, ANALYSIS, AND CRITICAL EVALUATION OF COMPENSATORY EDUCATION IN THE UNITED STATES. SUBJECTS SPECIFICALLY DISCUSSED ARE--(1) THE STATUS OF COMPENSATORY EDUCATION, (2) INNOVATIONS IN SCHOOL PROGRAMS AND STAFFING PATTERNS, (3) EXTENDED SCHOOL SERVICES, (4) PARENT AND COMMUNITY INVOLVEMENT, AND (5) COMPENSATORY PRACTICES IN COLLEGES AND UNIVERSITIES. A CRITIQUE OF COMPENSATORY EDUCATION EXAMINES THE PROBLEMS IN EVALUATING PROGRAMS, ASSESSES MAJOR DEVELOPMENTS, AND OFFERS SOME PROMISING GUIDELINES FOR CONDUCTING THESE PROGRAMS. A 101-PAGE &amp;quot;DIRECTORY OF COMPENSATORY PRACTICES, &amp;quot;ARRANGED BY STATE, OUTLINES PAST AND PRESENT PROGRAMS GIVING SPECIFIC LOCATIONS, DATES,  DESCRIPTION, COST-PER-PUPIL, SPONSORING GROUPS, INFORMATION ABOUT STAFF AND SERVICES, AND WHERE TO WRITE FOR INFORMATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE COLLEGE ENTRANCE EXAMINATION BOARD, PUBLICATIONS ORDER OFFICE, BOX 592, PRINCETON, NEW JERSEY 08540, FOR $4.50. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011274</dc:identifier>
<dc:title>COMPENSATORY EDUCATION FOR THE DISADVANTAGED, PROGRAMS AND PRACTICES--PRESCHOOL THROUGH COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>309</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Music Education</dc:subject>
<dc:subject>Parochial Schools</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>HARTLEY, RUTH E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INTERIM EVALUATION WAS MADE OF A DEMONSTRATION AND TRAINING PROJECT FOR NONPUBLIC SCHOOL TEACHERS OF THE DISADVANTAGED. THE PROJECT OFFERED TRAINING IN MUSIC, ART, HEALTH EDUCATION, LIBRARY PROCEDURES, AND SPEECH IMPROVEMENT TO THESE TEACHERS BY MEANS OF WEEKDAY, SATURDAY, AND SUMMER INSTITUTES AND THROUGH INTERSCHOOL VISITS. DATA FOR THE EVALUATION WERE GATHERED BY MONITORING SELECTED SESSIONS AND THROUGH INTERVIEWS AND QUESTIONNAIRES. ALL THE PROGRAMS LACKED ADEQUATE INTRA- AND INTER-ORGANIZATIONAL COMMUNICATION ABOUT THE PARTICIPANTS&apos; PREVIOUS TRAINING, THEIR SPECIAL NEEDS, AND THEIR TEACHING SITUATIONS. ANNOUNCEMENTS, RECRUITMENTS, AND SELECTION PROCEDURES WERE INEFFECTIVE, AND SUFFERED FROM POOR RECORD KEEPING AND FEEDBACK. VARIOUS FORMS USED IN THE EVALUATION AND THE  RATINGS OF THE SESSIONS IN EACH OF THE SUBJECT AREAS ARE INCLUDED. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011275</dc:identifier>
<dc:title>DEMONSTRATION AND TEACHER TRAINING PROGRAM FOR TEACHERS OF DISADVANTAGED PUPILS IN NON-PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>154</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Discipline Problems</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Experimental Schools</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>COHEN, ROSALYN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR SHORTCOMINGS OF A CURRICULUM GUIDE, &amp;quot;WHAT IS A CITY,&amp;quot; PREPARED FOR SEVENTH GRADERS IN SPECIAL SCHOOLS FOR SOCIALLY MALADJUSTED AND EMOTIONALLY DISTURBED CHILDREN WERE THE PSYCHOLOGICAL INSENSITIVITY OF SOME OF THE CONTENT AND THE OMISSION OF SUGGESTED TECHNIQUES FOR CLASSROOM MANAGEMENT OF DIFFICULT BEHAVIOR. GUIDELINES FOR IMPROVING BOTH THE GUIDE AND THE EFFECTIVENESS OF THESE SPECIAL SCHOOLS ARE OFFERED--(1) A &amp;quot;HUMAN CENTERED&amp;quot; CURRICULUM (SIMPLIFIED PSYCHOLOGY, ANTHROPOLOGY, AND ETHICS COURSES) SHOULD BE TAUGHT, (2) CAREFULLY SELECTED STUDENTS SHOULD BE GIVEN PAID SERVICE ROLES IN PRESCHOOLS AS CASE AIDES, (3) PROGRAMED INSTRUCTION SHOULD BE INTRODUCED TO COUNTERACT THE STUDENTS&apos;&amp;quot;ANTI-LEARNING&amp;quot; FEELINGS AND TO OFFER THEM AN OPPORTUNITY FOR MORE SUCCESSFUL ACADEMIC  EXPERIENCES, AND (4) TEACHER TRAINING COULD BE GREATLY IMPROVED BY DEMONSTRATION CLASSROOMS UNDER A MASTER TEACHER AND BY MAKING A CURRICULUM REFERENCE LIBRARY AVAILABLE. THE AUTHOR BELIEVES THAT THE ADMINISTRATION SHOULD BE MORE FLEXIBLE SO THAT SOME OF THE SUGGESTIONS IN THE GUIDE, AS THOSE FOR COMPREHENSIVE CLASSROOMS AND TEAM TEACHING, COULD BE IMPLEMENTED. THE MATHEMATICS, MUSIC, ART, AND AUDIOVISUAL PROGRAMS WERE ESPECIALLY PRAISED. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011276</dc:identifier>
<dc:title>REDEVELOPMENT OF A CURRICULUM FOR SOCIALLY MALADJUSTED AND EMOTIONALLY DISTURBED CHILDREN WITH A COROLLARY OF TEACHER TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>After School Centers</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Parochial Schools</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>BERNSTEIN, BRUCE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION WAS MADE OF AFTER-SCHOOL REMEDIAL CENTERS FOR DISADVANTAGED STUDENTS. THE CENTERS WERE STAFFED BY PUBLIC AND PRIVATE SCHOOL PERSONNEL. DATA ON THE PUBLIC AND NONPUBLIC SCHOOL STUDENTS RECEIVING THE TUTORING WERE COLLECTED THROUGH INTERVIEWS AND OBSERVER REPORTS. THE INVESTIGATOR FOUND THAT THE CENTERS WERE INITIALLY SUCCESSFUL IN ESTABLISHING A FRIENDLY RELATIONSHIP BETWEEN A PARTICIPATING NONPUBLIC SCHOOL AND A NEARBY PUBLIC SCHOOL, ALTHOUGH SOME ANIMOSITY DEVELOPED LATER BECAUSE OF SCHEDULING PROBLEMS. THE NONPUBLIC SCHOOLS HAD DIFFICULTY IN INTERESTING PARENTS AND STUDENTS AND IN SELECTING PUPILS TO PARTICIPATE IN THE PROGRAM. THE PUBLIC SCHOOL PERSONNEL FACED SEVERAL ADMINISTRATIVE PROBLEMS AS A RESULT OF HASTY PROGRAM PLANNING, RECOMMENDATIONS INDICATED A NEED  FOR (1) A DISCUSSION OF THE MOST ADVANTAGEOUS TIME AND PLACE FOR THE PROGRAM, (2) PUBLIC INFORMATION AND PARENT SUPPORT, AND (3) ATTENTION TO THE PROBLEM OF PUBLIC AND NONPUBLIC STUDENT MINGLING. THE FUNCTIONS OF THE PROGRAM ARE SPECIFICALLY DESCRIBED, AND FURTHER SUGGESTIONS FOR ITS IMPROVEMENT ARE MADE. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011277</dc:identifier>
<dc:title>THE AFTER-SCHOOL STUDY CENTERS FOR DISADVANTAGED PUPILS - REMEDIAL AND TUTORIAL - FOR PUBLIC AND NON-PUBLIC SCHOOL PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Creative Activities</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>DODGE, LOWELL</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Durham)</eric:keywords>
<eric:keywords_geo>North Carolina (Durham)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Youth Educational Services, Durham, NC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPECIFIC EXAMPLES OF NEW TUTORING TECHNIQUES AND MATERIALS THAT ARE CONSIDERED MORE SENSITIVE THAN CONVENTIONAL METHODS WERE OFFERED IN THIS GUIDE. SOME OF THE METHODS WERE (1) USING COMIC BOOKS, (2) HAVING THE TUTEE CREATE HIS OWN MATERIALS, (3) THE &amp;quot;DEAR ABBY&amp;quot; TECHNIQUE, (4) WRITING A &amp;quot;HIPTIONARY,&amp;quot; AND (5) ASKING THE STUDENT TO DEVELOP HIS OWN VIGNETTES. SUGGESTIONS WERE MADE FOR WAYS TO DISCOVER THE INTERESTS OF THE TUTEE ON WHICH TO BASE TUTORING ACTIVITIES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE YOUTH EDUCATIONAL SERVICES, POST OFFICE BOX 1168, DURHAM, NORTH CAROLINA 27702. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011278</dc:identifier>
<dc:title>CREATIVE APPROACHES TO TUTORING, FOR USE IN THE Y.E.S. SUMMER PROGRAM, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Parochial Schools</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>PARKE, MARGARET B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUCCESS OF A PROGRAM TO PROVIDE CORRECTIVE READING SERVICES TO EDUCATIONALLY DISADVANTAGED STUDENTS IN 130 NEW YORK CITY NONPUBLIC SCHOOLS WAS ASSESSED. THE AIM OF THE PROGRAM WAS TO STIMULATE THE STUDENTS&apos; INTELLECTUAL ACHIEVEMENT AND TO RAISE THEIR EDUCATIONAL ASPIRATION LEVELS. THE EVALUATION OF THE DATA FROM INCOMPLETE TEACHER AND PRINCIPAL QUESTIONNAIRES AND FROM CLASSROOM OBSERVATION WAS SEVERELY LIMITED BECAUSE THE PROGRAM STARTED LATE, RAN ONLY 1 TO 6 WEEKS, AND OFTEN LACKED APPROPRIATE MATERIALS AND EQUIPMENT. THE AUTHOR RECOMMENDS THAT MUCH OF THE WORK OF THE DIRECTOR BE DELEGATED TO ADMINISTRATIVE PERSONNEL AND THAT MORE CAREFULLY SELECTED SPECIAL TEACHERS BE GIVEN INTENSIVE TRAINING IN REMEDIAL TECHNIQUES. HOWEVER, IT WAS FOUND THAT THE PROJECT WAS RECEIVED  FAVORABLY BY THE STAFF, AND IT IS FELT THAT IT SHOULD BE CONTINUED. INCLUDED IN THE REPORT ARE DETAILED DESCRIPTIONS OF THE PROGRAM INCLUDING MATERIALS, AND TEST DATA, AND DISCUSSIONS OF THE DEGREE TO WHICH THE PROGRAM WAS ACCEPTED BY THE PARENTS, TEACHERS, PRINCIPALS, AND CHILDREN. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011279</dc:identifier>
<dc:title>CORRECTIVE READING SERVICES FOR DISADVANTAGED PUPILS IN REGULAR NON-PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Scholarships</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:creator scheme='personal author'>WEST, ELMER D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council on Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CURRENTLY AVAILABLE DATA ON FINANCIAL AID TO COLLEGE STUDENTS ARE ASSESSED TO DETERMINE ITS EFFECTIVENESS AS A MEANS OF ALLOWING STUDENTS WITH ABILITY TO ENTER AND REMAIN IN COLLEGE. THE THREE PRINCIPAL MEANS OF AID ARE EVALUATED--LOANS, SCHOLARSHIPS, AND EMPLOYMENT OPPORTUNITIES, AND THE STUDENTS WHO RECEIVE AID IDENTIFIED BY SOCIOECONOMIC STATUS, ABILITY, FAMILY INCOME, AND OTHER RELATED CRITERIA. VARIOUS SOURCES OF AID (FEDERAL, STATE, INDUSTRY, AND FOUNDATIONS) ARE SPECIFICALLY DISCUSSED, AND 31 TABLES AND BIBLIOGRAPHY OF 184 REFERENCES PRESENT RELEVANT INFORMATION. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011280</dc:identifier>
<dc:title>FINANCIAL AID TO THE UNDERGRADUATE, ISSUES AND IMPLICATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>168</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Dropout Programs</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Social Work</dc:subject>
<dc:creator scheme='personal author'>LEUBLING, HARRY E.</dc:creator>
<dc:creator scheme='personal author'>TROBE, ADELE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Vocational Advisory Service, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ACTIVITIES OF A PROGRAM ESTABLISHED TO INCREASE THE EMPLOYABILITY AND IMPROVE THE OVERALL ADJUSTMENT OF THE SCHOOL DROPOUT ARE REPORTED. THE REPORT DISCUSSES (1) THE NUMBER AND SOURCES OF REFERRALS, (2) CHARACTERISTICS AND ASSESSMENTS OF THE CLIENT POPULATION, AND (3) THE SERVICE OFFERED OVER A 33-MONTH PERIOD. THE PROGRAM PROVIDED THE DROPOUT WITH COUNSELING, PSYCHOLOGICAL APPRAISAL, SOCIAL CASEWORK, PREVOCATIONAL TRAINING AND WORK ADJUSTMENT AID, REMEDIAL EDUCATION, JOB PLACEMENT, AND FOLLOWUP SERVICES. IT WAS FOUND THAT DESPITE SOME OF THE DROPOUTS&apos; INADEQUATE MOTIVATION OR HEALTH OR PSYCHIATRIC PROBLEMS, 55 PERCENT OF THOSE ENROLLED IN THE PROGRAM OBTAINED EMPLOYMENT AND MAINTAINED IT FOR A LONGER PERIOD THAN THEY HAD PREVIOUSLY, AND 15 PERCENT OF THEM RETURNED TO SCHOOL.  THESE FINDINGS ARE CONSIDERED PRELIMINARY IN THAT LONG-TERM JOB STABILITY AND ADJUSTMENT ARE STILL TO BE EVALUATED. THIS REPORT DOES NOT INCLUDE THE FINDINGS OF A RESEARCH DESIGN WHICH WILL COMPARE THE EFFECTIVENESS OF THIS PROGRAM WITH A PROGRAM OFFERING ONLY JOB ASSISTANCE. THESE FINDINGS WILL SUBSEQUENTLY BE REPORTED BY THE NEW YORK STATE DIVISION FOR YOUTH. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011281</dc:identifier>
<dc:title>VOCATIONAL ADVISORY SERVICE YOUTH AND WORK PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>OLLENBURGER, ALVIN</dc:creator>
<dc:creator scheme='personal author'>WENRICH, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRES WERE SENT TO PRINCIPALS OF LARGE HIGH SCHOOLS IN MICHIGAN TO DETERMINE THE KINDS OF FEDERAL AND STATE ASSISTANCE THEY WOULD CONSIDER MOST HELPFUL IN DEVELOPING AND OPERATING SPECIAL PROGRAMS AND SERVICES FOR EMPLOYMENT-BOUND YOUTH. RESPONSES WERE RECEIVED FROM 123, OR 98.4 PERCENT. QUESTIONS COVERED SIX AREAS OF ACTIVITY--(1) EXAMINING THE GOALS OF THE SCHOOL AND EVALUATING THE OFFERINGS AVAILABLE TO EMPLOYMENT-BOUND YOUTH, (2) ASSESSING THE NEEDS OF IN-SCHOOL AND OUT-OF-SCHOOL YOUTH AND THE NEEDS OF EMPLOYERS, (3) DEVELOPING NEW PROGRAMS TO MEET THE NEEDS OF YOUTH AND EMPLOYERS, (4) OPERATING SPECIALIZED PROGRAMS DESIGNED TO PREPARE IN-SCHOOL YOUTH FOR EMPLOYMENT, (5) OPERATING SPECIALIZED PROGRAMS DESIGNED TO PREPARE OUT-OF-SCHOOL YOUTH FOR EMPLOYMENT, AND (6)  PROVIDING MORE ADEQUATE VOCATIONAL GUIDANCE SERVICES FOR IN-SCHOOL AND OUT-OF-SCHOOL YOUTH. THE AREAS OF ACTIVITY WERE PLACED IN RANK-ORDER BY THE PRINCIPALS AND AREA 2 AND AREA 4 WERE RANKED FIRST AND SECOND, RESPECTIVELY. A MAJORITY OF THE PRINCIPALS FELT THAT THEY DID NOT HAVE TIME TO GIVE LEADERSHIP TO THE PROGRAMS FOR EMPLOYMENT-BOUND YOUTH AND NEARLY THREE-FOURTHS FELT THEIR PROGRAMS COULD BE IMPROVED IF FUNDS WERE MADE AVAILABLE TO PROVIDE AN EXTRA ASSISTANT FOR THIS LEADERSHIP. TABLES OF PRINCIPALS&apos; RESPONSES, THE QUESTIONNAIRE, AND RECOMMENDATIONS ARE INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011282</dc:identifier>
<dc:title>HIGH SCHOOL PRINCIPALS&apos; PERCEPTIONS OF ASSISTANCE NEEDED IN ORDER TO DEVELOP MORE ADEQUATE PROGRAMS FOR EMPLOYMENT-BOUND YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Influences</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Home Economics Teachers</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>SIMPSON, RUBY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS THAT MAY BE INFLUENCING ENROLLMENTS IN HOME ECONOMICS AT THE HIGH SCHOOL LEVEL WERE INVESTIGATED -- (1) THE QUALITY OF THE HOME ECONOMICS PROGRAM, (2) PRESSURES TO TAKE OTHER SUBJECTS, (3) SCHOOL SCHEDULES, (4) ATTITUDES TOWARD HOME ECONOMICS, (5) PATTERNS OF HOME ECONOMICS OFFERINGS, AND (6) JUNIOR HIGH HOMEMAKING PROGRAMS. QUESTIONNAIRES WERE SENT TO 130 SENIOR HIGH SCHOOL GIRLS, 52 PRINCIPALS, AND 69 TEACHERS REPRESENTING 71 SCHOOLS. ENROLLMENTS IN HOME ECONOMICS BETWEEN 1957-58 AND 1960-61 HAD INCREASED IN 31 SCHOOLS AND DECREASED IN 40 SCHOOLS. THE AVERAGE STUDENT ENROLLMENT FOR SCHOOLS WITH INCREASED ENROLLMENT IN HOME ECONOMICS WAS 354, WHILE IT WAS 401 FOR THOSE WITH DECREASING ENROLLMENT. THE QUALITY OF THE HOME ECONOMICS PROGRAM WAS THE MOST IMPORTANT FACTOR  INFLUENCING STUDENT ENROLLMENT. SCHOOL SCHEDULES AND PATTERNS OF OFFERINGS OF HOME ECONOMICS HAD LITTLE INFLUENCE ON ENROLLMENT. RECOMMENDATIONS WERE THAT (1) A SPECIAL STUDY SHOULD BE MADE AND HELP PROVIDED FOR IMPROVING THE QUALITY OF THE HOME ECONOMICS PROGRAM SO THAT THE CONTENT IS CLOSELY RELATED TO THE NEEDS OF THE STUDENTS, THE LEVEL OF TEACHING PROCEDURES IS RAISED, AND PERSONAL QUALITIES OF THE TEACHERS ENHANCED, AND (2) TEACHERS SHOULD DECREASE THE EMPHASIS GIVEN TO FOODS, NUTRITION, CLOTHING, AND GROOMING, AND EXPAND THE EMPHASIS ON CHILD DEVELOPMENT, CONSUMER EDUCATION, AND HOUSING AND HOME FURNISHINGS. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011283</dc:identifier>
<dc:title>ENROLLMENT IN VOCATIONAL HOME ECONOMICS PROGRAMS IN KENTUCKY. A SUMMARY REPORT OF THE RESEARCH STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>Sex (Characteristics)</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>HAINES, PETER G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIX COUNTIES IN THE NORTHERN PART OF THE LOWER PENINSULA OF MICHIGAN WERE STUDIED TO DETERMINE NEEDED VOCATIONAL AND TECHNICAL EDUCATION PROGRAMS, AND TO PROPOSE A FEASIBLE PLAN FOR THESE PROGRAMS. A TEAM OF RESEARCHERS COLLECTED DATA THROUGH SURVEYS, INTERVIEWS, GROUP MEETINGS, AND INSPECTION OF FACILITIES AND EQUIPMENT. TABLES AND DATA SHOW--(1) CLASSIFICATION OF SAMPLE OCCUPATIONS, (2) POPULATION CHANGE, (3) SECONDARY ENROLLMENTS BY GRADE LEVEL, 1964-65, (4) EMPLOYED WORKERS BY MAJOR OCCUPATIONS, (5) OCCUPATIONAL INTERESTS OF 11TH GRADERS AND THEIR PARENTS, (6) RESIDENCE OF HIGH SCHOOL GRADUATES AND DROPOUTS 2 YEARS AFTER GRADUATION, AND (7) PRESENT AND PROPOSED PROGRAMS OF DISTRIBUTIVE EDUCATION, HOME ECONOMICS EDUCATION, INDUSTRIAL EDUCATION, AND EDUCATION FOR OFFICE AND  AGRICULTURAL OCCUPATIONS. THE INVESTIGATOR RECOMMENDED THAT (1) THE TWO INTERMEDIATE SCHOOL DISTRICTS SHOULD ESTABLISH THREE AREA VOCATIONAL SCHOOLS, (2) THE INTERMEDIATE DISTRICTS SHOULD CREATE AN OCCUPATIONAL COUNSELING PROGRAM FOR ADULTS, (3) SCHOOL DISTRICTS WITH ENROLLMENT UNDER 300 SHOULD NOT OPERATE VOCATIONAL PROGRAMS, BUT SHOULD UTILIZE THE SHARED-TIME PROGRAM WITH THE AREA VOCATIONAL SCHOOL, AND (4) NORTH CENTRAL MICHIGAN COLLEGE SHOULD DEVELOP DEGREE-LEVEL TECHNICAL AND SUBPROFESSIONAL CURRICULUMS THROUGH FORMATION OF A DIVISION OF TECHNICAL EDUCATION. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011284</dc:identifier>
<dc:title>IMPROVING VOCATIONAL-TECHNICAL EDUCATION IN THE TOP O&apos; MICHIGAN AREA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Enrollment Influences</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Slow Learners</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>LANGBEHN, WILLIAM A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Employment Service, Phoenix.</dc:creator>
<dc:creator scheme='institution'>Northern Arizona Univ., Flagstaff.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES OF THE STUDY WERE TO (1) DETERMINE THE EFFECTIVENESS OF VOCATIONAL AGRICULTURE IN THE PHOENIX, ARIZONA, SCHOOLS, (2) IDENTIFY OCCUPATIONAL OPPORTUNITIES IN AGRICULTURE, (3) IDENTIFY ENROLLEE CHARACTERISTICS, (4) RECOMMEND VOCATIONAL AGRICULTURE OBJECTIVES AND CONTENT, (5) DETERMINE ENROLLMENT MOTIVES, AND (6) CHECK THE STATUS OF SLOW LEARNERS IN THE PROGRAM. THE STUDY INCLUDED A FOLLOWUP OF 55 FORMER ENROLLEES, AN OCCUPATIONAL OPPORTUNITY SURVEY, AN EXAMINATION OF STUDENT RECORDS FOR FORMER ENROLLEES, AND A 5 PERCENT SAMPLE OF CURRENT ENROLLEES IN NINE HIGH SCHOOLS TO COMPARE 36 FAMILY AND STUDENT CHARACTERISTICS, AND A VOCATIONAL INTERESTS SURVEY OF 80 STUDENTS IN THE PROGRAM. ALTHOUGH THE PROGRAM HAD NOT PLACED MANY IN AGRICULTURE AND THE ATTRITION RATE WAS HIGH,  IT WAS EFFECTIVE IN FOSTERING EDUCATIONAL AND OCCUPATIONAL ASPIRATION IN STUDENTS. AGRICULTURAL EMPLOYMENT OPPORTUNITIES WERE DECLINING. THE FEW SLOW LEARNERS IN THE PROGRAM DID BETTER IN VOCATIONAL AGRICULTURE THAN IN OTHER SUBJECTS. STUDENT INTEREST IN VOCATIONAL AGRICULTURE WAS LIMITED. IT WAS RECOMMENDED THAT (1) MORE PRODUCTIVE STUDENT SELECTION TECHNIQUES BE INSTITUTED, (2) COUNSELORS BE BETTER INFORMED ABOUT THE PROGRAM, (3) MORE PUBLICITY BE GIVEN TO THE EARNINGS OF STUDENTS IN CONNECTION WITH THEIR PROJECTS, (4) EMPLOYMENT POTENTIAL BE STUDIED, (5) THE PROGRAM BE TAILORED TO NEEDS, AND (6) OPPORTUNITIES FOR COOPERATION WITH OTHER VOCATIONAL PROGRAMS BE STUDIED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011285</dc:identifier>
<dc:title>A STUDY OF VOCATIONAL AGRICULTURE IN THE SCHOOLS OF THE PHOENIX UNION HIGH SCHOOL SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Occupational Home Economics</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>FETTERMAN, ELSIE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut State Dept. of Education, Hartford.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY, WHICH IS A SUMMARY OF A DOCTORAL DISSERTATION, WAS TO DEVELOP A WORK ORIENTATION PROGRAM FOR HOME ECONOMICS-RELATED OCCUPATIONS IN CONNECTICUT. QUESTIONNAIRES WERE SENT TO 43 TEACHERS OF SUCH PROGRAMS IN THE UNITED STATES AND ALL RESPONDED, GIVING INFORMATION ABOUT THEIR OBJECTIVES, COURSES, TEACHERS&apos; BACKGROUNDS, ENROLLMENT FACILITIES, AND RANKING NINE OBJECTIVES OF WORK ORIENTATION PROGRAMS. IN ADDITION, 66 TEACHERS IN CONNECTICUT WERE ASKED TO RANK THESE OBJECTIVES AT A CONFERENCE. BOTH GROUPS RANKED &amp;quot;TO ACHIEVE AN INTRODUCTION TO THE ACTIVITIES AND DEMANDS OF A WAGE-EARNING SITUATION,&amp;quot; THE MOST IMPORTANT OBJECTIVE. THE MAJORITY OF THE PROGRAMS FOCUSED ON FOOD SERVICES WITH OTHERS IN HOMEMAKING SERVICES, HOSPITAL SERVICES, CLOTHING SERVICES, AND  GENERAL SERVICE. INTERVIEWS WERE HELD WITH STATE EMPLOYMENT PERSONNEL TO DETERMINE AVAILABLE JOB OPPORTUNITIES. THERE WERE 8,000 HOME ECONOMICS-RELATED OCCUPATIONS THEN ON FILE IN CONNECTICUT EMPLOYMENT OFFICES. SOCIOECONOMIC INDEX SCORES FOR 169 COMMUNITIES IN CONNECTICUT WERE RANKED AND AVERAGED FOR EACH LABOR MARKET AREA. FOR SEVEN AREAS, THE HIGHER THEIR INDEX SCORES, THE MORE OPENINGS THERE WERE IN HOME ECONOMICS-RELATED OCCUPATIONS. THE AUTHOR CONCLUDED THAT THERE WAS JUSTIFICATION FOR THESE PROGRAMS IN CONNECTICUT. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011286</dc:identifier>
<dc:title>THE DEVELOPMENT OF A WORK ORIENTATION PROGRAM FOR HOME ECONOMICS RELATED OCCUPATIONS, 1964-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Graduates</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teacher Educators</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>STEVENSON, BILL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUPPLY OF TRAINED PERSONNEL AT ALL EDUCATIONAL LEVELS MAY BE THE MOST CRITICAL LIMITING FACTOR IN MEETING THE DEMANDS NOW FACING VOCATIONAL EDUCATION. QUESTIONNAIRES WERE SENT TO STATE DEPARTMENTS OF VOCATIONAL EDUCATION AND TEACHER TRAINING DEPARTMENTS TO DETERMINE NEEDS FOR SUPERVISORS, RESEARCHERS, TEACHER TRAINERS, AND SUBJECT MATTER SPECIALISTS. AN ADDITIONAL INSTRUMENT WAS SENT TO TEACHER TRAINING DEPARTMENTS TO ASCERTAIN THE NUMBER OF GRADUATES AT THE MASTER&apos;S AND DOCTORATE LEVEL. REPLIES WERE RECEIVED FROM 29 DEPARTMENTS OF VOCATIONAL EDUCATION (54 PERCENT) AND 179 TEACHER TRAINING DEPARTMENTS (36 PERCENT) REPRESENTING 111 INSTITUTIONS. A MAJOR FINDING WAS THAT 1,276 ADDITIONAL PERSONNEL WERE NEEDED AT THE STATE AND LOCAL LEVELS. CONCLUSIONS WERE--(1) THERE IS AN  EXTREME SHORTAGE OF QUALIFIED PERSONNEL FOR LEADERSHIP POSITIONS IN VOCATIONAL EDUCATION, (2) THIS SHORTAGE WILL BECOME MORE SEVERE AS PRESENT PROGRAMS ARE EXPANDED AND NEW PROGRAMS ARE ADDED, AND (3) SOME PROGRAM OF LEADERSHIP DEVELOPMENT AND TRAINING MUST BE INITIATED IF VOCATIONAL EDUCATION IS TO FULFILL THE COMMITMENT OF THE VOCATIONAL EDUCATION ACT OF 1963. AN INTENSIFIED RECRUITMENT PROGRAM BY COLLEGES AND UNIVERSITIES AND BY STATE DEPARTMENTS OF VOCATIONAL EDUCATION SHOULD BE INITIATED TO INCREASE THE SUPPLY OF TRAINEES FOR VOCATIONAL EDUCATION POSITIONS AT THE LOCAL AND STATE LEVEL. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011287</dc:identifier>
<dc:title>PERSONNEL NEEDS AND SUPPLY IN VOCATIONAL TECHNICAL EDUCATION ABOVE LOCAL TEACHER LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clerical Occupations</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Professional Occupations</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Sales Occupations</dc:subject>
<dc:subject>Semiskilled Occupations</dc:subject>
<dc:subject>Sex (Characteristics)</dc:subject>
<dc:subject>Skilled Occupations</dc:subject>
<dc:subject>Technical Occupations</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EMPLOYMENT STATISTICS FOR 1960, ESTIMATED EMPLOYMENT FOR 1965 AND 1970, ESTIMATES OF ADDITIONAL WORKERS NEEDED BY 1970, AND SALARY INFORMATION ARE PROVIDED FOR A WIDE RANGE OF OCCUPATIONS IN THE DENVER AREA. DATA WERE OBTAINED FROM A DENVER STUDY, &amp;quot;JOBS AND THE FUTURE,&amp;quot; BY ROBERT VAUGHAN OF THE MOUNTAIN STATES TELEPHONE CO., 1962, AND THE U.S. DEPARTMENT OF LABOR REPORTS. NATIONAL DATA ARE ALSO INCLUDED TO COMPARE THE LOCAL DENVER OCCUPATIONS OUTLOOK WITH THE NATION&apos;S JOB STRUCTURE. INFORMATION IS INCLUDED FOR (1) PROFESSIONAL AND TECHNICAL OCCUPATIONS, FOR EXAMPLE, ACCOUNTANTS, ARCHITECTS, CHEMISTS AND NATURAL SCIENTISTS, PERSONNEL WORKERS, SURVEYORS, AND ELECTRICAL TECHNICIANS, (2) CLERICAL AND SALES OCCUPATIONS, FOR EXAMPLE, BOOKKEEPERS, CASHIERS, STENOGRAPHERS AND  SECRETARIES, AND TYPISTS, AND (3) SKILLED AND SEMISKILLED OCCUPATIONS, FOR EXAMPLE, BOILERMAKERS, CARPENTERS, AND CABINETMAKERS, ELECTRICIANS, MECHANICS AND REPAIRMEN, PRINTING CRAFTSMEN, APPRENTICES, TRUCK DRIVERS, AND WELDERS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011288</dc:identifier>
<dc:title>OUTLOOK BY DENVER AREA OCCUPATIONS. OCCUPATIONS IN COLORADO, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Interest Research</dc:subject>
<dc:subject>Practical Arts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BAILEY, WILLARD F., JR.</dc:creator>
<dc:creator scheme='personal author'>MOSS, JEROME, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY COMPARED THE EFFECTIVENESS OF THREE MAILING TECHNIQUES FOR STIMULATING THE INTEREST OF PERSONS WHO HAD PREVIOUSLY BEEN IDENTIFIED AS UNINTERESTED IN CONDUCTING OCCUPATIONAL EDUCATIONAL RESEARCH. THE SAMPLE CONSISTED OF 4,222 TEACHERS IN PRACTICAL ARTS, VOCATIONAL AND TECHNICAL EDUCATION, AND COUNSELING AND GUIDANCE. THE AUTHORS HYPOTHESIZED THAT AN INDIVIDUAL MIGHT BECOME INTERESTED IN RESEARCH BECAUSE OF HIS DESIRE FOR PRESTIGE AND PROFESSIONAL ADVANCEMENT OR BECAUSE OF HIS INTELLECTUAL CONCERN ABOUT A SPECIFIC PROBLEM, ESPECIALLY IF RESEARCHABLE PROBLEMS WERE MADE MORE SALIENT, VISIBLE, TANGIBLE, AND SIGNIFICANT. ONE OF THE FOLLOWING WAS MAILED TO THE SAMPLE--(1) A BIBLIOGRAPHY OF OCCUPATIONAL EDUCATION STUDIES BEING PROPOSED, IN PROGRESS, OR COMPLETED SINCE 1963 IN  MINNESOTA, (2) A LIST OF OCCUPATIONAL EDUCATION PROBLEMS AND PROBLEM AREAS CONSIDERED SIGNIFICANT, OR (3) BOTH THE BIBLIOGRAPHY AND THE PROBLEM LIST. A COVER LETTER AND A QUESTIONNAIRE WERE INCLUDED IN EACH. THE QUESTIONNAIRE WAS RETURNED BY 156 PERSONS. SAMPLE MEMBERS WERE GROUPED ACCORDING TO SCHOOLS WHICH WERE CLASSIFIED AS HAVING A POSITIVE OR INDIFFERENT RESEARCH ATMSOPHERE. PERSONS EMPLOYED IN SCHOOLS WITH AN INDIFFERENT RESEARCH ATMOSPHERE RESPONDED BEST IN THE COMBINATION TREATMENT. THOSE EMPLOYED IN A POSITIVE RESEARCH ATMOSPHERE RESPONDED BEST TO THE PROBLEM LIST TREATMENT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011289</dc:identifier>
<dc:title>A COMPARISON OF MAIL-TECHNIQUES FOR STIMULATING INTEREST IN OCCUPATIONAL EDUCATION RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Interest Research</dc:subject>
<dc:subject>Practical Arts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Skills</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>PUCEL, DAVID J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE SURVEY IDENTIFIES EDUCATORS IN MINNESOTA WHO ARE INTERESTED IN CONDUCTING OR RECEIVING TRAINING FOR RESEARCH IN OCCUPATIONAL EDUCATION AND ESTIMATES THEIR PRESENT LEVEL OF RESEARCH COMPETENCE. A SECOND SURVEY IDENTIFIES THE EDUCATIONAL ADMINISTRATORS IN THE STATE WHO HAVE SUPPORTIVE ATTITUDES TOWARD THEIR STAFF&apos;S PARTICIPATION IN OCCUPATIONAL EDUCATION RESEARCH. QUESTIONNAIRES WERE MAILED TO 5,441 PERSONS -- (1) ALL THE VOCATIONAL AND PRACTICAL ARTS EDUCATORS AND GUIDANCE COUNSELORS IN THE STATE AT THE JUNIOR, SENIOR, AND POST HIGH SCHOOL LEVEL, AND (2) EDUCATORS IN RELATED FIELDS IN COLLEGES. OF THIS GROUP, 454 (8.2 PERCENT) EXPRESSED AN INTEREST IN RESEARCH, AND 410 EXPRESSED A DESIRE TO RECEIVE ADDITIONAL RESEARCH TRAINING. OF THOSE WHO EXPRESSED AN INTEREST, 48 PERCENT  HAD ADEQUATE RESEARCH EXPERIENCE. THE MOST INTERESTED PERSONS WERE IN INDUSTRIAL ARTS, GUIDANCE, AND BUSINESS AND DISTRIBUTIVE EDUCATION. THE POPULATION OF THE SECOND SURVEY CONSISTED OF SUPERINTENDENTS, PRINCIPALS, DIRECTORS, DEANS, AND DEPARTMENT HEADS (648 OF 1,186 RESPONDED). APPROXIMATELY 54 PERCENT OF THE EDUCATIONAL ADMINISTRATORS HAD SUPPORTIVE ATTITUDES TOWARD RESEARCH IN OCCUPATIONAL EDUCATION. THEY PERCEIVED THE AVAILABILITY OF LOCAL SUPPORT AS THE MAJOR OBSTACLE FOR INITIATING OCCUPATIONAL EDUCATION RESEARCH PROJECTS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011290</dc:identifier>
<dc:title>ESTIMATING THE HUMAN RESOURCES FOR RESEARCH IN OCCUPATIONAL EDUCATION IN MINNESOTA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Problems</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DUPY, CLEO A.</dc:creator>
<dc:creator scheme='personal author'>HULL, WILLIAM L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MIGRATION FROM RURAL TO URBAN AREAS AND THE SHIFT IN LEGISLATIVE EMPHASIS FROM FARMING TO OFF-FARM AGRICULTURAL OCCUPATIONS PROMPTED THE OPERATION OF A SUMMER INSERVICE TEACHER EDUCATION INSTITUTE ON OFF-FARM AGRICULTURAL OCCUPATIONS FOR 30 VOCATIONAL AGRICULTURE TEACHERS. THE IDENTIFICATION OF PROBLEM AREAS DURING THE INSTITUTE RESULTED IN THIS STUDY TO--(1) COMPARE SCHOOLS WHICH OFFERED SEPARATE OCCUPATIONS CLASSES WITH THOSE THAT INTEGRATED THE OCCUPATIONAL EXPERIENCE STUDENTS INTO TRADITIONAL CLASSES, AND (2) IDENTIFIED DIFFICULTIES IN SECURING STUDENT TRAINING STATIONS AND ADMINISTRATIVE APPROVAL. DATA WERE COLLECTED BY USING STRUCTURED INTERVIEW SCHEDULES WITH 28 OF THE 30 TEACHERS WHO ATTENDED THE INSTITUTE. TEACHERS RANKED PROBLEMS IN THE FOLLOWING ORDER--(1) SECURING  TRAINING STATIONS, (2) SECURING STUDENTS, AND (3) SECURING ADMINISTRATIVE APPROVAL. TEACHER INITIATIVE WAS THE MOST IMPORTANT FACTOR IN SECURING TRAINING STATIONS. OTHER SCHOOL ACTIVITIES INTERFERED MOST IN SECURING STUDENTS. THE GREATEST PROBLEM IN SECURING ADMINISTRATIVE APPROVAL WAS IN ARRANGING SCHOOL SCHEDULES SO THAT STUDENTS COULD PARTICIPATE IN THE PROGRAM. MULTIPLE TEACHER DEPARTMENTS WITH LARGER ENROLLMENTS PLACED MORE STUDENTS IN TRAINING STATIONS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011291</dc:identifier>
<dc:title>PROBLEMS OF IMPLEMENTING AGRICULTURAL OCCUPATIONS PROGRAMS IN TWENTY-EIGHT SELECTED VOCATIONAL AGRICULTURE DEPARTMENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disabilities</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Board of Education, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS CONDUCTED TO IDENTIFY NEEDED VOCATIONAL AND TECHNICAL RESEARCH AND DEVELOPMENT ACTIVITIES AND TO DETERMINE PRIORITIES FOR THESE ACTIVITIES. A LIST OF 83 ITEMS WAS DEVELOPED FROM THE MICHIGAN DEPARTMENT OF EDUCATION &amp;quot;RESEARCH BULLETIN,&amp;quot; NO. 703, TOPICS SUGGESTED AT AN ARIZONA CONFERENCE, AND PERSONAL CONTACTS WITH VOCATIONAL EDUCATORS. THE LIST WAS REFINED BY THE DIVISION OF VOCATIONAL EDUCATION STAFF TO INCLUDE 79 ITEMS. LOCAL DISTRICT VOCATIONAL EDUCATION DIRECTORS, INTERMEDIATE DISTRICT RESEARCH STAFFS, DISTRICT RESEARCH STAFFS, COMMUNITY COLLEGE STAFFS AND TEACHER EDUCATORS RETURNED 190 OF 235 OPINIONNAIRES AFTER RATING EACH ITEM ON A FIVE-POINT SCALE. ALL 53 ITEMS RANKING HIGH BY THESE GROUPS ARE INCLUDED IN THE REPORT IN RANK ORDER UNDER THE CATEGORIES--(1)  CURRICULUM DEVELOPMENT, (2) COMMUNICATIONS, (3) MOTIVATION, (4) TEACHER EDUCATION, (5) COUNSELING, PLACEMENT AND FOLLOWUP, (6) PERSONS WITH SPECIAL NEEDS, (7) ADMINISTRATION, AND (8) GENERAL COMMENTS. RESPONDENTS IDENTIFIED 47 ADDITIONAL ITEMS CONSIDERED BY THEM AS WORTHY FOR RESEARCH OR DEVELOPMENT. HIGH PRIORITY ITEMS ARE BEING RECOMMENDED FOR PROPOSAL DEVELOPMENT AND FUNDING. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011292</dc:identifier>
<dc:title>MICHIGAN VOCATIONAL-TECHNICAL EDUCATION R AND D NEEDS SURVEY. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Occupational Home Economics</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:creator scheme='personal author'>WALL, JAMES E.</dc:creator>
<dc:creator scheme='personal author'>WITT, MILDRED R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>JACKSON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi State Dept. of Education, Jackson.</dc:creator>
<dc:creator scheme='institution'>Mississippi State Univ., State College. Social Science Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROJECTS FOR TRAINING PERSONS FOR WAGE EARNING OCCUPATIONS REQUIRING HOME ECONOMICS COMPETENCIES WERE CONDUCTED TO OBTAIN DIRECTION AND GUIDELINES FOR SIMILAR CLASSES IN MISSISSIPPI. SPECIFIC OBJECTIVES WERE TO--(1) EXPLORE VARIOUS PROCEDURES FOR ORGANIZING CLASSES IN LOCAL COMMUNITIES, (2) SECURE INFORMATION ON LOCAL EMPLOYMENT OPPORTUNITIES, (3) EXPLORE POSSIBILITIES FOR JOB PLACEMENT AND FOLLOWUP OF TRAINEES, (4) DEVELOP CURRICULUM MATERIALS IN CHILD CARE, CLOTHING, FAMILY, AND FOOD SERVICES, AND (5) PROVIDE AN OPPORTUNITY FOR STUDENT TEACHERS TO OBSERVE THESE PROGRAMS. PROGRAMS WERE OFFERED IN FOOD SERVICES, CLOTHING SERVICES, CHILD CARE SERVICES, FAMILY SERVICES, AND ASSISTANT HOMEMAKING SERVICES. THEY WERE SPONSORED BY THE FIVE STATE COLLEGES WITH TEACHER EDUCATION PROGRAMS  IN HOME ECONOMICS. THE 101 TRAINEES WERE FROM 18 TO 61 YEARS OF AGE, AND INCLUDED PERSONS ALREADY EMPLOYED BUT WANTING TO UPGRADE THEIR SKILLS. CURRICULUM MATERIALS WERE DEVELOPED IN FOUR AREAS. THE PROJECTS INDICATED THAT THE PROGRAM MUST BE FLEXIBLE AND THAT QUALIFIED INSTRUCTORS MUST BE AVAILABLE. THE INVESTIGATOR RECOMMENDED THAT THE CLASSES BE CONTINUED WHERE NEEDED, JOB ANALYSIS SHOULD PRECEDE THE CLASSES, AND WORK EXPERIENCE SHOULD BE REQUIRED. OTHER RECOMMENDATIONS WERE MADE AND GUIDELINES WERE ESTABLISHED. FORMS USED IN THE PROGRAM ARE INCLUDED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011293</dc:identifier>
<dc:title>RESEARCH IN HOME ECONOMICS GAINFUL EMPLOYMENT, FIVE PILOT PROJECTS IN MISSISSIPPI, 1965-66. PRELIMINARY REPORT NUMBER 15.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>High School Graduates</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:subject weight='MAJOR'>Vocational Followup</dc:subject>
<dc:creator scheme='personal author'>MAILEY, PATRICK J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Office of the State Superintendent of Public Instruction, Olympia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE PROPOSAL WAS TO DEVELOP A SYSTEM WHICH WOULD EFFICIENTLY FOLLOWUP STUDENTS WITH VOCATIONAL PREPARATORY TRAINING. THE RESULTS WOULD GIVE THE FEDERAL, STATE, AND LOCAL SCHOOL ADMINISTRATORS FACTUAL INFORMATION ON THE PRODUCTIVENESS OF VOCATIONAL COURSES, AND WOULD INDICATE WHETHER THE STUDENT WAS EMPLOYED IN THE OCCUPATION FOR WHICH HE WAS TRAINED. STEPS ARE OUTLINED FOR A FOLLOWUP SYSTEM DESIGNED TO--(1) GENERATE A HIGH PERCENTAGE OF RESPONSE, (2) PERMIT EASE OF ADMINISTRATION AT THE SCHOOL AND INSTRUCTOR LEVELS, AND (3) CAPTURE THE NECESSARY DATA WITH WHICH TO MAKE VALID STATISTICAL REPORTS AND STUDIES ON THE EFFECTIVENESS OF VOCATIONAL PREPARATORY TRAINING. THE SYSTEM WOULD USE BOTH PSYCHOLOGICAL AND MECHANICAL METHODS OF ENCOURAGING VOLUNTARY RESPONSE FROM  THE FORMER STUDENT, AND IS DESIGNED TO SIMPLIFY THE PAPER WORK AND THE ACTUAL FOLLOWUP ACTIVITIES AT THE SCHOOL. A LIST OF SOME OF THE QUESTIONS WHICH THE FOLLOWUP STUDY COULD ANSWER, SUGGESTED USES OF THE STUDY, GENERAL FLOW CHART, TIMETABLE, AND SAMPLE INFORMATION FORMS ARE INCLUDED. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011294</dc:identifier>
<dc:title>STATE BOARD FOR VOCATIONAL EDUCATION STUDENT FOLLOW-UP RESEARCH PROPOSAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:33:41</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Supervised Farm Practice</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>MILLER, TEXTON R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRIMARY PURPOSES OF THE STUDY WERE--(1) TO DESCRIBE AND COMPARE TEACHERS&apos; VIEWS AND THE TEACHERS&apos; PERCEPTIONS OF THEIR PRINCIPALS&apos; VIEWS TOWARD VOCATIONAL AGRICULTURE PROGRAMS, SUPERVISED PRACTICE PROGRAMS, AND VOCATIONAL EDUCATION GENERALLY, AND (2) TO DETERMINE IF THERE IS A RELATIONSHIP BETWEEN TEACHERS&apos; ATTITUDES AND TEACHER ADOPTION OF A NEW CONCEPT OF SUPERVISED PRACTICE. DATA WERE OBTAINED THROUGH PERSONAL INTERVIEWS OF 47 NORTH CAROLINA TEACHERS OF VOCATIONAL AGRICULTURE. CONCLUSIONS WERE--(1) ATTITUDES OF TEACHERS WERE MORE POSITIVE TOWARD VOCATIONAL EDUCATION THAN THE VIEWS THEY PERCEIVED FOR THEIR PRINCIPALS, (2) VIEWPOINTS OF PRINCIPALS WERE SEEN BY TEACHERS AS VERY FAVORABLE TOWARD VOCATIONAL AGRICULTURE, SUPERVISED PRACTICE, AND VOCATIONAL EDUCATION GENERALLY,  AND (3) THERE WAS NO EVIDENCE THAT THE DIFFERENCES IN TEACHER-PRINCIPAL VIEWPOINTS AS PERCEIVED BY THE TEACHERS WERE ASSOCIATED WITH THE LEVELS OF TEACHER ADOPTION OF THE NEW CONCEPT OF SUPERVISED PRACTICE. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011295</dc:identifier>
<dc:title>TEACHER PERCEPTION OF PRINCIPALS&amp;apos; VIEWS ON VOCATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>BARNES, BILL</dc:creator>
<dc:creator scheme='personal author'>MANZANARES, JESS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Mexico (Santa Fe)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico State Dept. of Education, Santa Fe.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 10-YEAR PROGRAM FOR DISADVANTAGED YOUTHS IS DESCRIBED. ITS OBJECTIVES WERE TO--(1) MEET THE NEEDS OF STUDENTS WHO HAVE NO INTEREST IN OR ABILITY TO ADAPT TO A REGULAR SCHOOL PROGRAM, (2) RELIEVE THE CLASSROOM TEACHER OF DISCIPLINE PROBLEMS WHICH BECOME TIME CONSUMING TO THE POINT THAT OTHER CLASS MEMBERS ARE PENALIZED, AND (3) ESTABLISH A FLEXIBLE SCHOOL PROGRAM WHICH INCLUDES ACTIVITIES BOTH IN AND OUT OF THE REGULAR SCHOOL DAY. CRITERIA FOR STUDENT SELECTION INCLUDED (1) POOR GENERAL ATTITUDE, (2) LACK OF INTEREST IN THE REGULAR CURRICULUM, (3) CHRONIC MISBEHAVIOR, (4) PETTY CRIMINAL ACTIVITIES, (5) INCORRIGIBLE TRUANCY, (6) INABILITY TO GET ALONG WITH OTHER PEOPLE, AND (7) DROPOUT POTENTIAL. SCHEDULING WAS DONE ON AN INDIVIDUAL BASIS BY THE VOCATIONAL CORE TEACHER. STUDENTS  WERE ENCOURAGED TO PARTICIPATE IN A WORK EXPERIENCE PROGRAM AND TAKE COURSES WHICH THEY WANTED TO TAKE AND IN WHICH THEY MIGHT SUCCEED. THE PROGRAM OPERATES AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVEL. JUNIOR HIGH STUDENTS RECEIVED CREDIT AS RECOMMENDED BY THE VOCATIONAL CORE TEACHER AND AT THE SENIOR HIGH LEVEL, THE PRINCIPAL COOPERATED IN THIS RECOMMENDATION. THE STUDENT MAY TRANSFER TO THE REGULAR CURRICULUM AT WILL. EXTENSIVE INDIVIDUAL COUNSELING IS DONE BY THE VOCATIONAL CORE TEACHER. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011296</dc:identifier>
<dc:title>VOCATIONAL CORE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Diffusion</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Board of Education, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAIN OBJECTIVE OF THE STUDY WAS TO IDENTIFY A COMMUNICATION NETWORK, IF ONE EXISTED, WHICH COULD BE USED TO SHORTEN THE TIME LAG IN ADOPTING EDUCATIONAL INNOVATIONS IN VOCATIONAL EDUCATION. FIVE RELATIVELY NEW PRACTICES IDENTIFIED IN EACH OF THE VOCATIONAL SERVICE AREAS WERE SURVEYED. QUESTIONNAIRES WERE SENT TO ALL SCHOOLS IN MICHIGAN HAVING REIMBURSABLE VOCATIONAL EDUCATION PROGRAMS, AND RESPONSES WERE RECEIVED FROM 118 OF THE 205 SCHOOLS WITH PROGRAMS IN AGRICULTURE, 265 OF THE 600 WITH PROGRAMS IN BUSINESS, 280 OF THE 600 WITH PROGRAMS IN HOME ECONOMICS, AND 100 OF THE 89 WITH PROGRAMS IN TRADE AND INDUSTRY. THE FOLLOWING DATA WERE ANALYZED FOR EACH SERVICE AREA--(1) THE TIME OF ADOPTION OF THE PRACTICES SURVEYED, (2) PERCENTAGE OF SCHOOLS WHICH HAD HEARD ABOUT THE  PRACTICES, ADOPTED THE PRACTICES, AND HAD BEEN OBSERVED BY OTHERS, (3) PATTERNS OF VISITATION NETWORKS, (4) SOURCES OF INFLUENCE USED IN ADOPTING EACH PRACTICE SUCH AS JOURNALS AND CONFERENCES, (5) LIST OF PRACTICES OBSERVED IN OTHER SCHOOLS, (6) NEW PRACTICES BEING TRIED, (7) NEW IDEAS IN THE FIELD, AND (8) DISCONTINUED PRACTICES. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011297</dc:identifier>
<dc:title>A STUDY OF THE DIFFUSION PROCESS OF VOCATIONAL EDUCATION INNOVATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject weight='MAJOR'>Farm Occupations</dc:subject>
<dc:subject weight='MAJOR'>Farmers</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject weight='MAJOR'>Rural Youth</dc:subject>
<dc:creator scheme='personal author'>GENEREUX, DOUGLAS G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ESTIMATE OF ANNUAL FARMER REPLACEMENT NEEDS IN THE 93 COUNTIES OF NEBRASKA WAS COMPUTED BY A FORMULA DEVELOPED BY CLARENCE BUNDY AT IOWA STATE UNIVERSITY AND APPLIED TO CENSUS DATA. THE FORMULA WAS USED TO DETERMINE THE NUMBER OF FARMER RETIREMENTS, OR FARMERS LEAVING FARMING, AND FARM CONSOLIDATION RATES. ACCORDING TO THE ESTIMATES, 951 FARMING OPPORTUNITIES WOULD BE AVAILABLE ANNUALLY TO 34.9 PERCENT OF THE ESTIMATED 2,725 17-YEAR-OLD RURAL MALES IN NEBRASKA IN 1969. FARMING OPPORTUNITIES ESTIMATES RANGED FROM 31.4 PERCENT IN KNOX COUNTY TO 18.0 PERCENT IN DOUGLAS COUNTY WITH AN AVERAGE OF 10.2 OPPORTUNITIES FOR EACH OF THE COUNTIES. THE GREATEST NEED FOR REPLACEMENTS EXISTED IN THE EASTERN AND CENTRAL SECTIONS OF THE STATE. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011298</dc:identifier>
<dc:title>ANNUAL ESTIMATED REPLACEMENT FARMER OPPORTUNITIES IN NEBRASKA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:33:48</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIESEP1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-5-85-127</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Attendance</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SAMPLE OF COLORADO HIGH SCHOOL STUDENTS GRADUATING IN 1963 WAS SURVEYED 2 YEARS AFTER GRADUATION. THE SAMPLE WAS DIVIDED INTO FOUR GROUPS WHICH CHARACTERIZED THE GRADUATES POST HIGH SCHOOL ACTIVITIES--(1) 123 WENT DIRECTLY TO SCHOOL, (2) 84 WENT DIRECTLY TO WORK, (3) 83 WENT TO SCHOOL AND THEN TO WORK, AND (4) 59 WENT TO WORK AND THEN TO SCHOOL. DATA WERE ANALYZED FOR EACH GROUP ACCORDING TO--(1) AGE, SEX, EDUCATION, MOBILITY, MARITAL STATUS, HIGH SCHOOL CURRICULUM, FATHER&apos;S OCCUPATION, (2) NUMBER OF JOBS HELD, FULL OR PART-TIME NATURE OF THE JOBS, TYPE OF INDUSTRY, TYPE OF JOB, REASONS FOR LEAVING THE JOB, (3) NUMBER OF SCHOOLS ATTENDED, TYPE OF SCHOOL, MAJOR, LENGTH OF TIME AT SCHOOL, AND REASONS FOR LEAVING, AND (4) THE INTERESTS AND ATTITUDES OF THE GRADUATES TOWARD  VOCATIONAL EDUCATION, SUBJECTS WHOSE FATHERS WERE EMPLOYED IN SKILLED AND SEMISKILLED OCCUPATIONS HAD MORE INTEREST IN VOCATIONAL TRAINING, AND LESS INTEREST IN HIGHER EDUCATION THAN THEIR COUNTERPARTS IN THE PROFESSIONAL GROUP. HOWEVER, 58.4 PERCENT OF THIS GROUP AND 74.1 PERCENT OF THE GROUP WHOSE FATHERS WERE PROFESSIONALS DESIRED A COLLEGE EDUCATION. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011299</dc:identifier>
<dc:title>A CONTINUATION OF THE 1963 HIGH SCHOOL GRADUATES FOLLOW-UP STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Status</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Urban Problems</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>CHRISTENSEN, VIRGIL E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STATEMENT OF THE PROBLEM FOR VOCATIONAL EDUCATION, THE PURPOSES AND OBJECTIVES, THE PROCEDURES NEEDED TO ACHIEVE THE OBJECTIVES, RESOURCES (LEADERSHIP, INSTITUTIONS, SOURCES OF FUNDS), AND EXPECTED RESULTS ARE OUTLINED FOR 10 PROPOSED RESEARCH STUDIES--(1) &amp;quot;DESIGN FOR CAREER CHOICE,&amp;quot; (2) &amp;quot;EARLY IDENTIFICATION AND SELECTION PROCEDURES TO ASSURE A GREATER DEGREE OF SUCCESS IN SECONDARY VOCATIONAL PROGRAMS,&amp;quot; (3) &amp;quot;USING OCCUPATIONAL TASKS AS A VEHICLE FOR FACILITATING BASIC EDUCATION AND OCCUPATIONAL LEARNING,&amp;quot; (4) &amp;quot;THE PROBLEM OF FINDING PROPERLY SUPERVISED WORK EXPERIENCE SITUATIONS FOR STUDENTS NOT PREPARED FOR O.V.T. PROGRAMS,&amp;quot; (5) &amp;quot;MOTIVATION OF STUDENTS IN DEVELOPING ATTITUDES TOWARD VOCATIONAL GOALS,&amp;quot; (6) &amp;quot;THE RELATIONSHIP OF IMAGE TO CHOICE OF A VOCATIONAL PROGRAM,  PERFORMANCE IN THAT PROGRAM, AND PERFORMANCE IN THE FIELD,&amp;quot; (7) &amp;quot;A SURVEY TO DETERMINE THE ATTITUDES OF SELECT GROUPS IN REGARDS TO VOCATIONAL TECHNICAL EDUCATION,&amp;quot; (8) &amp;quot;IDENTIFICATION AND LOCATION OF LOW STATUS ATTITUDES AFFECTING DECISION MAKING IN VOCATIONAL EDUCATION,&amp;quot; (9) &amp;quot;DEVELOPMENT OF REALISTIC UNDERSTANDING WITHIN THE COMMUNITY CONCERNING VOCATIONAL EDUCATION,&amp;quot; AND (10) &amp;quot;OUTLINE OF PRESERVICE TRAINING.&amp;quot; (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011300</dc:identifier>
<dc:title>PRIORITY PROBLEMS IN VOCATIONAL EDUCATION FOR THE NATION&apos;S BIG CITIES, RESEARCH TRAINING INSTITUTE (DENVER, DECEMBER 5-9, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF CREATIVITY. APPROXIMATELY 50 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1961 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE (1) IDENTIFICATION, DEVELOPMENT, AND MEASUREMENT OF CREATIVITY, (2) PSYCHOLOGICAL STUDIES OF CREATIVITY, (3) CREATIVITY IN CULTURE GROUPS, AND (4) CREATIVITY IN SCIENCE AND TEACHING. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011301</dc:identifier>
<dc:title>BIBLIOGRAPHY ON CREATIVITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Intelligence Differences</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF HUMAN INTELLECT. APPROXIMATELY 50 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1955 TO 1966. BOOKS, REPORTS, JOURNAL MATERIALS, AND SOME UNPUBLISHED TITLES ARE LISTED. SUBJECT AREAS INCLUDED ARE (1) INTELLECTUAL DEVELOPMENT, (2) ABILITY DIFFERENCES BETWEEN INDIVIDUALS, RACES, SOCIAL CLASSES, AND SEXES, (3) SCHOLASTIC ABILITY AND MENTAL STIMULATION, (4) TRANSFER OF ABILITY, (5) STRUCTURES OF ABILITY, (6) THE GIFTED CHILD AND THE RETARDED CHILD, AND (7) IQ VERSUS POTENTIAL. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011302</dc:identifier>
<dc:title>BIBLIOGRAPHY ON MENTAL ABILITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arousal Patterns</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SUPPLEMENTARY BIBLIOGRAPHY LISTS MATERIALS ON VARIOUS FACETS OF HUMAN LEARNING. APPROXIMATELY 60 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1954 TO 1966. JOURNAL ARTICLES, BOOKS, RESEARCH REPORTS, AND CONFERENCE PAPERS ARE LISTED. SOME SUBJECT AREAS INCLUDED ARE (1) LEARNING PARAMETERS AND ABILITY, (2) RETENTION AND TRANSFER OF LEARNING, (3) DEPRIVATION AND LEARNING, (4) CONCEPT FORMATION AND PROBLEM SOLVING, (5) VISUAL AND VERBAL LEARNING, (6) MEANS OF AROUSAL, REINFORCEMENT, AND FEEDBACK, AND (7) PROGRAMED LEARNING. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011303</dc:identifier>
<dc:title>BIBLIOGRAPHY ON LEARNING PROCESS. SUPPLEMENT II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF TESTING AND MEASUREMENT. APPROXIMATELY 80 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1960 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE SCHOOL READINESS, CRITERION MEASURES, LONGITUDINAL ANALYSIS, PERSONALITY MEASUREMENT, STATISTICAL TRENDS, AND RELIABILITY. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011304</dc:identifier>
<dc:title>BIBLIOGRAPHY ON TESTING AND MEASUREMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF VERBAL LEARNING. APPROXIMATELY 50 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1960 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE CONDITIONING, VERBAL BEHAVIOR, PROBLEM SOLVING, SEMANTIC SATIATION, STIMULUS DURATION, AND VERBAL DISCRIMINATION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011305</dc:identifier>
<dc:title>BIBLIOGRAPHY ON VERBAL LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Teaching Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF TEACHING. APPROXIMATELY 100 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS OF EDUCATION AS HEURISTIC GAMES, TEACHER EVALUATION, CURRICULUMS, TEACHING TECHNIQUES, AND LANGUAGE ARTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011306</dc:identifier>
<dc:title>BIBLIOGRAPHY ON TEACHING. SUPPLEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF LANGUAGE DEVELOPMENT. APPROXIMATELY 65 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE THE NATURE OF LANGUAGE, LINGUISTICS, LANGUAGE LEARNING, LANGUAGE SKILLS, LANGUAGE PATTERNS, AND LANGUAGE DIFFERENCES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011307</dc:identifier>
<dc:title>BIBLIOGRAPHY ON LANGUAGE DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED INSTRUCTION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011308</dc:identifier>
<dc:title>BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Family Environment</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF URBAN EDUCATION. APPROXIMATELY 220 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS FROM 1961 TO 1965. JOURNALS, BOOKS, AND REPORTS ARE LISTED. SUBJECT AREAS INCLUDED ARE FAMILY ENVIRONMENT, CULTURALLY DEPRIVED, LOW ACHIEVERS, DROPOUTS, AND DESEGREGATED EDUCATION. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011309</dc:identifier>
<dc:title>BIBLIOGRAPHY ON URBAN EDUCATION, SUPPLEMENT TO BIBLIOGRAPHY ON DISADVANTAGED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 40 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1952 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE BEHAVIOR TESTS, ACHIEVEMENT BEHAVIOR, ACADEMIC ACHIEVEMENT, AND SOCIAL-CLASS BACKGROUND. A RELATED REPORT IS ED 011 311. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011310</dc:identifier>
<dc:title>BIBLIOGRAPHY ON ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Probability</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY SUPPLEMENT LISTS MATERIALS ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 60 REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1961 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE ACHIEVEMENT LEVEL, ACADEMIC ACHIEVEMENT, ACHIEVEMENT MOTIVATION, UNDERACHIEVERS, PROBABILITY ESTIMATES, AND SCHOOL ACHIEVEMENT. A RELATED REPORT IS ED 011 310. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011311</dc:identifier>
<dc:title>BIBLIOGRAPHY ON ACHIEVEMENT. SUPPLEMENT I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. FORTY UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS COGNITIVE STUDIES, VOCATIONAL REHABILITATION, INSTRUCTIONAL MATERIALS, SCIENCE STUDIES, AND ENGLISH AS A SECOND LANGUAGE. A RELATED REPORT IS ED 011 313. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011312</dc:identifier>
<dc:title>BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Games</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY (SUPPLEMENT I) LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. EIGHTY-TWO UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1961 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS EDUCATIONAL GAMES, CURRICULUM CHANGE, CONCEPT DEVELOPMENT, PROGRAM EVALUATION, AND INSTRUCTIONAL MATERIALS. A RELATED REPORT IS ED 011 312. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011313</dc:identifier>
<dc:title>BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT. SUPPLEMENT I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Peer Relationship</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY SUPPLEMENT LISTS MATERIAL ON VARIOUS ASPECTS OF CHILD DEVELOPMENT. APPROXIMATELY 90 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1956 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE BEHAVIOR TESTS, CONDITIONING, MATERNAL REACTIONS, GRADE PREDICTABILITY, EXPERIMENTAL STUDIES, PEER RELATIONS, AND BEHAVIOR PROBLEMS. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011314</dc:identifier>
<dc:title>CHILD DEVELOPMENT BIBLIOGRAPHY. SUPPLEMENT I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Neighborhood Improvement</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY SUPPLEMENT LISTS MATERIAL ON VARIOUS ASPECTS OF THE CULTURALLY DISADVANTAGED. APPROXIMATELY 220 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1963 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PRESCHOOL PROGRAMS, NEIGHBORHOOD DEVELOPMENT PROGRAMS, SHORT-TERM GROUP COUNSELING, RURAL YOUTH, SOCIAL CHANGE, AND MIGRANT CHILDREN. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011315</dc:identifier>
<dc:title>BIBLIOGRAPHY ON THE CULTURALLY DISADVANTAGED. SUPPLEMENT III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Decision Making Skills</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF COGNITION. APPROXIMATELY 120 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING MAINLY FROM 1960 TO 1966. LISTINGS ARE PRIMARILY JOURNAL ARTICLES, CONFERENCE PAPERS, AND RESEARCH REPORTS. SOME OF THE SUBJECT AREAS INCLUDED ARE (1) COGNITIVE DEVELOPMENT, (2) PIAGET&apos;S THEORIES, (3) COGNITIVE BEHAVIOR AND STYLE, (4) LOGICAL THINKING, (5) PERCEPTUAL SKILLS, (6) CONCEPT FORMATION AND PROBLEM SOLVING, AND (7) COGNITION AND PERSONALITY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011316</dc:identifier>
<dc:title>BIBLIOGRAPHY ON COGNITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SUPPLEMENTARY BIBLIOGRAPHY CONTAINS MATERIALS ON VARIOUS ASPECTS OF READING ABILITY AND READING INSTRUCTION. UNANNOTATED REFERENCES ARE PROVIDED TO 110 DOCUMENTS DATING MAINLY FROM 1960 TO 1966. RESEARCH REPORTS, JOURNAL ARTICLES, CONFERENCE PAPERS, AND UNPUBLISHED MANUSCRIPTS ARE LISTED. SUBJECT AREAS INCLUDED ARE (1) BASAL READING, (2) THE INITIAL TEACHING ALPHABET, (3) LINGUISTICS AND READING, (4) PROGRAMED READING, (5) READING READINESS AND ACHIEVEMENT, (6) CAUSES AND CORRECTIONS FOR READING DIFFICULTIES, (7) PREDICTION OF READING ABILITY, (8) BEGINNING READING, AND (9) LITERACY TRAINING. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011317</dc:identifier>
<dc:title>BIBLIOGRAPHY ON READING. SUPPLEMENT I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ACQUISITIONS LIST IS A BIBLIOGRAPHY OF MATERIAL ON VARIOUS ASPECTS OF EDUCATION. OVER 300 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING MAINLY FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND UNPUBLISHED MANUSCRIPTS ARE LISTED UNDER THE FOLLOWING HEADINGS--(1) ACHIEVEMENT, (2) ADOLESCENCE, (3) CHILD DEVELOPMENT, (4) CURRICULUM, (5) DISADVANTAGED, DROPOUTS, DELINQUENCY, AND POVERTY, (6) EDUCATIONAL INNOVATION AND PLANNING, (7) GUIDANCE, (8) INDIVIDUALIZED INSTRUCTION, (9) LEARNING, (10) MISCELLANEOUS, (11) PERSONALITY, (12) RACE AND MINORITY, (13) READING, (14) TEACHING, AND (15) TESTING. THIS LIST REPRESENTS VOLUME 1, NUMBER 6, OF A NONCUMULATIVE ACQUISITIONS LIST. RELATED REPORTS ARE ED 011 319, ED 011 320, AND ED 011 321. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011318</dc:identifier>
<dc:title>ACQUISITIONS LIST, MAY 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ACQUISITIONS LIST IS VOLUME 1, NUMBER 7, OF A NONCUMULATIVE BIBLIOGRAPHY ON EDUCATION. APPROXIMATELY 500 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING MAINLY FROM 1962 TO 1966. MATERIALS ARE PRESENTED UNDER THE HEADINGS OF COGNITION, CREATIVITY, LANGUAGE DEVELOPMENT, MENTAL ABILITY, PROGRAMED INSTRUCTION, AND VERBAL ABILITY, IN ADDITION TO THE HEADINGS OF A PRECEDING ISSUE (ED 011 318). OTHER RELATED DOCUMENTS ARE ED 011 320 AND ED 011 321. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011319</dc:identifier>
<dc:title>ACQUISITIONS LIST, JUNE-AUGUST 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ACQUISITIONS LIST REPRESENTS VOLUME 1, NUMBER 8, OF A NONCUMULATIVE BIBLIOGRAPHY ON EDUCATION. APPROXIMATELY 300 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS RANGING MAINLY FROM 1961 TO 1966. MATERIALS ARE PRESENTED UNDER AN ADDITIONAL HEADING, PRESCHOOL, THAT WAS NOT INCLUDED IN THE HEADINGS OF TWO PREVIOUS ISSUES (ED 011 318 AND ED 011 319). ANOTHER RELATED DOCUMENT IS ED 011 321. (G)</dc:description>
<dc:identifier scheme='eric_accno'>ED011320</dc:identifier>
<dc:title>ACQUISITIONS LIST, SEPTEMBER-OCTOBER 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ACQUISITIONS LIST REPRESENTS VOLUME 1, NUMBER 10, OF A NONCUMULATIVE BIBLIOGRAPHY ON EDUCATION. APPROXIMATELY 600 UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS RANGING MAINLY FROM 1964 TO 1967. MATERIALS ARE PRESENTED UNDER THE HEADINGS OF COMPENSATORY EDUCATION AND URBAN EDUCATION, IN ADDITION TO THE HEADINGS OF PRECEDING ISSUES (ED 011 318, ED 011 319, AND ED 011 320). (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011321</dc:identifier>
<dc:title>ACQUISITIONS LIST, JANUARY-FEBRUARY 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>FEINBERG, HARRIET</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION OF THE WORK AND PLANS OF THE RESEARCH AND DEVELOPMENT CENTER ON EDUCATIONAL DIFFERENCES WAS PRESENTED THROUGH AN ANALYSIS OF A SERIES OF INTERVIEWS WITH THE POLICY BOARD MEMBERS PROJECT DIRECTORS, AND FACULTY MEMBERS OF THE HARVARD GRADUATE SCHOOL OF EDUCATION. THE INTERVIEWS WERE FOCUSED ON THE QUESTION OF &amp;quot;HOW CAN THE CENTER MAKE A DIFFERENCE IN CLASSROOMS.&amp;quot; THE EVALUATION AND SUGGESTIONS WERE PRESENTED FROM THREE POINTS-OF-VIEW OR &amp;quot;PERSPECTIVES.&amp;quot; THE FIRST PERSPECTIVE RELATED TO THE PROBLEM OF THE GAP BETWEEN THE UNIVERSITY AND THE PARTICIPATING SCHOOL SYSTEMS. THE TWO GROUPS PLACED DIFFERENT EMPHASIS ON RESEARCH AND DISSEMINATION VERSUS SERVICE PROJECTS. METHODS OF CLOSING THE GAP WERE DISCUSSED. THE SECOND PERSPECTIVE RELATED TO THE RELATIONSHIP OF THE VARIOUS  CENTER PROJECTS AND THE ABSENCE OF A COHESIVE NETWORK OF INTERRELATED WORK. THE THIRD PERSPECTIVE RELATED TO THE NEED FOR A DEFINITION OF THE LONG-RANGE GOALS OF THE CENTER AND THE ROLE IT MUST FILL TO ACHIEVE THOSE GOALS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011322</dc:identifier>
<dc:title>PERSPECTIVES ON THE R AND D CENTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Activities</dc:subject>
<dc:subject>Adolescents</dc:subject>
<dc:subject>After School Programs</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Family Life</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Parent Child Relationship</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>School Activities</dc:subject>
<dc:creator scheme='personal author'>GOLDSTON, JEAN</dc:creator>
<dc:creator scheme='personal author'>WHITELEY, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>JUNIOR SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords>Otis Quick Scoring Mental Ability Tests</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTED RESULTS FROM AN EXPLORATORY STUDY OF DIFFERENTIATION IN WHICH ADOLESCENTS WERE GIVEN THE TYPICAL DAY INTERVIEW. THE FOCUS OF THE INSTRUMENT WAS ON THE STUDENT&apos;S ABILITY TO COGNITIVELY DIFFERENTIATE ASPECTS OF THE SCHOOL ENVIRONMENT. DIFFERENTIATION WAS DEFINED AS CAPACITY TO PERCEIVE NUANCES OF PROBLEMS, PEOPLE, AND PROGRAMS WHICH COMPOSE ONE&apos;S ENVIRONMENT. EACH OF 30 STUDENTS FROM A PRIVATE SECONDARY SCHOOL WROTE A LOG OF OCCURRENCES FROM RISING UNTIL RETIRING, AND EACH WAS INTERVIEWED FOR ELABORATION. THE DIMENSIONS ON WHICH THE TYPICAL DAY INTERVIEW WAS EVALUATED AND SOME TYPICAL RESPONSES WERE GIVEN. STUDENTS WERE RATED ON ABILITY TO DIFFERENTIATE SCHOOL, PERCEPTION OF TEACHERS, PERCEPTION OF CLASSES, AND INDEPENDENT INITIATIVE. ACTIVITY LEVEL, USE OF  FREE TIME, AND RELATIONS WITH PEERS WERE ASSESSED. ROLE OF THE PARENTS IN THE ADOLESCENT&apos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dc:description>
<dc:identifier scheme='eric_accno'>ED011323</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF SECONDARY SCHOOL STUDENTS USING THE TYPICAL DAY INTERVIEW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Educational Principles</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>CLINCHY, BLYTHE</dc:creator>
<dc:creator scheme='personal author'>ROSENTHAL, KRISTINE</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>KINDS OF ERRORS, AND THEIR VALUE TO HELP TEACHERS KNOW AS MUCH AS POSSIBLE ABOUT HOW THEIR STUDENTS&apos; MINDS WORK, ARE DISCUSSED. THE TERM &amp;quot;ERROR&amp;quot; IS USED TO REFER TO MISTAKES IN THE PROCESS OF REASONING RATHER THAN TO INCORRECT OUTCOMES OF REASONING. THE AUTHORS STATE, &amp;quot;CORRECT OUTCOMES MAY OR MAY NOT FOLLOW UPON ERRORS (OR MISTAKEN PROCESSES), BUT INCORRECT OUTCOMES ALWAYS INDICATE THE PRESENCE OF SOME SORT OF ERROR.&amp;quot; THEY ALSO STATE, &amp;quot;THE INCORRECT OUTCOME IS USEFUL BECAUSE IT ALERTS THE TEACHER TO SEARCH FOR ITS SOURCE--THE ERROR OR ERRORS PRECEDING IT.&amp;quot; A VARIETY OF ERRORS THAT FREQUENTLY OCCUR IN THE THINKING OF MANY DIFFERENT CHILDREN ON MANY TYPES OF PROBLEMS IS DISCUSSED. THE ERRORS ARE CLASSIFIED ACCORDING TO THE MENTAL OPERATIONS THE CHILD PERFORMS RATHER THAN IN  RELATION TO THE KIND OF MATERIAL UPON WHICH HE OPERATES. THE AUTHORS CONCLUDE THAT CORRECT IDENTIFICATION OF ERRORS CAN GUIDE THE TEACHER IN SELECTING AN EFFECTIVE INSTRUCTIONAL STRATEGY FOR THE CHILD. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011324</dc:identifier>
<dc:title>EDUCATIONAL PRACTICE AND THE ANALYSIS OF ERRORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:creator scheme='personal author'>CAZDEN, COURTNEY B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords>Peabody Picture Vocabulary Test</eric:keywords>
<eric:keywords_test>Peabody Picture Vocabulary Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WAYS LANGUAGE IS USED BY CHILDREN IN VARIOUS SUBCULTURE GROUPS WERE INVESTIGATED, AND AN EVALUATION WAS MADE OF WHETHER OR NOT THE LANGUAGE OF ANY GROUP CAN BE CONSIDERED DEFICIENT BY USE OF SOME CRITERIA. THE AUTHOR EVALUATED RESEARCH IN LINGUISTICS, DEVELOPMENTAL PSYCHOLOGY, SOCIOLOGY, AND ANTHROPOLOGY DONE WITH CHILDREN OF DIFFERENT SOCIAL CLASSES AND MINORITY GROUPS. METHODS OF DESCRIBING NONSTANDARD ENGLISH IN TERMS OF ERRORS, CONTRAST, AND TRANSFORMATIONAL GRAMMAR WERE PRESENTED. THE AUTHOR STATED THAT BOTH SOCIAL AND PSYCHOLOGICAL CRITERIA ON THE DEFICIENCY OF NONSTANDARD ENGLISH EXISTS, BUT THAT THERE IS MORE EVIDENCE ON SOCIAL GROUNDS. HE OUTLINED SUCH MEDIATIONAL VARIABLES AS SOCIAL CLASS WHICH AFFECT LANGUAGE DEVELOPMENT. HE STATED THAT PHONOLOGY AND SENTENCE  STRUCTURE MAY OBSCURE SUCH MEDIATORS AS THE NONVERBAL CONTEXT (WHICH INCLUDES AFFECTIVE QUALITY AND WHETHER THE CHILD TALKS TO ADULTS OR CHILDREN), AND THAT LANGUAGE STIMULATION MAY VARY IN QUALITY AND QUANTITY. THE PROBLEMS WHICH DIALECT DIFFERENCES POSE FOR LANGUAGE DEVELOPMENT SCALES WERE PROBED. THE AUTHOR SUGGESTED A CHILD&apos;S LANGUAGE DEVELOPMENT BE EVALUATED FOR PROGRESS TOWARD THE NORMS OF HIS PARTICULAR SPEECH COMMUNITY. INTERINDIVIDUAL AND INTRAINDIVIDUAL MODES OF COMMUNICATION WERE PRESENTED. THE IMPORTANCE OF THE RELATIONSHIP BETWEEN THESE TWO MODES TO STUDIES OF SUBCULTURAL DIFFERENCES IN CHILD LANGUAGE WAS STRESSED. THIS ARTICLE IS A REPRINT FROM &amp;quot;MERRILL-PALMER QUARTERLY OF BEHAVIOR AND DEVELOPMENT,&amp;quot; VOLUME 12, NUMBER 3, 1966. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011325</dc:identifier>
<dc:title>SUBCULTURAL DIFFERENCES IN CHILD LANGUAGE--AN INTER-DISCIPLINARY REVIEW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Conceptual Schemes</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Q Methodology</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:creator scheme='personal author'>SILVER, NANCY</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MEASURE OF SELF-CONCEPT, CONSISTING OF A SERIES OF THREE TESTS, WAS RECOMMENDED TO AID THE STUDY OF ADOLESCENCE IN THE SECONDARY SCHOOL AND TO PROVIDE THE ADOLESCENT WITH A KNOWLEDGE OF SELF-CONCEPT THAT COULD HELP IN DECISION MAKING, PERCEPTION, AND THE ACQUISITION OF VALUES. SELF-CONCEPT RESEARCH AND THEORIES WERE REVIEWED AND REPORTED, AND VARIOUS CONCEPTUAL VIEWPOINTS WERE DISCUSSED. STRENGTHS AND WEAKNESSES OF SUCH SELF-CONCEPT MEASUREMENT INSTRUMENTS AS CHECKLISTS, Q-SORTS, RATING SCALES, OPEN-ENDED QUESTIONS, AND VARIOUS PROJECTIVE DEVICES WERE ANALYZED. THE RECOMMENDED MEASURE CONSISTED OF THREE TEST ITEMS SELECTED TO COMPLEMENT EACH OTHER. THESE ITEMS WERE A Q-SORT, A SENTENCE-COMPLETION BLANK, AND AN INTERVIEW. A SAMPLE OF THE PROPOSED TEST ITEMS WAS INCLUDED IN THE  REPORT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011326</dc:identifier>
<dc:title>RECOMMENDATIONS FOR A MEASURE OF SELF-CONCEPT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Automation</dc:subject>
<dc:subject>Community</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Individual Needs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Specialization</dc:subject>
<dc:creator scheme='personal author'>NEWMANN, FRED M.</dc:creator>
<dc:creator scheme='personal author'>OLIVER, DONALD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS A DISSENTING VIEW OF PREVAILING CONCEPTS OF EDUCATION AND APPROACHES TO EDUCATIONAL REFORM. THE AUTHORS STATE THAT REFORMS CURRENTLY DIRECTED AT AMERICAN SCHOOLS ARE GROUNDED IN CONCEPTUAL AND INSTITUTIONAL FRAMEWORKS THAT FAIL TO CONFRONT THE MOST FUNDAMENTAL PROBLEMS OF THE AGE. THEY OUTLINE THE NATURE OF THESE PROBLEMS, SUGGEST WAYS IN WHICH EDUCATION IN AMERICA BOTH REFLECTS AND EXACERBATES THE PROBLEMS, AND FINALLY SKETCH AN EDUCATIONAL MODEL THEY FEEL IS MORE APPROPRIATE TO THE CHALLENGES OF MODERN AMERICA. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;HARVARD EDUCATIONAL REVIEW,&amp;quot; VOLUME 37, NUMBER 1, 1967. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011327</dc:identifier>
<dc:title>EDUCATION AND COMMUNITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Books</dc:subject>
<dc:subject>Childrens Literature</dc:subject>
<dc:subject>Folk Culture</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>NEUMEYER, PETER F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PETER RABBIT</eric:keywords>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SCHEME FOR CATEGORIZING THE STRUCTURE OF CHILDREN&apos;S STORIES IS OUTLINED BY THE AUTHOR. THE SCHEME, PARTLY DERIVED FROM THE WORK OF VLADIMIR PROPP, IS DESIGNED TO PROVIDE TESTABLE STATEMENTS ABOUT THE BOOKS AND STORIES CHILDREN PREFER. THE AUTHOR SUGGESTS THAT THERE ARE COMMON DENOMINATORS WITHIN STORIES, SEQUENCES OF ACTION OR REACTION, THAT, NO MATTER HOW MUCH THE SUPERSTRUCTURE MAY VARY, ALWAYS REMAIN THE SAME. IT HAS BEEN FOUND THAT THESE &amp;quot;FUNCTIONS&amp;quot; FOLLOW AN IDENTICAL SET SEQUENCE, THOUGHT IN ANY GIVEN TALE SOME FUNCTIONS MAY BE EXCLUDED. BY ASSIGNING SYMBOLS TO THESE FUNCTIONS ONE CAN OBTAIN AN OBJECTIVE COUNTERPART OF ONE DIMENSION OF A STORY. IT IS THEN POSSIBLE TO VARY ONE OF THE FUNCTIONS WHILE HOLDING THE OTHERS CONSTANT. SUCH STRUCTURAL ANALYSIS MIGHT ALSO SHOW  SIMILARITIES AMONG TALES NOT USUALLY CATEGORIZED TOGETHER. FOR EXAMPLE, &amp;quot;PETER RABBIT&amp;quot; (1) RECEIVES INSTRUCTIONS NOT TO DO SOMETHING, (2) VIOLATES THE INSTRUCTIONS, AND (3) IS RESCUED FROM THE CONSEQUENCES OF THE VIOLATION. OTHER STORIES FOLLOWING THIS STRUCTURAL SEQUENCE ARE &amp;quot;BABES IN THE WOODS,&amp;quot;&amp;quot;LITTLE RED RIDING HOOD,&amp;quot; AND &amp;quot;HANSEL AND GRETEL.&amp;quot; IT MAY WELL BE THAT CERTAIN STRUCTURAL SEQUENCES APPEAL TO CHILDREN AT CERTAIN AGES, RATHER THAN THE BROAD GENERALIZATIONS OF ANIMAL OR ADVENTURE. WHILE FUNCTIONS ARE ONLY ONE (RELATIVELY CONTROLLABLE) INGREDIENT OF STORIES, AN UNDERSTANDING OF THE FUNCTIONS MAY ASSIST IN ANALYZING THE INTERACTION BETWEEN STORIES AND CHILDREN. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011328</dc:identifier>
<dc:title>A STRUCTURAL APPROACH TO THE STUDY OF LITERATURE FOR CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>CAZDEN, COURTNEY B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECENT RESEARCH ON LANGUAGE DEVELOPMENT WAS REVIEWED, AND THE DIFFICULTIES OF TRANSFORMING DEVELOPMENTAL RESEARCH INTO PRESCRIPTIONS FOR EDUCATION WERE DISCUSSED. RESEARCH FINDINGS AND RECOMMENDATIONS FOR PRESCHOOL TEACHING WERE MADE UNDER THE FOLLOWING HEADINGS--(1) THE ACQUISITION OF GRAMMAR, STRUCTURE OF LANGUAGE, (2) THE ACQUISITION OF VOCABULARY, (3) THE ACQUISITION OF MULTIPLE FUNCTIONS OF LANGUAGE, (4) THE ACQUISITION OF A STANDARD DIALECT, (5) THE RELATION OF LANGUAGE TO NONVERBAL BEHAVIOR, (6) BEGINNING READING, AND (7) ELEMENTARY EDUCATION. THE AUTHOR SUGGESTS THAT THE PRESCHOOL CHILD, ESPECIALLY THE DISADVANTAGED CHILD, MAY BE HELPED MOST IN LANGUAGE DEVELOPMENT BY ENLARGING HIS LINGUISTIC REPERTOIRE RATHER THAN BY TRYING TO CORRECT HIS NONSTANDARD FORM. THE NEED FOR  ELEMENTARY SCHOOL PROGRAMS TO PROVIDE REINFORCEMENT FOR THE INNOVATIONS OF PRESCHOOL PROGRAMS WAS EMPHASIZED. THIS PAPER WAS PREPARED FOR THE SOCIAL SCIENCE RESEARCH COUNCIL CONFERENCE ON PRESCHOOL EDUCATION, CHICAGO, FEBRUARY 7-9, 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011329</dc:identifier>
<dc:title>SOME IMPLICATIONS OF RESEARCH ON LANGUAGE DEVELOPMENT FOR PRESCHOOL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Stereotypes</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>College Desegregation</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Discrimination</dc:subject>
<dc:creator scheme='personal author'>SHELTON, FLORENCE</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE &amp;quot;COLLEGE EXPERIENCE&amp;quot; OF 15 NEGRO MEN MATRICULATING AT HARVARD DURING 1963-64 WAS REPORTED. THE RESEARCHER INTERVIEWED THE MEN, ELICITING EXPRESSIONS OF WHAT IT MEANT, SOCIALLY AND PSYCHOLOGICALLY, TO BE A NEGRO AT AN IVY LEAGUE COLLEGE. INDIVIDUAL DIFFERENCES IN SUCH AREAS AS FAMILY BACKGROUND, SELF-CONCEPT, REFERENCE GROUPS, ASPIRATIONS, AND PERSONALITY WERE FOUND TO YIELD DIFFERING WAYS OF ORIENTATION IN THE CULTURE OF HARVARD COLLEGE. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;HARVARD JOURNAL OF NEGRO AFFAIRS,&amp;quot; VOLUME 1, NUMBER 2, 1965. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011330</dc:identifier>
<dc:title>SOME IMPRESSIONS OF FAIR HARVARD&apos;S BLACKS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Black Achievement</dc:subject>
<dc:subject>Black Attitudes</dc:subject>
<dc:subject>Black Education</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>De Facto Segregation</dc:subject>
<dc:subject>Integration Studies</dc:subject>
<dc:subject>Northern Schools</dc:subject>
<dc:subject>Racial Attitudes</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:creator scheme='personal author'>SMITH, NANCY</dc:creator>
<dc:creator scheme='personal author'>ST. JOHN, NANCY</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SELECTIVE ANNOTATED BIBLIOGRAPHY LISTS 242 ITEMS ON THE EFFECTS OF RACIAL SEGREGATION, DESEGREGATION, AND INTEGRATION ON SCHOOL CHILDREN. THE BASES USED FOR SELECTION OF THE ITEMS WERE (1) EMPIRICAL RESEARCH, (2) POST-1954 AND ESPECIALLY POST-1960 STUDIES, (3) THE NORTH AND DEFACTO SEGREGATION, (4) RESEARCH WITH NEGRO SUBJECTS, AND (5) RESEARCH MEETING STANDARDS OF EXCELLENCE. FOLLOWING AN INTRODUCTORY LISTING OF OTHER ANNOTATED BIBLIOGRAPHIES, THE REMAINING ITEMS ARE LISTED UNDER HEADINGS OF &amp;quot;INDEPENDENT VARIABLES (CAUSES),&amp;quot;&amp;quot;DEPENDENT VARIABLES (EFFECTS),&amp;quot; AND &amp;quot;RELATION OF MAIN INDEPENDENT VARIABLES (SCHOOL RACIAL MIX) AND DEPENDENT VARIABLES.&amp;quot; A DOUBLE ENTRY IS PROVIDED FOR EACH ITEM, ONCE UNANNOTATED IN AN ALPHABETICAL INDEX BY AUTHOR AND ONCE ANNOTATED UNDER AN  APPROPRIATE SUBJECT-MATTER HEADING. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011331</dc:identifier>
<dc:title>ANNOTATED BIBLIOGRAPHY ON SCHOOL RACIAL MIX AND THE SELF CONCEPT, ASPIRATIONS, ACADEMIC ACHIEVEMENT, AND INTERRACIAL ATTITUDES AND BEHAVIOR OF NEGRO CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Northern Schools</dc:subject>
<dc:subject>Racial Distribution</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>ST. JOHN, NANCY</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR TESTED THE HYPOTHESIS THAT THERE IS A NEGATIVE RELATIONSHIP BETWEEN THE DEGREE OF SEGREGATION AND THE ASPIRATION LEVEL OF NEGRO STUDENTS. THE STUDY WAS LIMITED TO NEGRO AND WHITE HIGH SCHOOL JUNIORS IN A NEW ENGLAND TOWN. ALTHOUGH HER FINDINGS SHOWED THAT NEGRO HIGH SCHOOL JUNIORS DO HAVE LOWER EDUCATIONAL ASPIRATIONS THAN WHITES, THEY FAILED TO SUPPORT THE HYPOTHESIS THAT THIS FACT IS RELATED TO THE AVERAGE SCHOOL PERCENT NEGRO (ASPN) IN THE FIRST 9 SCHOOL YEARS. BEFORE CONCLUDING THAT THERE IS NO RELATION BETWEEN EARLY SEGREGATION EXPERIENCE AND ASPIRATION IN HIGH SCHOOL, THE AUTHOR CONSIDERED (1) GEOGRAPHICAL DIFFERENCES OF PRE-HIGH-SCHOOL SCHOOLS ATTENDED, (2) UNCONTROLLED DIFFERENCES OF PRE-HIGH-SCHOOL SCHOOLS ATTENDED, AND (3) SOCIOECONOMIC DIFFERENCES. THE  AUTHOR FOUND THAT &amp;quot;SOUTHERN&amp;quot; NEGROES DID HAVE CONSISTENTLY LOWER ASPIRATIONS THAN &amp;quot;NORTHERN&amp;quot; NEGROES, BUT WHEN THE SAMPLE WAS RESTRICTED TO NORTHERN EDUCATED NEGROES, THE HYPOTHESIS WAS STILL NOT SUPPORTED. THE AUTHOR FOUND, CONTRARY TO THE HYPOTHESIS, A TENDENCY TOWARD HIGHER ASPIRATIONS IN HIGH ASPN SCHOOLS THAN IN LOW ASPN SCHOOLS, BUT FOUND NO UNCONTROLLED DIFFERENCE BETWEEN THE SCHOOLS TO ACCOUNT FOR THIS. NOR DID PARENTAL SOCIAL CLASS ACCOUNT FOR ASPIRATION DIFFERENCES, SINCE LOWER-CLASS WHITE STUDENTS HAD LOWER ASPIRATIONS REGARDLESS OF ASPN SCORE, WHILE NEGRO ASPIRATION SCORES VARIED POSITIVELY WITH THE ASPN SCORES REGARDLESS OF SOCIAL CLASS. THE AUTHOR SUGGESTED THAT IF THE SCHOOL&apos;S ATMOSPHERE IS NEGATIVE, A NEGRO CHILD&apos;S SELF-ESTEEM IS MORE THREATENED BY A DESEGREGATED SCHOOL  THAN BY A SEGREGATED SCHOOL. THIS REPORT IS A REPRINT FROM THE &amp;quot;HARVARD EDUCATIONAL REVIEW,&amp;quot; VOLUME 36, NUMBER 3, SUMMER 1966. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011332</dc:identifier>
<dc:title>THE EFFECT OF SEGREGATION ON THE ASPIRATIONS OF NEGRO YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Paired Associate Learning</dc:subject>
<dc:subject>Recall (Psychology)</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:creator scheme='personal author'>YEAGER, JOY</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A PAIRED-ASSOCIATE LEARNING EXPERIMENT, THE SUBJECT&apos;S OWN VOICE AND THEN THAT OF ANOTHER WERE HEARD TO TEST THE EFFECTIVENESS OF RECALL OF BOTH PRESENTATIONS. HALF OF THE WORDS FROM EACH VOICE WAS PRESENTED BY AIR-CONDUCTED SOUND TO EARPHONES AND HALF BY OCCLUDED BONE CONDUCTION. THE ORDER OF PRESENTATION OF VOICES, WORD-PAIR HALF-BLOCKS, AND SOUND MEDIA WAS COUNTERBALANCED AMONG SUBJECTS WHO WERE PREVIOUSLY SCREENED FOR NORMAL HEARING. TESTS WERE ADMINISTERED TO DIFFERENTIATE SUBJECTS WHO WERE EITHER &amp;quot;FIELD DEPENDENT&amp;quot; OR &amp;quot;FIELD INDEPENDENT.&amp;quot; RESULTS SHOWED THAT RECALL OF MATERIAL WAS NO GREATER WHETHER ONE&apos;S OWN VOICE OR ANOTHER&apos;S WAS USED. SUBJECTS CLASSIFIED AS NORMAL, OR AS &amp;quot;FIELD DEPENDENT,&amp;quot; LEARNED ABOUT EQUALLY WELL FROM EITHER VOICE AND SHOWED NO PREFERENCE FOR ONE  OVER THE OTHER. IN THE EARLY TRIALS, LEARNING BY AIR CONDUCTION APPEARED SUPERIOR TO THAT BY BONE CONDUCTION. IN LATER TRIALS, THE DIFFERENCE BECAME NONSIGNIFICANT. THIS ARTICLE WAS PUBLISHED IN &amp;quot;PERCEPTUAL AND MOTOR SKILLS,&amp;quot; 23, 1966. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011333</dc:identifier>
<dc:title>LEARNING FROM OWN VS OTHER VOICE BY AIR OR BONE CONDUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Master Teachers</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Guidance</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>FISCHER, STEPHEN J.</dc:creator>
<dc:creator scheme='personal author'>GODDU, ROLAND J.B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT TEACHING CENTERS WERE ESTABLISHED TO MORE EFFECTIVELY CONDUCT STUDENT TEACHER PROGRAMS THROUGH AN INCREASED EMPHASIS ON THE ROLE OF SUPERVISION. A STUDENT TEACHING CENTER IS AN ADMINISTRATIVE ARRANGEMENT WHERE THE SCHOOL AND UNIVERSITY JOINTLY PAY THE SALARY OF A MASTER TEACHER, CALLED A RESIDENT SUPERVISOR, WHO IS GIVEN RELEASED TIME FOR THE SUPERVISION OF STUDENT TEACHERS, CURRICULUM DEVELOPMENT, AND INSERVICE TRAINING OF JUNIOR STAFF. CENTERS WERE ESTABLISHED FOR FOUR SUBJECT AREAS IN THREE SCHOOL SYSTEMS AND WERE STAFFED BY HARVARD FACULTY MEMBERS, ADVANCED DOCTORAL STUDENTS, AND PUBLIC SCHOOL FACULTY MEMBERS. EVALUATION OF THE PROJECT RESULTED FROM STUDENT TEACHER RESPONSES TO QUESTIONNAIRES AND INTERVIEWS WITH THE RESIDENT SUPERVISORS. FINDINGS ILLUSTRATED THE  EFFECTIVENESS OF A WELL-CONTROLLED AND SUPPORTIVE INDUCTION OF STUDENT TEACHERS INTO THE TEACHING PROFESSION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011334</dc:identifier>
<dc:title>STUDENT TEACHING CENTER PROJECT. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Child Psychology</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Early Childhood Education</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Growth Patterns</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Infant Behavior</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Perceptual Motor Learning</dc:subject>
<dc:creator scheme='personal author'>WHITE, BURTON L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVERAL STUDIES ON SENSORIMOTOR FUNCTIONS IN INFANTS WERE REPORTED. DAY-TO-DAY OBSERVATIONS WERE MADE OF INSTITUTIONALIZED INFANTS IN AN ATTEMPT TO COLLECT BASELINE DATA ON ADAPTIVE ABILITIES IN CHILDREN. THE EVOLUTION OF FUNDAMENTAL SENSORIMOTOR SKILLS WAS TRACED TO PROVIDE CLUES FOR THE STUDY OF ENVIRONMENTAL EFFECTS ON THE DEVELOPMENTAL PROCESS. AFTER HAVING ACQUIRED SUFFICIENT BASELINE DATA, EXPERIMENTAL MODIFICATIONS OF REARING CONDITIONS WERE CONDUCTED TO TEST IDEAS GENERATED IN PART BY THE OBSERVATIONS THEMSELVES AND IN PART FROM GENERAL THEORETICAL VIEWS. SUCH VISUAL-MOTOR BEHAVIORS AS VISUALLY DIRECTED REACHING, VISUAL ACCOMMODATION, AND THE BLINK RESPONSE TO AN APPROACHING VISIBLE TARGET WERE DETERMINED TO CONSTITUTE BASIC TOOLS PREREQUISITE TO EARLY EXPLORATION AND  INFORMATION PROCESSING. IN ADDITION, SUCH MODIFICATIONS OF THE REARING CONDITIONS AS INCREASED HANDLING, MOTILITY, AND ENRICHMENT OF VISUAL SURROUNDINGS SHOWED THAT ACQUISITIONS OF VISUAL-MOTOR SKILLS WAS &amp;quot;PLASTIC,&amp;quot; OR SUBJECT TO CHANGE AS A RESULT OF THE EVENTS EXPERIENCED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011335</dc:identifier>
<dc:title>AN EXPERIMENTAL APPROACH TO THE EFFECTS OF EXPERIENCE ON EARLY HUMAN BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Mental Disorders</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Personality Change</dc:subject>
<dc:subject>Psychiatric Hospitals</dc:subject>
<dc:subject>Psychotherapy</dc:subject>
<dc:subject>Schizophrenia</dc:subject>
<dc:creator scheme='personal author'>DREEBEN, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY OF MENTAL HOSPITALIZATION WAS MADE IN A UNIVERSITY-AFFILIATED, ACTIVE-CARE STATE INSTITUTION CONCERNED MAINLY WITH SCHIZOPHRENICS. THE AUTHOR EXAMINED THE ROUTES PATIENTS FOLLOW THROUGH THE HOSPITAL IN RELATION TO THERAPY AND THE PATIENT&apos;S RETURN TO OUTSIDE LIFE. HE OBSERVED THAT THE PATIENT&apos;S SOCIAL POSITIONS ARE DEFINED IN LARGE PART BY STATE LAW, AND THAT NEWLY ADMITTED PATIENTS MAY OCCUPY A COURT POSITION, A JUDICIALLY COMMITTED POSITION, A TEMPORARY OBSERVATION STATUS, OR A VOLUNTARY ONE. THE AUTHOR PROPOSED THAT AN ORGANIZATION&apos;S STRUCTURAL CHARACTERISTICS ARE RELATED TO THE TYPES OF ACTIVITIES CARRIED ON BY ITS MEMBERS. THE DYADIC PSYCHOTHERAPEUTIC RELATIONSHIP WAS EXAMINED IN TERMS OF THE OBJECT, OR ENTITY ACTED UPON, THE SOCIAL RELATIONSHIP INVOLVED, AND THE  NORMS EXPECTED IN PERFORMANCE. THE TREATMENT PROCESS WAS SEEN AS A SERIES OF PSYCHOLOGICAL CHANGES WHICH ARE INITIATED BY THE DOCTOR AND HIS PATIENT, AS WELL AS CHANGES IN THEIR RELATIONSHIP TO EACH OTHER, AND THE RELATIONSHIP BETWEEN THIS DYAD AND THE ORGANIZATIONAL SETTING. THE PATIENT&apos;S SOCIAL RELATIONSHIP, DETERMINED IN PART BY THE NATURE OF THE POSITION HE OCCUPIES, WAS DESCRIBED AS BEING SOMEWHAT CONDUCIVE TO ESTABLISHING TRUST, AND TO HELPING THE PATIENT ESCAPE HIS POTENTIALLY STRESSFUL DAILY LIFE AND RETURN TO THE OUTSIDE LATER THROUGH THE RESOURCES OF THE THERAPIST. A NEED WAS SEEN FOR CONCEPTUALIZING BOTH THE ELEMENTS OF ACTIVITIES AND THE PROPERTIES OF SOCIAL POSITIONS IN THEIR OWN RIGHTS RATHER THAN AS MERELY SLOTS IN A SOCIAL SYSTEM. THE AUTHOR SUGGESTED THAT FURTHER  PSYCHIATRIC RESEARCH TAKE INTO ACCOUNT THE ORGANIZATIONAL PROPERTIES OF TREATMENT SETTINGS AS WELL AS TRADITIONAL PSYCHODYNAMIC FORMULATIONS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN SOCIOLOGICAL ASSOCIATION (61ST, MIAMI BEACH, AUGUST 31, 1966). (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011336</dc:identifier>
<dc:title>SOCIOLOGICAL ASPECTS OF PERSONALITY CHANGE--A STUDY OF MENTAL HOSPITALIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Infants</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:creator scheme='personal author'>WHITE, BURTON L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECENT RESEARCH FINDINGS ON THE PERCEPTUAL DEVELOPMENT OF YOUNG INFANTS WERE SURVEYED, AND THE NEED FOR SYNTHESIZING THESE NEW FINDINGS INTO WORKABLE CONCEPTS WAS SUGGESTED FOR THE FRUITFUL STUDY OF HIGHER ORDER CONSIDERATIONS IN THE FUTURE. A DISCUSSION WAS MADE ON THE DEVELOPMENTAL ISSUES OF--(1) SUPERORDINATE CATEGORIES OF PERCEPTUAL FUNCTION, INVOLVING THE PROCESS OF TYING CONCEPTS LIKE FORM DISCRIMINATION AND DEPTH PERCEPTION TO THE DATA ON INFANT BEHAVIOR, (2) SUPERORDINATE BEHAVIORS, INVOLVING THE STUDY OF THE DEPENDENCY OF COMPLEX SKILLS LIKE VISUALLY DIRECTED REACHING, CREEPING, AND WALKING UPON THE ACQUISITION OF LESS COMPLEX BEHAVIORS, (3) TRANSITION FROM INNATE STEREOTYPED BEHAVIOR TO MATURE FORMS, INVOLVING THE STUDY OF IMPLICATIONS OF THE GRADUAL CHANGE FROM  TACTUALLY INDUCED ROOTING BEHAVIOR AT BIRTH TO MORE FLUID AND VARIABLE BEHAVIOR AS THE INFANT DEVELOPS, (4) SCHEDULES OF APPROPRIATE EXPERIENCES, INVOLVING A DETERMINATION OF THE MOST SUITABLE EXPERIENCES FOR OPTIMAL DEVELOPMENT, (5) EARLY PERCEPTUAL-MOTOR BEHAVIOR AND COGNITIVE DEVELOPMENT, INVOLVING THE EMPIRICAL TESTING OF THE IDEA THAT THE INFANT&apos;S PREHENSORY CONTACT WITH OBJECTS MARKS THE BEGINNING OF ACQUISITION OF COGNITIVELY RELEVANT INFORMATION AND TIES SEVERAL SENSORIMOTOR SUBSYSTEMS (SEEING, REACHING, GRASPING) TOGETHER, AND (6) ANALYTICAL STUDIES OF THE ROLE OF EXPERIENCE, INVOLVING THE ISOLATION AND STUDY OF INDIVIDUAL FACTORS OF ENVIRONMENT, MOTILITY, AND TACTUAL STIMULATION. THE AUTHOR SUGGESTED THAT THESE SIX HIGHER-ORDER ISSUES SHOULD SERVE HEURISTICALLY AS INDICATORS OF  THE DIRECTIONS RESEARCH SHOULD TAKE. THIS PAPER WAS PRESENTED AT THE INSTITUTE FOR JUVENILE RESEARCH, CHICAGO, SEPTEMBER 1, 1965. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011337</dc:identifier>
<dc:title>SECOND-ORDER PROBLEMS IN STUDIES OF PERCEPTUAL DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Compression</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>CARROLL, JOHN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords>Kentucky (Louisville)</eric:keywords>
<eric:keywords_geo>Kentucky (Louisville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION WAS PRESENTED ON THE PROBLEMS OF MEASURING SPEECH RATE, A CRITICAL VARIABLE IN SPEECH COMPRESSION, BOTH IN DESCRIBING THE INPUT TO ANY SPEECH COMPRESSION SYSTEM AND IN CHARACTERIZING THE OUTPUT. THE DISCUSSION WAS LIMITED TO SPEECH RATE MEASUREMENT OF &amp;quot;ORAL READING RATE,&amp;quot; ONLY, AND DID NOT DEAL WITH THE MEASUREMENT OF &amp;quot;SPONTANEOUS SPEECH.&amp;quot; IT WAS REPORTED THAT IF MEASUREMENTS ARE TAKEN AS &amp;quot;UNITS OF SPEECH OUTPUT PER UNIT OF TIME,&amp;quot; THEY WILL NORMALLY BE DISTRIBUTED OVER PERSONS OR OCCASIONS, BUT MEASUREMENTS WILL BE POSITIVELY SKEWED IF TAKEN AS &amp;quot;AMOUNT OF TIME PER UNIT OF PERFORMANCE.&amp;quot; THE USE OF &amp;quot;UNITS OF TIME PER UNIT OF SPEECH OUTPUT&amp;quot; WAS SHOWN TO BE MORE EFFECTIVE IF VERY SMALL TIME UNITS ARE USED TO REPORT SPEECH RATE DATA. &amp;quot;WORDS PER MINUTE&amp;quot; WAS DISCOUNTED AS A  UNIT OF SPEECH BECAUSE WORDS VARY IN LENGTH. AS PHONEMES ARE DIFFICULT TO COUNT, THE SYLLABLE WAS RECOMMENDED AS THE UNIT OF SPEECH OUTPUT FOR MEASURING SPEECH RATE, WITHOUT ACCEPTING REPRESENTATIVE VALUES OF THE UNITS. THESE VALUES COULD BE STANDARDIZED BY FURTHER RESEARCH. THE AUTHOR CONCLUDED WITH A DISCUSSION ON THE COLLECTION OF NORMATIVE DATA FOR STANDARDIZING THE USE OF SPEECH UNITS FOR PRECISE ORAL READING MEASUREMENTS. THIS PAPER WAS PREPARED FOR PRESENTATION AT A CONFERENCE ON SPEECH COMPRESSION, UNIVERSITY OF LOUISVILLE, OCTOBER 19, 1966. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011338</dc:identifier>
<dc:title>PROBLEMS OF MEASURING SPEECH RATE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Infant Behavior</dc:subject>
<dc:subject>Infants</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Perceptual Motor Learning</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:creator scheme='personal author'>HELD, RICHARD</dc:creator>
<dc:creator scheme='personal author'>WHITE, BURTON L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords>Massachusetts (Tewksbury)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FINDINGS WERE REPORTED ON THE ROLE OF EXPERIENCE IN THE DEVELOPMENT OF THOSE SKILLS NECESSARY FOR VISUALLY DIRECTED REACHING. THE SKILLS INVOLVED WERE THE ORIENTING, ACCOMMODATING, AND PURSUIT RESPONSES OF THE EYES, ALL OF WHICH ARE ACHIEVED DURING THE FIRST HALF-YEAR OF LIFE. SEVERAL EXPERIMENTAL CHANGES WERE MADE TO THE ENVIRONMENT OF A GROUP OF INSTITUTIONALIZED INFANTS. THESE INCLUDED INCREASED HANDLING, ENRICHED VISUAL SURROUNDINGS, AND INCREASED MOTILITY. IT WAS FOUND THAT EARLY VISUAL-MOTOR DEVELOPMENT WAS REMARKABLY PLASTIC, OR MODIFIABLE BY THE EFFECTS OF THE EVENTS EXPERIENCED. THE ONSET OF HAND REGARD AND VISUALLY DIRECTED REACHING AND THE GROWTH OF VISUAL ATTENTIVENESS WERE SIGNIFICANTLY AFFECTED BY ENVIRONMENTAL MODIFICATION. IT WAS FOUND THAT THE INFANTS WHO HAD  BEEN HANDLED FOR AN ADDITIONAL 20 MINUTES EACH DAY FROM DAY 6 THROUGH DAY 36 TESTED SIGNIFICANTLY HIGHER ON VISUAL ATTENTION DURING DAYS 37 THROGH 152. THE AUTHORS CONCLUDED THAT THE AGE RANGE FROM 1 1/2 TO 5 MONTHS IS A TIME OF ENORMOUS IMPORTANCE FOR EARLY PERCEPTUAL-MOTOR DEVELOPMENT. THIS PAPER WAS COMPILED IN LARGE PART FROM AN ORAL PRESENTATION TO THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, CLEVELAND, DECEMBER 1963. IT IS PUBLISHED IN THE BOOK, &amp;quot;CAUSES OF BEHAVIOR--READINGS IN CHILD DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY,&amp;quot; 2ND EDITION, ALLYN AND BACON, 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011339</dc:identifier>
<dc:title>PLASTICITY OF SENSORIMOTOR DEVELOPMENT IN THE HUMAN INFANT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Aggression</dc:subject>
<dc:subject>Antisocial Behavior</dc:subject>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquent Rehabilitation</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Personality Change</dc:subject>
<dc:subject>Psychotherapy</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>MASSIMO, JOSEPH L.</dc:creator>
<dc:creator scheme='personal author'>SHORE, MILTON F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Metropolitan Achievement Tests</eric:keywords>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:keywords_test>Metropolitan Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE REPORTED A 2- AND 3-YEAR FOLLOWUP STUDY OF 20 DELINQUENT MALE DROPOUTS, HALF OF WHOM RECEIVED 10 MONTHS OF A COMPREHENSIVE, VOCATIONALLY ORIENTED PSYCHOTHERAPY PROGRAM, HALF OF WHOM DID NOT. METROPOLITAN ACHIEVEMENT TESTS AND THEMATIC STORIES WERE USED IN ASSESSMENTS. A SHORT INTERVIEW OBTAINED DATA ON JOB HISTORY, LEGAL AND MARITAL STATUS, AND EDUCATION SINCE THE END OF TREATMENT. THE BOYS WERE EVALUATED IN TERMS OF ACADEMIC LEARNING, SELF-IMAGE, CONTROL OF AGGRESSION, AND ATTITUDE TOWARD AUTHORITY. THE TREATED GROUP CONTINUED TO SHOW MAJOR IMPROVEMENT IN ALL AREAS OF EGO FUNCTIONING AS SEEN IN ACADEMIC LEARNING, PERSONALITY ATTITUDE, AND OVERT BEHAVIOR. IT APPEARED THAT THE RATE OF IMPROVEMENT TENDED TO DECREASE AFTER THE TERMINATION OF FORMAL PSYCHOTHERAPY. A  SMALL MINORITY OF THE CONTROL GROUP BEGAN TO SHOW SOME IMPROVEMENT IN EGO FUNCTIONING. THIS WAS ATTRIBUTED TO THE PASSING OF ADOLESCENCE, WHICH MAY HAVE REDUCED SOME OF THE INTENSITY OF THEIR ANTISOCIAL BEHAVIOR. MOST OF THE UNTREATED BOYS DEMONSTRATED MARKED AND CONTINUED DETERIORATION OVER TIME. SOME WERE SERVING PRISON SENTENCES AS ADULT CRIMINALS. THE AUTHORS CONCLUDED THAT THE PSYCHOTHERAPEUTIC APPROACH HAD BROUGHT ABOUT BASIC PERSONALITY CHANGES DURING THE TREATMENT PERIOD AND HELPED TO INITIATE A PROCESS WHEREBY THE DELINQUENT COULD CONTINUE ON HIS OWN IN GROWING AND ADAPTING TO THE WORLD. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;AMERICAN JOURNAL OF ORTHOPSYCHIATRY,&amp;quot; VOLUME 36, NUMBER 4, JULY 1966. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011340</dc:identifier>
<dc:title>COMPREHENSIVE VOCATIONALLY ORIENTED PSYCHOTHERAPY FOR ADOLESCENT DELINQUENT BOYS--A FOLLOW-UP STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Legal Education</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>GRANNIS, JOSEPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIP BETWEEN THE LEARNING OF LAW BY INDIVIDUAL CHILDREN IN A SOCIAL STUDIES SETTING AND THE THINKING THEY BROUGHT TO THE INSTRUCTIONAL SITUATION WAS EXPLORED. ASPECTS OF CIVIL LAW AND THE LITIGATION PROCESS WERE TAUGHT AND STUDIED FOR 20 HOURS IN TWO SIXTH-GRADE CLASSES. FIVE CHILDREN IN EACH CLASS HAD BEEN SELECTED IN ADVANCE FOR INTENSIVE CASE STUDY. TESTS, INTERVIEWS, AND OBSERVATIONS WERE CONDUCTED BEFORE, DURING, AND AFTER THE LAW INSTRUCTION. IN THIS REPORT, THE CASE STUDIES OF TWO NEGRO BOYS FROM INTACT, LOWER MIDDLE-CLASS FAMILIES WERE PRESENTED. THE BOYS WERE COMPARED ON CREATIVE THINKING, ABSTRACT THINKING, AND COGNITIVE APPROACHES TO PROBLEMS INVOLVING LAW. THE BOYS&apos; PERFORMANCE ON NONLAW PROBLEMS, BOTH SOCIAL AND NATURAL, WERE ALSO STUDIED. THE REPORT  DISCUSSED THE CHILDREN&apos;S THINKING IN TERMS OF THE INFLUENCE OF PERSONAL CONCEPTIONS OF THE INTERPRETATION OF THE INSTRUCTIONAL MATERIAL AND THE RELATIONSHIP OF COGNITIVE DEVELOPMENT TO SOCIAL STUDIES THINKING. THE AUTHOR CONCLUDED THAT (1) THE STUDY PROVIDED NO ANSWER TO THE QUESTION OF HOW A CHILD&apos;S BASIC CONCEPTIONS LIMITED OR FACILITATED THE ACQUISITION OF SPECIFIC INFORMATION AND MEANINGS, AND (2) LEARNING OR &amp;quot;THE RECONSTRUCTION OF A CHILD&apos;S THINKING&amp;quot; MUST CONSIST OF COMPLEMENTING WHAT EACH CHILD HAS IN THE WAY OF STYLE AND BASIC CONCEPTONS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011341</dc:identifier>
<dc:title>CASE STUDIES OF CHILDREN&apos;S THINKING ABOUT SOCIAL PHENOMENA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>147</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Administration</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Role</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Political Power</dc:subject>
<dc:subject>Public Education</dc:subject>
<dc:subject>Public Opinion</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>State Federal Aid</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>MCCONNELL, T.R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords>GREAT BRITAIN</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>United Kingdom (Great Britain)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE POLITICAL INFLUENCES IMPOSED ON BOTH PUBLIC AND PRIVATE INSTITUTIONS OF HIGHER EDUCATION IN THE UNITED STATES WERE DISCUSSED. FROM PERSONAL EXPERIENCE, THE AUTHOR CONCLUDED THAT BOTH TYPES OF INSTITUTION ARE SUBJECT TO PRESSURE FROM POWERFUL, OFTEN SUBTLE, EXTERNAL FORCES, ALTHOUGH THE FORM AND ORIGIN OF ENCROACHMENT MIGHT DIFFER. SOME OF THE WAYS PRESSURES ARE EXERTED WERE DESCRIBED, AND A NUMBER OF SUGGESTIONS WERE MADE (1) FOR CHANGES IN THE SELECTION OF MEMBERS OF THE GOVERNING BOARDS OF COLLEGES, (2) FOR REDUCTION OF CONTROLS EXERCISED OVER THE PUBLIC FUNDS APPROPRIATED FOR UNIVERSITY OPERATION, (3) FOR DETERMINATION, BY THE COLLEGE, OF THE SOCIAL NEEDS IT WILL CHOOSE TO FILL, AND (4) FOR COOPERATION AMONG INSTITUTIONS WITHIN A STATE IN INTERRELATED EDUCATIONAL NETWORKS.  PROBLEMS OF PLANNING, COORDINATION, GOVERNMENTAL INFLUENCE, AND PUBLIC ACCOUNTABILITY THAT HAVE DEVELOPED IN THE HIGHER EDUCATION OF BOTH GREAT BRITAIN AND CANADA WERE ALSO PRESENTED. THIS PAPER WAS PREPARED FOR THE CONFERENCE ON &amp;quot;CAMPUS AND CAPITOL,&amp;quot; BERKELEY, JULY 14, 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011342</dc:identifier>
<dc:title>THE UNIVERSITY AND THE STATE--A COMPARATIVE STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Horizontal Organization</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:subject>Science Laboratories</dc:subject>
<dc:subject>Simulated Environment</dc:subject>
<dc:subject>Vertical Organization</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>PALOLI, ERNEST G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for Research and Development in Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE ON THE RELATIONSHIP BETWEEN CONTRASTING ORGANIZATIONAL TYPES CREATED IN THE LABORATORY SETTING AND THE DISTRIBUTION OF THREE TYPES OF ROLE STRAINS--ROLE UNCERTAINTY, ROLE DISPARITY, AND ROLE INCOMPATIBILITY. THE TWO ORGANIZATION TYPES STUDIED DIFFERED IN DEGREE OF SPECIALIZATION, EMPHASIS ON RULES AND REGULATIONS, AMOUNT OF WORK PRESSURE, NUMBER OF FORMAL ADMINISTRATIVE LEVELS, CLARITY OF GOALS, DIFFERENTIALS IN INFLUENCE-AUTHORITY-POWER, AND AMOUNT OF INDIVIDUAL FREEDOM. INITIALLY, THE TWO LABORATORY WORK ORGANIZATIONS HAD IDENTICAL STRUCTURES, BUT AFTER A SPECIFIED TIME, ONE OF THE STRUCTURES WAS EXPERIMENTALLY CHANGED TO A CONTRASTING TYPE. EACH LABORATORY UNIT EMPLOYED 10 PERSONS, ONE OF WHOM WAS DESIGNATED AS THE UNIT SUPERVISOR. TWO WORK TEAMS WERE  DEVELOPED WITHIN EACH OF THE TWO UNITS. THE LABORATORY EXPERIMENT LASTED FOR 20 WORKING DAYS. FOUR SOURCES OF DATA WERE USED--(1) QUESTIONNAIRES, (2) RECORDINGS MADE BY &amp;quot;NAIVE&amp;quot; OBSERVERS THROUGH A ONE-WAY MIRROR, (3) DAILY INTERVIEWS WITH PARTICIPANT OBSERVERS, AND (4) THE PROJECT DIRECTOR&apos;S DAILY LOG OF HIS OBSERVATIONS. IT WAS HYPOTHESIZED THAT ROLE UNCERTAINTY AND ROLE DISPARITY WOULD BE MORE FREQUENT IN A RELATIVELY UNSTRUCTURED ORGANIZATION, WHILE ROLE INCOMPATIBILITY WOULD BE MORE FREQUENT IN A MORE HIGHLY STRUCTURED ORGANIZATION. SOME SUPPORT WAS FOUND FOR THESE HYPOTHESES. FURTHERMORE, IT WAS OBSERVED THAT EMPHASIS ON WORK RULES WAS MORE DIRECTLY ASSOCIATED WITH THE FREQUENCY OF ROLE INCOMPATIBILITY THAN ANY OTHER ORGANIZATIONAL FEATURE, AND THAT STRATIFICATION EMPHASIS AND TYPE  OF SUPERVISION WERE CLOSELY RELATED TO THE APPEARANCE OF EACH ROLE STRAIN. THIS PAPER IS A REPRINT FROM &amp;quot;SOCIOLOGY AND SOCIAL RESEARCH,&amp;quot; VOLUME 51, NUMBER 2, JANUARY 1967. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011343</dc:identifier>
<dc:title>ORGANIZATION TYPES AND ROLE STRAINS--AN EXPERIMENTAL STUDY OF COMPLEX ORGANIZATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Equated Scores</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Statistical Significance</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>RALEY, WILLIAM L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for Research and Development in Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION WAS PRESENTED ON THE PROCEDURES OF EQUATING DIVERSE ABILITY SCORES OBTAINED BY DIFFERENT SCALED MEASURES. THE AUTHOR INDICATED THE NECESSITY OF EQUATING SUCH SCORES WHEN ABILITY IS TO BE TREATED AS A SINGLE INDEPENDENT VARIABLE IN SIGNIFICANCE TESTS AND IN COMPARATIVE ANALYSES OF DICHOTOMIZED GROUPS. A NEW RATIONALE FOR EQUATING ABILITY SCORES WAS DESCRIBED. IT WAS DESIGNED FOR A FORTHCOMING NATIONAL STUDY OF COMMUNITY COLLEGES TO MEET A SITUATION WHERE 10 DIFFERENT ABILITY TESTS WERE REPORTED BY THE PARTICIPATING INSTITUTIONS. THE RATIONALE SHOWED THAT ALL RAW ABILITY SCORES WOULD BE TRANSFORMED INTO PERCENTILES, OBTAINED FROM PUBLISHED NATIONAL NORMS FOR 13TH-GRADE COMBINED SEXES. AFTER PERCENTILES WERE OBTAINED, A CHART WAS PREPARED WHICH PERMITTED ASSIGNMENT OF  ANY PERCENTILE TO AN APPROPRIATE STANINE, A SEGMENT OF A SCALE OF NINE. THESE STANINES WERE THAN CODED AS HIGH ABILITY, MIDDLE ABILITY, AND LOW ABILITY. THE HIGH-LOW GROUPING THAT RESULTED INCLUDED 23 PERCENT AT EACH END OF THE DISTRIBUTION. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011344</dc:identifier>
<dc:title>TREATING DIVERSE MEASURES OF ABILITY IN INSTITUTIONAL RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Research</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>MOCK, KATHLEEN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DAVIS</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>UNIVERSITY OF CALIFORNIA</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>California (Santa Barbara)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>California (Santa Barbara)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for Research and Development in Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONCERN OVER THE LOSS OF POTENTIALLY CAPABLE STUDENTS LED RESEARCH PERSONNEL ON THE DAVIS, LOS ANGELES, AND SANTA BARBARA CAMPUSES OF THE UNIVERSITY OF CALIFORNIA TO JOIN FORCES IN A STUDY TO IDENTIFY WAYS FOR ACCOMMODATING THE VARIOUS TYPES OF STUDENTS ADMITTED TO THE THREE SCHOOLS. A 2-YEAR PROJECT WAS PLANNED. THIS INTERIM REPORT COVERED A 1-YEAR ASSESSMENT OF SAMPLES FROM THE THREE COLLEGES. THE MAJOR DATA WERE DRAWN FROM AN EXTENSIVE QUESTIONNAIRE, INCLUDING INFORMATION ABOUT THE STUDENTS&apos; BACKGROUND CHARACTERISTICS, ASPIRATIONS, AND ATTITUDES. APTITUDE DATA AND SCORES ON A PERSONALITY INVENTORY WERE ALSO INCLUDED IN THE FIRST-YEAR ANALYSIS. BASED ON THESE VARIOUS DATA, THE REPORT DESCRIBED THE FRESHMAN STUDENT BODIES ON EACH CAMPUS AND DIFFERENTIATED THEM WITHIN AND AMONG  THE CAMPUSES. THE SAMPLE GROUPS USED IN THE STUDY REPRESENTED 74 PERCENT OF THE DAVIS FRESHMEN, 75 PERCENT AT SANTA BARBARA, AND 48 PERCENT AT LOS ANGELES. NO ATTEMPT WAS MADE IN THE INTERIM PERIOD OF STUDY TO ESTABLISH IMPLICATIONS OR CONCLUSIONS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011345</dc:identifier>
<dc:title>AN EXPLORATORY INVESTIGATION OF SELECTED STUDENT TYPES AT THREE UNIVERSITY OF CALIFORNIA CAMPUSES, A PRELIMINARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activism</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>De Jure Segregation</dc:subject>
<dc:subject>Equal Protection</dc:subject>
<dc:subject>Legal Problems</dc:subject>
<dc:subject>Legal Responsibility</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Police Action</dc:subject>
<dc:subject>Police School Relationship</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>LUNSFORD, TERRY F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for Research and Development in Higher Education.</dc:creator>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for the Study of Law and Society.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXAMINATION WAS MADE OF THE ISSUES AND EVENTS OF THE &amp;quot;FREE SPEECH&amp;quot; CRISES ON THE BERKELEY CAMPUS OF THE UNIVERSITY OF CALIFORNIA IN AN ATTEMPT TO PROVIDE THE BASIS FOR MORE SYSTEMATIC AND DISPASSIONATE STUDY OF CERTAIN ISSUES BEHIND THE STUDENT PROTESTS, AND TO STIMULATE SOCIAL AND LEGAL RESEARCH ON THESE ISSUES. FOLLOWING AN INTRODUCTION THE AUTHOR PRESENTED A BRIEF CHRONOLOGY OF SIGNIFICANT EVENTS DURING THE 1964-65 ACADEMIC YEAR. HE THEN DEALT WITH THE PROBLEM OF RESTRICTION OF EXPRESSION ON THE BERKELEY CAMPUS. QUESTIONS OF POLICY AND QUESTIONS OF LAW WERE TWO FACETS OF THIS PROBLEM THAT WERE EMPHASIZED. FINALLY, THE AUTHOR DISCUSSED RESEARCH DIRECTIONS AND RAISED FURTHER ISSUES WHICH DERIVE FROM THE TWO BROAD SOCIOLOGICAL PERSPECTIVES OF ORGANIZATIONAL ANALYSIS AND  SOCIOLEGAL ISSUES. A BIBLIOGRAPHY CONCERNING THE BERKELEY STUDENT PROTESTS WAS ATTACHED TO THE REPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011346</dc:identifier>
<dc:title>THE &amp;quot;FREE SPEECH&amp;quot; CRISES AT BERKELEY, 1964-1965--SOME ISSUES FOR SOCIAL AND LEGAL RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>188</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Agencies</dc:subject>
<dc:subject>Administrative Change</dc:subject>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Government (Administrative Body)</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>State Licensing Boards</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>CLARK, GEORGE W.</dc:creator>
<dc:creator scheme='personal author'>MEDSKER, LELAND L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coordinating Council for Higher Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ASSESSMENT WAS MADE OF THE NEED FOR AND IMPLICATIONS OF ESTABLISHING A STATE BOARD FOR THE JUNIOR COLLEGES OF CALIFORNIA. WHILE CONCERNED PRIMARILY WITH THE QUESTION OF THE ADVISABILITY OF ESTABLISHING SUCH AN AGENCY, THE INVESTIGATORS ALSO DEALT WITH (1) THE COMPOSITION, DUTIES, POWERS, AND RESPONSIBILITIES OF SUCH A BOARD, (2) STATUTORY AND FISCAL IMPLICATIONS, AND (3) MEANS FOR INSURING THAT SUCH A CHANGE WOULD NOT ENDANGER THE PRESENT SYSTEM OF JOINT LOCAL-STATE GOVERNANCE. EXTENSIVE INTERVIEWS WERE CONDUCTED, AND AN OPINION QUESTIONNAIRE WAS ADMINISTERED TO FACULTY MEMBERS, ADMINISTRATORS, AND TRUSTEES OF JUNIOR COLLEGES IN CALIFORNIA. STUDIES WERE ALSO MADE OF JUNIOR-COLLEGE GOVERNANCE PATTERNS IN ILLINOIS, FLORIDA, ARIZONA, AND MICHIGAN. IT WAS CONCLUDED THAT A STATE  BOARD SHOULD BE CREATED AND THAT, WITH SUFFICIENTLY BROAD AND GENERAL POWERS, IT COULD EFFECTIVELY COORDINATE JUNIOR COLLEGE PROGRAMS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011347</dc:identifier>
<dc:title>STATE LEVEL GOVERNANCE OF CALIFORNIA JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Researchers</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. Center for Research and Development in Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION IS PRESENTED ON THE ACTIVITIES OF THE CENTER FOR RESEARCH AND DEVELOPMENT IN HIGHER EDUCATION FOR THE YEAR 1965-66. THE ORIGINAL CENTER FOR THE STUDY OF HIGHER EDUCATION HAS BEEN MERGED INTO A PROJECT SUPPORTED BY A CONTRACT WITH THE U.S. OFFICE OF EDUCATION TO FORM THE CENTER FOR RESEARCH AND DEVELOPMENT IN HIGHER EDUCATION. FROM CONCENTRATION ON A MODEST PROGRAM OF STUDIES, THE CENTER&apos;S FUNCTION HAS BEEN ENLARGED TO INCLUDE A WIDE-RANGING EXAMINATION OF HIGHER EDUCATION AND A PROGRAM TO DEVELOP AND TRANSMIT ITS FINDINGS FOR APPLICATION, TRIAL, AND USE BY THE EDUCATIONAL COMMUNITY. THE BASIC PURPOSE OF THE CENTER IS TO ASSIST INDIVIDUALS AND ORGANIZATIONS RESPONSIBLE FOR AMERICAN HIGHER EDUCATION TO IMPROVE THE QUALITY, EFFICIENCY, AND AVAILABILITY OF EDUCATION  BEYOND THE HIGH SCHOOL. RESEARCH ACTIVITIES IN PROGRESS OR COMPLETED ARE LISTED BY SUPPORTING AGENCIES, WHICH INCLUDE VARIOUS PRIVATE FUNDING AGENCIES. IN ADDITION, CENTER-PERSONNEL PUBLICATIONS AND PROFESSIONAL ACTIVITIES ARE LISTED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011348</dc:identifier>
<dc:title>THE CENTER FOR RESEARCH AND DEVELOPMENT IN HIGHER EDUCATION. ANNUAL REPORT, 1965-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Census Figures</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Economic Opportunities</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Metropolitan Areas</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Youth</dc:subject>
<dc:creator scheme='personal author'>DENTLER, ROBERT A.</dc:creator>
<dc:creator scheme='personal author'>WARSHAUER, MARY E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DIFFERENCES BETWEEN DROPOUTS AND ADULT ILLITERATES IN 131 OF THE LARGEST CITIES IN THE UNITED STATES WERE COMPARED TO SEE IF THESE DIFFERENCES WERE ASSOCIATED WITH SELECTED FEATURES OF THE LOCAL ECONOMIES AND SOCIAL STRUCTURES. AS A PART OF THE STUDY, A COMPARATIVE ANALYSIS WAS MADE OF THE EFFECTS OF VARIOUS PROGRAMS TO PREVENT OR TO REHABILITATE DROPOUTS AND ILLITERATES. THE METROPOLITAN COMMUNITIES WERE RANKED IN TERMS OF THEIR PRODUCTION OF HIGH SCHOOL DROPOUTS AND ILLITERATES. THE RANKING INVOLVED CONSIDERATIONS OF THE ECONOMIC, DEMOGRAPHIC, AND OTHER SOCIAL DIFFERENCES BETWEEN THE CITIES. THE INVESTIGATORS SOUGHT TO ANSWER THREE RELATED QUESTIONS--(1) CAN INDICATORS OF THE RELATIVE PERFORMANCE OF BIG CITIES WITH RESPECT TO DROPOUT AND LITERACY PATTERNS BE DEVISED, (2)  WHEN DIFFERENCES DUE TO SOCIAL AND ECONOMIC BACKGROUND CONDITIONS ARE HELD CONSTANT STATISTICALLY, WHAT ARE THE CORRELATES OF HIGH SCHOOL WITHDRAWAL AND ADULT FUNCTIONAL ILLITERACY, AND (3) HOW ARE EFFORTS TO DEVELOP EDUCATIONAL OR SOCIAL PROGRAMS RELATED TO COMMUNITY CHARACTERISTICS. THE INVESTIGATORS CONCLUDED THAT NATIONAL AND STATE ECONOMIC POLICIES, INCLUDING PROGRAMS OF SOCIAL INSURANCE, MAY BE OF SUBSTANTIAL IMPORTANCE IN FOSTERING INCREASED EDUCATIONAL ATTAINMENT, WHILE SCHOOL AND WELFARE PROGRAMS THAT ATTEMPT TO DEAL DIRECTLY WITH DROPOUT PREVENTION OR LITERACY ARE IRRELEVANT, IF NOT FUTILE. THIS REPORT WAS PUBLISHED BY THE CENTER FOR URBAN EDUCATION, NEW YORK, FOR $3.00. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011349</dc:identifier>
<dc:title>BIG CITY DROPOUTS AND ILLITERATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>141</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:creator scheme='personal author'>GOW, J. STEELE, JR.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT WAS MADE OF A 5-YEAR EFFORT TO FILL THE NEED FOR GREATER CURRICULUM CONTINUITY IN THE STUDENT&apos;S TOTAL FORMAL EDUCATION. EVERY SEGMENT OF THE EDUCATIONAL CONTINUUM FROM KINDERGARTEN TO COLLEGE RECEIVED ATTENTION. CURRICULUMS IN ENGLISH AND READING, THE NATURAL AND SOCIAL SCIENCES, MATHEMATICS, AND FOREIGN LANGUAGE WERE ANALYZED AND REVISED, FIELD TESTED AND EVALUATED, DEMONSTRATED, AND DISSEMINATED. INVESTIGATIONS OF STUDENT PROGRESSION PRACTICES, INTERLEVEL AND INTERINSTITUTIONAL COLLABORATION, AND VARIOUS ORGANIZATIONAL STRUCTURES AND OPERATING PROCEDURES WERE MADE FOR IMPROVING THE QUALITY OF EDUCATION IN A CITY AND REGION. THE HISTORY OF THE PLANNING, FUNDING, STAFFING, AND IMPLEMENTING STAGES WAS DISCUSSED IN DETAIL. THE COURSE MATERIALS DEVELOPED CONSISTED OF  MIMEOGRAPHED COURSE SYLLABUSES, STUDY GUIDES, PATTERN DRILLS, READINGS, AND OTHER INSTRUCTIONAL MATERIALS FOR USE WITH ACADEMICALLY ABLE STUDENTS. MODIFICATION OF PROFESSIONAL AND INSTITUTIONAL BEHAVIOR THROUGH SUCH EFFORTS AS DISSEMINATION AND ELABORATION WAS ANALYZED. SUCCESSES AND SHORTCOMINGS OF THE CURRICULUM CONTINUITY DEMONSTRATION WERE DETAILED IN THE APPRAISAL SECTION. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011350</dc:identifier>
<dc:title>CURRICULUM DEVELOPMENT THROUGH SCHOOL AND UNIVERSITY COLLABORATION. THE PITTSBURGH CURRICULUM CONTINUITY DEMONSTRATION, 4.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>91</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Educational Psychology</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Researchers</dc:subject>
<dc:subject weight='MAJOR'>Scholarly Journals</dc:subject>
<dc:creator scheme='personal author'>STANLEY, JULIAN C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS WAS GIVEN OF THE INTELLECTUAL HERITAGE OF THE &quot;AMERICAN EDUCATIONAL RESEARCH JOURNAL&quot; (AERJ) AS REVEALED BY THE CONTENT OF THE 80 ARTICLES THAT APPEARED IN THE 12 ISSUES OF ITS FIRST 3 YEARS OF PUBLICATION. IN STATISTICAL TERMS, THE INVESTIGATOR PRESENTED THE RESULTS OF THE FOLLOWING ANALYSES--THE NUMBER OF ARTICLES CITING REFERENCES, THE NUMBER OF REFERENCES TO AN AUTHOR&apos;S OWN PUBLISHED ARTICLES AND TO AN AUTHOR&apos;S OWN PUBLISHED BOOKS, THE NUMBER OF REFERENCES TO BOOKS BY OTHER AUTHORS, THE NUMBER OF REFERENCES TO AN AUTHOR&apos;S UNPUBLISHED ARTICLES AND TO OTHER UNPUBLISHED ARTICLES, THE JOURNALS MOST FREQUENTLY REFERENCED, THE PROFESSIONAL AFFILIATIONS OF THE AUTHORS, AND THE NUMBER OF ARTICLES BY ONE, TWO, OR THREE AUTHORS. AN ANALYSIS SHOWED THAT THE PERIODICAL MOST  REFERENCED WAS THE &quot;JOURNAL OF EDUCATIONAL PSYCHOLOGY&quot; WITH ABOUT 16 PERCENT OF THE REFERENCES. A LITTLE MORE THAN HALF OF THE ARTICLES HAD ONE AUTHOR, AND SIX OF THE 80 HAD THREE AUTHORS. OF THE 74 SENIOR AUTHORS, 88 PERCENT WERE MEMBERS OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION. THE INVESTIGATOR SUGGESTED THAT THE AERJ IS IN DIRECT COMPETITION WITH THE &quot;JOURNAL OF EDUCATIONAL PSYCHOLOGY,&quot; AND OBSERVED THAT IN ITS FIRST 3 YEARS, AERJ HAD SERVED CHIEFLY AS A PUBLICATION OUTLET FOR EDUCATIONAL PSYCHOLOGISTS AND SPECIALISTS IN EDUCATIONAL MEASUREMENT. A CONDENSED VERSION OF THIS PAPER WAS PUBLISHED IN &quot;EDUCATIONAL RESEARCHER,&quot; VOLUME 18, NUMBER 4, JULY 1967. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011351</dc:identifier>
<dc:title>THE FIRST THREE YEARS OF AERJ.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:35:13</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Doctoral Dissertations</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participant Satisfaction</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Educational Objectives</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>WELDEN, J. EUGENE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY WAS TO DETERMINE THE DIFFERENCES BETWEEN 22 CONFERENCES PLANNED WITHOUT PARTICIPATION REPRESENTATION AND 25 PLANNED WITH PARTICIPATION REPRESENTATION ON THREE MEASURES OF PROGRAM EFFECTIVENESS--(1) PARTICIPANTS&apos; PERCEPTION OF PROGRAM RELEVANCE TO PERSONAL MOTIVES, (2) THEIR EXPRESSED SATISFACTION WITH THE PROGRAM, AND (3) THEIR EXPRESSED INTEREST IN CONTINUING EDUCATIVE ACTIVITY. A CONFERENCE EVALUATION FORM WAS CONSTRUCTED, PRETESTED, AND ADMINISTERED TO 1,026 MEN AND WOMEN ATTENDING CONFERENCES IN 1965 AT FIVE UNIVERSITY RESIDENTIAL CENTERS. THESE CONFERENCES WERE RANDOMLY DRAWN WITHIN THE TWO TYPES OF PLANNING. THE MAJORITY WERE DIRECTED TO INCREASING VOCATIONAL OR OCCUPATIONAL COMPETENCY. DEMOGRAPHIC FACTORS OF AGE (36-55), SEX (MOSTLY MEN),  EDUCATIONAL LEVEL (MOSTLY COLLEGE GRADUATES), AND PREVIOUS ATTENDANCE AT CONFERENCES (59 PERCENT) SHOWED NO DIFFERENCES BETWEEN THE GROUPS OF PARTICIPANTS. FINDINGS SHOWED THAT PARTICIPANT PERCEPTION OF CONFERENCE RELEVANCE TO HIS PERSONAL MOTIVES AND HIS SATISFACTION WITH IT WERE GREATER IN CONFERENCES PLANNED WITH PARTICIPATION REPRESENTATION. AN INTEREST INVENTORY DID NOT SHOW SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS. IT DID APPEAR, HOWEVER, THAT PROGRAMS PLANNED WITHOUT PARTICIPANT REPRESENTATION RANKED HIGHER ON ACQUISITION OF KNOWLEDGE, AND PROGRAMS PLANNED WITH REPRESENTATION RANKED HIGHER IN AN ASSOCIATIONAL-PARTICIPATION DIMENSION. THIS MATERIAL WAS SUBMITTED AS A DISSERTATION TO THE UNIVERSITY OF CHICAGO, 1966, 160 PAGES. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011352</dc:identifier>
<dc:title>PROGRAM PLANNING AND PROGRAM EFFECTIVENESS IN UNIVERSITY RESIDENTIAL CENTERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>O&apos;DELL, EARL D.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, JOHN T.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Wyoming</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wyoming Univ., Laramie. Div. of Adult Education and Community Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS THE REPORT, FROM THE ADULT EDUCATION DIVISION OF THE UNIVERSITY OF WYOMING, OF A SURVEY MADE IN 1965 OF ADULT EDUCATIONAL NEEDS IN THE STATE. THE PURPOSES OF THE STUDY WERE TO POINT UP POSSIBLE IMPROVEMENTS IN CURRENT EDUCATIONAL PROGRAMS AND TO PROVIDE A DESIGN FOR INTELLIGENT PLANNING FOR FUTURE NEEDS. FOUR MAJOR TASKS WERE UNDERTAKEN--(1) AN ANALYSIS OF SOCIAL AND ECONOMIC CONDITIONS WHICH INFLUENCE EDUCATION, (2) A DEFINITION OF THE ROLE, PURPOSES, FUNCTION, AND NEEDS OF HIGHER EDUCATION, (3) AN ANALYSIS AND APPRAISAL OF EXISTING PROGRAMS AND SERVICES OF POST-HIGH SCHOOL AND ADULT EDUCATION, AND (4) RECOMMENDATIONS FOR IMPROVEMENT. NUMEROUS TABLES AND FIGURES ARE INCLUDED. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011353</dc:identifier>
<dc:title>A STUDY OF THE EDUCATIONAL NEEDS OF ADULTS IN WYOMING, A STUDY OF POST-HIGH SCHOOL EDUCATIONAL PROGRAMS AND NEEDS IN WYOMING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>368</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Employment Potential</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanislaus County)</eric:keywords>
<eric:keywords>New Hope School CA</eric:keywords>
<eric:keywords>MANPOWER DEVELOPMENT AND TRAINING ACT</eric:keywords>
<eric:keywords>Stanislaus County Multioccupational Adult Training</eric:keywords>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS AN EVALUATION REPORT ON THE EFFECTIVENESS OF THE ADULT BASIC EDUCATION PROGRAMS AT THE NEW HOPE SCHOOL INITIATED BY MODESTO JUNIOR COLLEGE UNDER THE AUSPICES OF THE MANPOWER DEVELOPMENT AND TRAINING ACT. EVALUATION MEASURES WERE ACADEMIC ACHIEVEMENT (TESTED ACADEMIC PROGRESS THROUGH VARIOUS EDUCATIONAL TESTS), ATTITUDE MODIFICATION RELATIVE TO INVOLVEMENT, DROPOUT PATTERNS, FOLLOWUP INFORMATION ON EMPLOYMENT AND JOB PERSISTENCE OF TRAINEES, STUDENT CHARACTERISTICS, TEACHER CHARACTERISTICS, AND EFFECTIVENESS OF TEACHING. THE FINDINGS INDICATED THAT THE MODESTO ADULT TRAINING PROGRAMS WERE EFFECTIVE AND THAT PROGRESS WAS BEING MADE THROUGH THE ADULT BASIC PROGRAMS. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011354</dc:identifier>
<dc:title>ADULT BASIC EDUCATION, EVALUATION THROUGH RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Age Differences</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Doctoral Dissertations</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Engineers</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Marital Status</dc:subject>
<dc:subject>Noncredit Courses</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Professional Continuing Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Habits</dc:subject>
<dc:subject>Research</dc:subject>
<dc:creator scheme='personal author'>WIEGAND, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>GEORGIA INSTITUTE OF TECHNOLOGY</eric:keywords>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS RELATED TO PARTICIPATION IN CONTINUING EDUCATION WERE EXPLORED BY A QUESTIONNAIRE ANSWERED BY 435 WORKING ENGINEERS, ALL GRADUATES OF THE GEORGIA INSTITUTE OF TECHNOLOGY, CLASSES 1948-63. INDEPENDENT VARIABLES WERE EDUCATIONAL BACKGROUND, JOB, GEOGRAPHY, AND PERSONAL CHARACTERISTICS. DEPENDENT VARIABLES WERE THE TYPES OF EDUCATIONAL ACTIVITIES THE ENGINEER MIGHT ATTEMPT--COURSE WORK, PROFESSIONAL ACTIVITIES, READING AND SELF-DIRECTED LEARNING, AND CORRESPONDENCE STUDY. JOB-RELATED FACTORS SEEMED TO DETERMINE PARTICIPATION TO THE GREATEST EXTENT, ALTHOUGH CERTAIN AGE-RELATED FACTORS, ANNUAL SALARY, AND MARITAL STATUS WERE ALSO FOUND TO BE OPERATIVE. YOUNGER MEN IN CITIES, WHO HAD BEEN AT THE TOP OF THEIR CLASSES, FAVORED COURSE WORK, WHILE OLDER MEN WERE OFTEN PARTICIPANTS  IN THE ACTIVITIES OF SEVERAL PROFESSIONAL SOCIETIES. PARTICIPANTS IN READING AND SELF-DIRECTED LEARNING COULD NOT BE NEATLY DELINEATED BY THE FACTORS STUDIED. THE STUDY INCLUDED A LITERATURE REVIEW, STATISTICAL ANALYSES OF THE RELATIONSHIPS AMONG FACTORS, AND RECOMMENDATIONS FOR FURTHER RESEARCH. THIS DOCUMENT IS AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR, MICHIGAN (MICROFILM NUMBER 67-318). (FH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011355</dc:identifier>
<dc:title>FACTORS RELATED TO PARTICIPATION IN CONTINUING EDUCATION AMONG A SELECTED GROUP OF GRADUATE ENGINEERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Adult Dropouts</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Investigations</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Student Educational Objectives</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanislaus County)</eric:keywords>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords>Stanislaus County Multioccupational Adult Training</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PROVIDES A GENERAL PICTURE OF THE ENROLLMENT PATTERN FOR THE MODESTO MULTIOCCUPATIONAL PROJECT. TABLES GIVE DATA ON THE ACTIVE AND INACTIVE ENROLLMENT IN VOCATIONAL AND PREVOCATIONAL TRAINING PROGRAMS AND REASONS FOR DROPPING OUT OF THE PROGRAMS, THE MAIN REASONS BEING LACK OF PROGRESS, LACK OF INTEREST, POOR ATTENDANCE, AND FAMILY PROBLEMS. DROPOUT RATES ARE GIVEN FOR INDIVIDUAL TRAINING PROGRAMS IN HOME ECONOMICS, TRADE AND INDUSTRIAL EDUCATION, BUSINESS, AND AGRICULTURAL EDUCATION. OVERALL DROPOUT RATES ARE SUMMARIZED. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011356</dc:identifier>
<dc:title>DROPOUT RATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Dropouts</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Potential</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Farm Occupations</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanislaus County)</eric:keywords>
<eric:keywords>New Hope School CA</eric:keywords>
<eric:keywords>MANPOWER DEVELOPMENT AND TRAINING ACT</eric:keywords>
<eric:keywords>Stanislaus County Multioccupational Adult Training</eric:keywords>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF MODESTO JUNIOR COLLEGE&apos;S MULTIOCCUPATIONAL TRAINING PROJECT AT NEW HOPE SCHOOL WAS EVALUATED ON THE BASIS OF SUBSEQUENT EMPLOYMENT OF TRAINEES. DATA ON THE CURRENT EMPLOYMENT STATUSES OF TRAINEES AND DROPOUTS, REASONS FOR BEING OUT OF THE LABOR FORCE, ANTICIPATED EMPLOYMENT, EMPLOYMENT PATTERNS AND EARNING POWER OF EMPLOYED TRAINEES, SOURCES OF PRESENT JOBS, REFERRAL PATTERNS, AND ASSESSMENTS OF THE VALUE OF TRAINING WERE OBTAINED WITH A POST-TRAINING REPORT, GENERALLY IN CONJUCTION WITH INTERVIEWS, 3, 6, AND 12 MONTHS AFTER TRAINING. NEW HOPE PROJECT EMPLOYMENT RATES FOR ANY GIVEN WEEK RAN BETWEEN 55 AND 60 PERCENT. THE ACTUAL UNEMPLOYMENT RATE FOR THE PROJECT WAS BETWEEN 10 AND 15 PERCENT. EIGHT PERCENT OF THE TRAINEES WERE OUT OF THE LABOR FORCE. TRAINEES  TENDED TO ENTER TRAINING-RELATED JOBS, AND THOSE WHO DID SO OVERWHELMINGLY FOUND THEIR TRAINING OF VALUE. JOB PLACEMENT WAS DONE MORE SUCCESSFULLY BY THE TRAINING PROJECT THAN BY EMPLOYMENT SERVICES. THE AVERAGE EARNING POWER WAS LISTED AS $1.82 PER HOUR AND COMPARED FAVORABLY WITH THE EARNING POWER OF OTHERS IN THE SUBCULTURE. PREVOCATIONAL TRAINING OR LACK THEREOF APPEARED TO HAVE LITTLE BEARING ON SUBSEQUENT EMPLOYMENT. A COMPREHENSIVE FOLLOWUP STUDY OF TRAINEES AND EVALUATIVE STUDIES OF TRAINING PROGRAMS, TRAINING NEEDS, PARTICIPANT CHARACTERISTICS, AND REASONS FOR NONPARTICIPATION WERE RECOMMENDED. THE DOCUMENT INCLUDES 13 TABLES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011357</dc:identifier>
<dc:title>CONTINUING EMPLOYMENT THROUGH TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Dropouts</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Public School Adult Education</dc:subject>
<dc:subject>Publicity</dc:subject>
<dc:subject>Research Needs</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:creator scheme='personal author'>AKER, GEORGE F.</dc:creator>
<dc:creator scheme='personal author'>CARPENTER, WILLIAM L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REVIEW OF RESEARCH ON PUBLIC SCHOOL ADULT EDUCATION INDICATES THAT, WHILE THERE HAS BEEN IMPRESSIVE GROWTH AND ACHIEVEMENT, ADULTS WHO LACK HIGH SCHOOL DIPLOMAS OR EVEN BASIC LITERACY SKILLS ARE NOT BEING REACHED. STUDIES ARE NEEDED TO DETERMINE WHY THESE ADULTS ARE LEAST LIKELY TO PARTICIPATE IN PROGRAMS. STUDIES MADE OF CURRICULUMS, CLIENTELE, DROPOUTS, FINANCING, PROMOTION, AND EVALUATION SUGGEST THAT PUBLIC SCHOOL ADULT EDUCATION NEEDS ITS OWN PROGRAM OF DIVERSE OFFERINGS, MORE QUALIFIED PERSONNEL, SENSITIVITY TO COMMUNITY NEEDS, MORE ADMINISTRATIVE SUPPORT, PROMOTION, AND A CONTINUING RESEARCH AND EVALUATION PROGRAM FOR EACH SCHOOL. FUTURE RESEARCH PROGRAMS NEED A COMMON DATA COLLECTION SYSTEM AND EXPERIMENTAL PUBLIC SCHOOLS FOR ADULT LEARNING RESEARCH. STUDIES SHOULD  BE MADE OF (1) EVALUATIVE CRITERIA FOR CURRICULUMS, (2) TECHNIQUES OF COUNSELING ADULTS, AND (3) THE SKILLS REQUIRED OF TEACHERS, COUNSELORS, AND ADMINISTRATORS, AND THEIR PROBLEMS, TRAINING PROGRAMS, AND OBJECTIVES. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011358</dc:identifier>
<dc:title>WHAT RESEARCH SAYS ABOUT PUBLIC SCHOOL ADULT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adults</dc:subject>
<dc:subject>Doctoral Dissertations</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Leaders</dc:subject>
<dc:subject>Leadership Qualities</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Role Perception</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Teaching Styles</dc:subject>
<dc:subject>Volunteers</dc:subject>
<dc:subject>Youth Programs</dc:subject>
<dc:creator scheme='personal author'>APPS, JEROLD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY WAS TO DETERMINE FACTORS RELATED TO THE RECRUITMENT AND TRAINING OF VOLUNTEER ADULT LEADERS FOR WORK WITH LOWER SOCIOECONOMIC RURAL YOUTH IN UNIVERSITY EXTENSION YOUTH PROGRAMS. SPECIFICALLY, THE STUDY WAS CONCERNED WITH COMPARING RURAL YOUTH OF DIFFERENT SOCIOECONOMIC STATUSES AS TO THEIR PERCEPTION OF PERSONAL CHARACTERISTICS IN AN ADULT LEADER, AND STYLE OF ADULT LEADERSHIP DESIRED. THE SAMPLE WAS YOUTHS IN GRADES 5 THROUGH 8, 176 OF LOWER SOCIOECONOMIC STATUS AND 174 OF HIGHER SOCIOECONOMIC STATUS. SOCIOECONOMIC STATUS WAS MEASURED BY EDUCATION AND OCCUPATION OF THE HEAD OF THE HOUSE, AND FAMILY POSSESSIONS. THE DESIRED STYLE OF LEADERSHIP WAS DETERMINED BY ASKING THE YOUTHS TO SELECT EITHER A DEMOCRATIC, LAISSEZ-FAIRE, OR AUTHORITARIAN TYPE OF  LEADER. THE DESIRED PERSONAL CHARACTERISTICS WERE DETERMINED BY THE YOUTHS&apos; DESCRIPTION OF WHAT THEY WANTED IN A LEADER, SIX CATEGORIES BEING PROVIDED--SKILLS AND TALENTS, SOCIAL SKILLS, KINDNESS AND HELPFULNESS, RESPECT FOR YOUNG PEOPLE, PHYSICAL CHARACTERISTICS, AND AUTHORITATIVENESS. THE CONCLUSIONS REVEALED THAT RURAL YOUTH, REGARDLESS OF STATUS, WANTED THE PERSONAL CHARACTERISTICS OF KINDNESS AND HELPFULNESS, AND A DEMOCRATIC STYLE IN AN ADULT LEADER. OTHER CONCLUSIONS WERE BASED ON DIFFERENCES IN AGE, SEX, GRADE LEVEL, AND SOCIOECONOMIC STATUS OF RURAL YOUTH. THIS MATERIAL WAS SUBMITTED AS A DISSERTATION TO THE UNIVERSITY OF WISCONSIN, 1967, 207 PAGES. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011359</dc:identifier>
<dc:title>STYLE OF ADULT LEADERSHIP AND PERSONAL CHARACTERISTICS DESIRED IN AN ADULT LEADER BY LOW SOCIO-ECONOMIC RURAL YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:type></dc:type>
<eric:keywords>England (London)</eric:keywords>
<eric:keywords_geo>United Kingdom (London)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY WAS TO BE MADE IN ENGLAND AND WALES TO ASSESS THE OVERALL ADEQUACY OF PROVISIONS MADE FOR ADULT EDUCATION BY LOCAL EDUCATION AUTHORITIES, UNIVERSITY EXTRAMURAL DEPARTMENTS, WORKERS&apos; EDUCATIONAL ASSOCIATION DISTRICTS, AND VOLUNTEER ASSOCIATIONS WITH AN EDUCATIONAL FUNCTION. SIX AREAS WERE SELECTED USING STATISTICS ON TERMINAL EDUCATION AGE AND SOCIOECONOMIC COMPOSITION OF THE ADULT POPULATION FROM A 1961 CENSUS. THEY REPRESENTED HIGH TO LOW POINTS ON THE SCALE IN TERMS OF SOCIAL CLASS AND EDUCATIONAL COMPOSITION. IN EACH AREA, A RANDOM SAMPLE OF THE ADULTS WAS TO BE INTERVIEWED WITH A QUESTIONNAIRE ON KNOWLEDGE AND USE OF EXISTING ADULT EDUCATION OPPORTUNITIES. ANOTHER QUESTIONNAIRE WAS DESIGNED FOR CURRENT PARTICIPANTS IN ADULT EDUCATION PROGRAMS. QUESTIONNAIRES AND  INSTRUCTIONS TO INTERVIEWERS WERE INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011360</dc:identifier>
<dc:title>ADEQUACY OF PROVISION FOR ADULT EDUCATION IN SELECTED AREAS--RESEARCH PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Blacks</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Community Leaders</dc:subject>
<dc:subject>Folk Schools</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>HORTON, AIMEE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Highlander Folk School TN</eric:keywords>
<eric:keywords>TENNESSEE</eric:keywords>
<eric:keywords>United States (South)</eric:keywords>
<eric:keywords_geo>Tennessee</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HIGHLANDER FOLK SCHOOL, FOUNDED IN 1931 TO TRAIN RURAL AND INDUSTRIAL LEADERS, WAS AN INTEGRATED CENTER FOR LABOR EDUCATION IN THE LATE 1930&apos;S AND THE 1940&apos;S AND FOR NATIONAL FARMERS UNION SESSIONS IN THE EARLY 1950&apos;S. IN 1953 HIGHLANDER ORGANIZED TWO SUMMER WORKSHOPS (&amp;quot;THE SUPREME COURT DECISIONS AND THE PUBLIC SCHOOLS&amp;quot;), FOLLOWED BY SCHOOL DESEGREGATION WORKSHOPS IN 1954, 1955, 1956, AND 1957, IN AN EDUCATIVE ENVIRONMENT BASED ON COOPERATIVE PROGRAM PLANNING AND DECISION MAKING. THE 1955 WORKSHOP, WHICH CONCENTRATED ON A FEW COMMUNITIES WHERE HIGHLANDER FOLK SCHOOL HAD FRIENDS OR FORMER STUDENTS, UNDERTOOK AN EXPERIMENTAL PLANNING PROJECT INVOLVING SOUTHERN COMMUNITIES WITH VARYING PATTERNS OF SEGREGATION, AND PRODUCED TWO SETS OF ACTION GUIDELINES--&amp;quot;A GUIDE TO COMMUNITY  ACTION FOR PUBLIC SCHOOL INTEGRATION&amp;quot; AND &amp;quot;BASIC POLICIES FOR PRESENTATION TO SCHOOL BOARDS&amp;quot; (RECOMMENDATIONS FOR PUPIL INTEGRATION, TEACHER AND ADMINISTRATIVE INTEGRATION, AND NECESSARY EDUCATIONAL PREPARATION). QUESTIONNAIRE RESPONSES FROM NEGRO AND WHITE COMMUNITY LEADERS AT HIGHLANDER STRESSED CONTRIBUTIONS OF THE INTEGRATED RESIDENTIAL EXPERIENCE TO FRUITFUL PARTICIPATION AND LEARNING. CONTRASTS WITH MORE CONVENTIONAL RACE RELATIONS SEMINARS WERE NOTED. THE DOCUMENT INCLUDES 10 REFERENCES. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;TEACHERS COLLEGE RECORD,&amp;quot; VOLUME 68, NUMBER 3, DECEMBER 1966. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011361</dc:identifier>
<dc:title>THE HIGHLANDER FOLK SCHOOL, PIONEER OF INTEGRATION IN THE SOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Creative Teaching</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>ZAHN, JANE C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COMMENTARY ON CREATIVITY RESEARCH DEFINES THE CREATIVE RESPONSE AND THE PERSONALITY CHARACTERISTICS OF THE CREATIVE PERSON, AND OUTLINES THE CREATIVE PROCESS AND THE BARRIERS AND FACILITATORS TO IT. CREATIVE WRITERS AND PAINTERS ARE USED AS EXAMPLES. CERTAIN TEACHING METHODS ENCOURAGE CREATIVITY--(1) LEADING THE STUDENT TO QUESTION, (2) USING ANALOGY, METAPHOR, AND FREE ASSOCIATION OF IDEAS, (3) PERMITTING LOGICAL ANALYSIS TO COME LATE IN THE DISCOVERY PROCESS, (4) ENCOURAGING SKEPTICISM, (5) PERMITTING DISORDER, (6) LEAVING BLOCKS OF FREE TIME FOR THOUGHT, (7) FURNISHING AESTHETIC EXPERIENCES, (8) REWARDING CREATIVITY, AND (9) RELATING SUBJECTS TO OTHER DISCIPLINES OR TO WIDER CONCEPTS AND PROBLEMS. IN ADULT EDUCATION, THE ADMINISTRATOR IS RESPONSIBLE FOR DESIGNING A  CURRICULUM TO FOSTER CREATIVE CAPACITY, FOR FACILITATING THE COMMUNICATION OF ABLE PEOPLE WITHIN THE ORGANIZATION, AND FOR ENCOURAGING NEW WAYS OF APPROACHING PROBLEMS AND INTERACTION AMONG AN AUTONOMOUS FACULTY AND STAFF. HE MUST BE OPEN TO NEW IDEAS AND BE AN ABLE, CREATIVE PERSON WHO VALUES THE DEVELOPMENT OF SENSITIVE MINDS. A BIBLIOGRAPHY CONTAINS 24 REFERENCES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $1.25. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011362</dc:identifier>
<dc:title>CREATIVITY RESEARCH AND ITS IMPLICATIONS FOR ADULT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Responsibility</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Culture</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>KRAVITZ, SANFORD L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE WAYS IN WHICH THE UNIVERSITY CAN AND MUST HELP THE CITY SOLVE ITS PROBLEMS. HE SEES THE TWO MAJOR NEEDS OF URBAN INSTITUTIONS AS A MANPOWER SHORTAGE AND A KNOWLEDGE PROBLEM. THE UNIVERSITY MUST MOBILIZE ITS RESOURCES RAPIDLY AND RESPONSIBLY NOT ONLY TO INCREASE THE NUMBER OF WORKERS AVAILABLE BUT TO IMPROVE THE QUALITY AND EFFICIENCY OF THESE PEOPLE. IT MUST REDEFINE JOB CONTENT, TRAINING, ROLES, AND JOB STATUS, REEVALUATE CURRENT NOTIONS ABOUT PROFESSIONALISM, AND GIVE ATTENTION TO THE INCREASING USE OF SUBPROFESSIONALS. IN REGARD TO THE KNOWLEDGE PROBLEM, THE UNIVERSITY MUST EMPHASIZE THE APPLICATION OF KNOWLEDGE TO THE IMPROVEMENT OF SOCIETY AND WORK TOWARD CREATIVE INNOVATION, SEEKING NEW WAYS TO RELATE ITS RESOURCES TO COMMUNITY NEEDS. IT MUST ALSO  SEEK A COMMON LANGUAGE TO BRIDGE THE GAP BETWEEN THE ADMINISTRATOR&apos;S CONCERN FOR IMMEDIATE ANSWERS TO SPECIFIC PROBLEMS AND THE SCHOLAR&apos;S CONCERN FOR THEORY AND RESEARCH. THE COMPLETE DOCUMENT, &amp;quot;POLITICAL BACKGROUND OF ADULT EDUCATION, THE UNIVERSITY IN URBAN SOCIETY,&amp;quot; IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION OF ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $1.25. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011363</dc:identifier>
<dc:title>URBAN INSTITUTIONS AS UNIVERSITY CLIENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Role</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Urban Culture</dc:subject>
<dc:creator scheme='personal author'>BAILEY, STEPHEN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR EXAMINES THE VARIOUS WAYS IN WHICH THE UNIVERSITY CAN AND SHOULD INFLUENCE URBAN DECISION MAKING. THE CENTRAL UNIVERSITY ROLE IS SENSITIZING THE DECISION MAKERS AND THE CITIZENS TO HUMAN MISERY, SUCH AS BIGOTRY, SQUALOR, DISEASE, UGLINESS, POVERTY, AND IGNORANCE. LONG-RANGE ROLES ARE PINPOINTING THE PROBLEMS URBAN DECISION MAKERS SHOULD DEAL WITH, DISCOVERING THE ROOT LAWS OF HUMAN BEHAVIOR, AND FINDING ANSWERS TO PROBLEMS ACCORDING TO THESE LAWS. SHORT-RANGE ROLES INCLUDE PROVIDING TECHNICAL ADVICE AND EDUCATING URBAN DECISION MAKERS. THE COMPLETE DOCUMENT, &amp;quot;POLITICAL BACKGROUND OF ADULT EDUCATION, THE UNIVERSITY IN URBAN SOCIETY,&amp;quot; IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION OF ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE,  MASSACHUSETTS 02146, FOR $1.25. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011364</dc:identifier>
<dc:title>URBAN DECISION-MAKING, THE UNIVERSITY&apos;S ROLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Change Agents</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>Political Power</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Public Policy</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Planning</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, ALAN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>PLURALISM</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE UNIVERSITY&apos;S ROLE IN SOCIAL CHANGE FROM THE POLITICAL VIEWPOINT. BY EXAMINING OUR POLITICAL SYSTEM AS IT RELATED TO UNIVERSITY INVOLVEMENT, HE INDICATES THE POLITICAL RAMIFICATIONS OF SUCH INVOLVEMENT AND SHOWS THE KIND OF INVOLVEMENT THAT IS POLITICALLY POSSIBLE. HE PINPOINTS THE DIFFICULTIES CIVIC ADMINISTRATORS AND UNIVERSITY PERSONNEL HAVE IN WORKING TOGETHER AS PROBLEMS OF APPROACH. UNIVERSITIES TEND TO DEFINE PROBLEMS WITHIN THEIR MORE GENERAL CONTEXT AND TO ESPOUSE LONG-RANGE PLANNING, WHILE OUR POLITICAL SYSTEM IS PRIMARILY CONDUCIVE TO SMALL INCREMENTAL CHANGE AND SHORT-RANGE PLANNING. THE AUTHOR STATES THAT THIS POLITICAL SITUATION EXISTS BECAUSE OF (1) OUR LACK OF KNOWLEDGE ABOUT THE CAUSES AND CONSEQUENCES OF CHANGE, (2) OUR IDEOLOGICAL  ENVIRONMENT, WHICH IS BASED IN GOOD PART ON LAISSEZ FAIRE, (3) OUR POWER STRUCTURE, WHICH IS PLURALISTIC, AND (4) OUR DECISION-MAKING PROCESS. ALTHOUGH THE SYSTEM IN SOME WAYS AGREES WITH THE UNIVERSITY, IT ALSO PRODUCES MANY FRUSTRATIONS. THESE FRUSTRATIONS ARE AN INEVITABLE PART OF THE SYSTEM, UNIVERSITY INVOLVEMENT IS NONETHELESS NECESSARY AND MUST CONTINUE. THE COMPLETE DOCUMENT, &amp;quot;POLITICAL BACKGROUND OF ADULT EDUCATION, THE UNIVERSITY IN URBAN SOCIETY,&amp;quot; IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION OF ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $1.25. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011365</dc:identifier>
<dc:title>POLITICS OF UNIVERSITY INVOLVEMENT IN SOCIAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Responsibility</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Role Perception</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Problems</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>BEBOUT, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR EXAMINES THE INFLUENCE OF TEACHING AND RESEARCH, PRIMARILY THE WORK OF THE UNIVERSITY, ON SOCIAL CHANGE. HE STATES THAT TEACHING AND RESEARCH ARE THE FOREMOST GENERATORS OF SOCIAL CHANGE, THUS THE SUCCESS WITH WHICH WE COPE WITH PRESENT AND FUTURE PROBLEMS DEPENDS ON THE UNIVERSITY. THE UNIVERSITY IS IN A UNIQUE POSITION OF RELATIVE INDEPENDENCE AND FREEDOM, AND MUST MAINTAIN THIS INSTITUTIONAL INTEGRITY TO HAVE THE NEEDED EFFECT. THE UNIVERSITY&apos;S INFLUENCE MUST BE MAINLY A HUMANIZING ONE, THE UNIVERSITY MUST ASSESS SOCIETY&apos;S NEEDS AND RESPOND TO THEM BY PROVIDING HUMANE DIRECTION TO SOCIAL CHANGE, IT MUST STRESS PLANNING, AND TRY TO FORESEE THE EFFECTS OF CHANGE. THUS IT MUST EMPHASIZE TEACHING, PARTICULARLY THE TRAINING OF TEACHERS, GIVE MORE ATTENTION TO INTEGRATING  AND COMMUNICATING RESEARCH, STRESS THE HUMANITIES AND SOCIAL SCIENCES, AND PURSUE SCIENTIFIC STUDIES WITHIN A SET OF VALUES AND RESEARCH WITHIN THE FRAMEWORK OF POLICY. THE COMPLETE DOCUMENT, &amp;quot;POLITICAL BACKGROUND OF ADULT EDUCATION, THE UNIVERSITY OF URBAN SOCIETY,&amp;quot; IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION OF ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 01246, FOR $1.25. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011366</dc:identifier>
<dc:title>TEACHING AND RESEARCH, THEIR INFLUENCE ON SOCIAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Education</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>WILLIE, CHARLES V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>Syracuse University NY</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DEALS WITH THE ROLE OF THE UNIVERSITY IN EDUCATING STUDENTS TO BE CITIZENS AND LEADERS IN OUR URBANIZED SOCIETY. HE SEES URBANIZATION AS BEING DIFFERENT FROM, THOUGH RELATED TO, INDUSTRIALIZATION, AND HE SEES DISTINCT DIFFERENCES IN THE SOCIAL AND EDUCATIONAL RESPONSES NEEDED TO DEAL WITH THEM. WHILE INDUSTRIALIZATION, THE MAIN FOCUS OF OUR SOCIAL AND EDUCATIONAL INSTITUTIONS, REQUIRES TECHNOLOGICAL SKILLS FOR WORK, URBANIZATION REQUIRES THE DEVELOPMENT OF A SENSE OF COMMUNITY. THE AUTHOR BELIEVES THAT THE UNIVERSITY MUST SEEK TO EDUCATE LEADERS FROM AND FOR ALL LEVELS OF COMMUNITY, PARTLY BECAUSE ALL LEVELS OF COMMUNITY NEED LEADERS AND PARTLY BECAUSE TRUTH COMES ONLY FROM THE FUSION OF A NUMBER OF VIEWPOINTS, AND THAT UNIVERSITY EDUCATION MUST BECOME INVOLVED WITH  CURRENT CONTROVERSIAL COMMUNITY ISSUES. THE AUTHOR STATES THAT THE UNIVERSITY MUST TEACH ACTIVISTS THE BENEFITS OF REASONED THOUGHT, AND THINKERS THE METHODS AND TECHNIQUES OF EFFECTIVE ACTION. THE AUTHOR ILLUSTRATES HIS DISCUSSION WITH A CASE STUDY OF SCHOOL INTEGRATION IN SYRACUSE, NEW YORK, AND TWO PROGRAMS PERTAINING TO COMMUNITY LEADERSHIP DEVELOPMENT (THE THURSDAY BREAKFAST ROUND TABLE AND THE COMMUNITY ACTION TRAINING CENTER) SPONSORED BY UNIVERSITY COLLEGE OF SYRACUSE UNIVERSITY. THE COMPLETE DOCUMENT, &amp;quot;POLITICAL BACKGROUND OF ADULT EDUCATION, THE UNIVERSITY IN URBAN SOCIETY,&amp;quot; IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION OF ADULTS AT BOSTON UNIVERSITY, 138 MOUNTFORT ST., BROOKLINE, MASSACHUSETTS 02146, $1.25.</dc:description>
<dc:identifier scheme='eric_accno'>ED011367</dc:identifier>
<dc:title>EDUCATING THE URBAN STUDENT FOR THE URBAN WAY OF LIFE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Age</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Extension Agents</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>Masters Theses</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Personnel Data</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Role Perception</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Tenure</dc:subject>
<dc:creator scheme='personal author'>YOUNG, DOUGLAS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NORTH CAROLINA</eric:keywords>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords>COOPERATIVE EXTENSION SERVICE</eric:keywords>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE TO DETERMINE COUNTY EXTENSION AGENTS&apos; PERCEPTION OF THEIR ROLE AND THAT OF ADVISORY BOARDS IN PLANNING, EXECUTING, AND EVALUATING THE COUNTY EXTENSION PROGRAM. AGENTS&apos; VIEWS ON WHO OUGHT TO HAVE RESPONSIBILITY FOR PERFORMING COUNTY PROGRAMING FUNCTIONS WERE ALSO EXAMINED. ALL 109 AGENTS IN THE NORTHWESTERN EXTENSION DISTRICT IN NORTH CAROLINA WERE INTERVIEWED ON 34 COUNTY PROGRAMING FUNCTIONS. THEY WERE ASKED WHO WAS PERFORMING THE FUNCTION, HOW WELL IT WAS BEING PERFORMED, AND WHO OUGHT TO PERFORM IT. STATISTICAL ANALYSES WERE MADE OF RESPONSES RELATED TO SEVEN INDEPENDENT VARIABLES--AGE, TITLE, LEVEL OF FORMAL EDUCATION, GRADUATE DEGREE WORK, CONTENT AREA FOR HIGHEST DEGREE HELD, TENURE IN PRESENT POSITION, AND TENURE IN EXTENSION. CONSIDERED COLLECTIVELY,  THESE VARIABLES WERE NOT SIGNIFICANTLY ASSOCIATED WITH AGENTS&apos; VIEWS. AGENTS GENERALLY PERCEIVED FUNCTIONS PERFORMED BY THEMSELVES AS ADEQUATE. CONSENSUS WAS LACKING ON WHO OUGHT TO HAVE RESPONSIBILITY FOR PERFORMING COUNTY PROGRAMING FUNCTIONS. THE FINDINGS SUGGESTED A LACK OF UNDERSTANDING OF THE ROLE OF ADVISORY BOARDS AMONG AGENTS AND A LACK OF ACCEPTANCE OF A BOARD&apos;S ROLE IN COUNTY PROGRAMING. REFERENCES, TABLES, AND THE QUESTIONNAIRE USED WERE INCLUDED. THIS MATERIAL WAS SUBMITTED AS A DISSERTATION TO NORTH CAROLINA STATE UNIVERSITY, 1966, 203 PAGES. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011368</dc:identifier>
<dc:title>A STUDY OF NORTHWESTERN DISTRICT COUNTY EXTENSION AGENTS&apos; PERCEPTION OF THE ORGANIZATION AND UTILIZATION OF ADVISORY BOARDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Human Relations</dc:subject>
<dc:subject>Interpersonal Competence</dc:subject>
<dc:subject>Laboratory Training</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Teaching Styles</dc:subject>
<dc:subject>Time Factors (Learning)</dc:subject>
<dc:creator scheme='personal author'>HARRISON, ROGER</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (West Haven)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REVIEW OF THE PROBLEMS IN DESIGN AND INTERPRETATION OF RESEARCH ON HUMAN RELATIONS TRAINING, PARTICULARLY THAT USING T GROUPS AND SENSITIVITY TRAINING, REFERS TO STUDIES IN THE FIELD. PROBLEMS CONSIDERED ARE--THE PROBLEM OF CONTROLS (VOLUNTEER PARTICIPANTS, PREDICTION OF OUTCOMES), TEMPORAL CHANGE IN TRAINING OUTCOMES (RELATIONSHIP OF CHANGE TO TIME), DIMENSIONS AND DIRECTIONS OF CHANGE, CLASSIFICATION SCHEMES FOR TRAINING OUTCOMES (NORMATIVE, RESTRICTIVE, PRESCRIPTIVE), VARIABILITY IN THE TRAINING EXPERIENCE (TRAINER STYLE, GROUP COMPOSITION), TIMING OF DATA COLLECTION (BY MAIL OR IN THE LABORATORY), EXPERIMENTER-PARTICIPANT RELATIONSHIPS IN THE LABORATORY SETTING, AND STATISTICAL PROBLEMS IN TRAINING RESEARCH. THE PAPER CONTAINS 14 BIBLIOGRAPHIC REFERENCES. IT WAS  PRESENTED AT THE RESEARCH SEMINAR OF THE VETERAN&apos;S ADMINISTRATION HOSPITAL (WEST HAVEN, CONNECTICUT, JANUARY 27, 1967). (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011369</dc:identifier>
<dc:title>PROBLEMS IN THE DESIGN AND INTERPRETATION OF RESEARCH ON HUMAN RELATIONS TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Human Relations</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Interpersonal Competence</dc:subject>
<dc:subject>Laboratory Training</dc:subject>
<dc:subject>Management Development</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>HARRISON, ROGER</dc:creator>
<dc:creator scheme='personal author'>OSHRY, BARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>ORGANIZATIONAL BEHAVIOR DESCRIBER SURVEY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SERIES OF STUDIES WERE MADE ON THE EFFECTS OF LABORATORY TRAINING IN HUMAN RELATIONS ON THE ORGANIZATIONAL BEHAVIOR OF &amp;quot;MIDDLE&amp;quot; MANAGERS. THROUGH REPEATED FACTOR ANALYSIS, THE ORGANIZATIONAL BEHAVIOR DESCRIBER SURVEY (OBDS) WAS DEVELOPED BY WHICH A MANAGER AND HIS ASSOCIATES COULD DESCRIBE HIS BEHAVIOR. THE OBDS PERMITTED RATINGS ON RATIONAL-TECHNICAL COMPETENCE, VERBAL DOMINANCE, CONSIDERATION, AND EMOTIONAL EXPRESSIVENESS. STUDIES OF 357 MANAGERS IN FOUR POPULATIONS SHOWED NO SIGNIFICANT CHANGES IN ORGANIZATIONAL BEHAVIOR FOLLOWING TRAINING. THERE WERE, HOWEVER, POSITIVE RELATIONSHIPS BETWEEN INVOLVEMENT IN THE LABORATORY AND INCREASES ON THE CONSIDERATION SCALE. THERE WERE SMALL CORRELATIONS BETWEEN BEHAVIOR IN THE ORGANIZATION AND IN THE TRAINING LABORATORY. DETERMINANTS OF  ORGANIZATIONAL BEHAVIOR SEEMED TO BE SITUATIONAL, AND INDICATIONS WERE THAT STRONG BARRIERS TO THE TRANSFER OF ATTITUDES FROM THE TRAINING LABORATORY TO THE ORGANIZATION MAY EXIST. THE FINDINGS ALSO SUGGESTED THAT TRAINING MAY LEAD TO MULTIDIMENSIONAL AND MULTIDIRECTIONAL CHANGES. THE DOCUMENT INCLUDED SAMPLE QUESTIONS, TABLES OF CORRELATIONS, AND 13 REFERENCES. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011370</dc:identifier>
<dc:title>LABORATORY TRAINING IN HUMAN RELATIONS AND ORGANIZATIONAL BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Adult Learning</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Lecture Method</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:creator scheme='personal author'>LAHR, JAMES K.</dc:creator>
<dc:creator scheme='personal author'>WIENTGE, KING M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>Bromwoods Residential Center MO</eric:keywords>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Univ. Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON WAS MADE OF THE AMOUNT OF LEARNING IN AN ADULT EVENING CLASS ON CAMPUS WITH THAT OF AN EXPERIMENTAL CLASS WHICH ATTENDED SESSIONS ON CAMPUS AND SPENT TWO WEEKENDS AT A UNIVERSITY RESIDENTIAL CENTER. IT WAS EXPECTED THAT THE EXPERIMENTAL CLASS WOULD LEARN MORE AND EXPERIENCE POSITIVE CHANGES IN ATTITUDE AS COMPARED WITH THE CONTROL CLASS. THE SAME INSTRUCTORS WERE USED FOR BOTH GROUPS. IN ORDER TO CONTROL METHOD OF INSTRUCTION AS A VARIABLE, THE LECTURE-DISCUSSION METHOD WAS USED IN BOTH GROUPS. PRETESTS OF INTELLIGENCE, ATTITUDES, AND SUBJECT KNOWLEDGE WERE GIVEN TO ALL, AND ATTITUDE AND SUBJECT KNOWLEDGE TESTS WERE REPEATED AT THE END OF THE TERM. THE EXPERIMENTAL GROUP ALSO COMPLETED A FINAL EVALUATION QUESTIONNAIRE. THE EXPERIMENTAL GROUP WAS SIGNIFICANTLY MORE  INTELLIGENT, BUT NO SIGNIFICANT DIFFERENCES SHOWED UP IN EITHER THE PRETEST OR POST-TEST OF ATTITUDES OR SUBJECT KNOWLEDGE. THE EXPERIMENTAL GROUP ENJOYED THE SOCIAL SETTING AT THE RESIDENTIAL CENTER BUT DID NOT FEEL MORE LEARNING OCCURRED THERE. RATHER, THE PERIODS BETWEEN SESSIONS WERE SEEN AS DETERRENT TO LEARNING. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011371</dc:identifier>
<dc:title>THE INFLUENCE OF SOCIAL CLIMATE ON ADULT ACHIEVEMENT--THE IMPACT OF A RESIDENTIAL EXPERIENCE ON LEARNING AND ATTITUDE CHANGE OF ADULT STUDENTS ENROLLED IN AN EVENING CREDIT CLASS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Greek</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Thai</dc:subject>
<dc:creator scheme='personal author'>FIKS, ALFRED I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ALEXANDRIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Alexandria, VA. Human Resources Research Office.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LIST OF 26 FOREIGN LANGUAGE PROGRAMS IS PRESENTED. THE LIST INCLUDES SUCH INFORMATION AS PRICE, COMPLETION TIME, STUDENT LEVEL AND FORMAT OF EACH PROGRAM AND AN &amp;quot;ATOMY&amp;quot; INDEX. &amp;quot;ATOMY&amp;quot; IS DEFINED AS THE NUMBER OF FRAMES PER HOUR AND THE INDEX IS USED TO PROVIDE SOME INDICATION OF THE DEGREE OF FRACTIONATION OR ATOMIZATION OF THE COURSE CONTENT. THE DATA PRESENTED WERE CURRENT AS OF FEBRUARY 1966. THIS ARTICLE IS A REPRINT FROM &amp;quot;THE MODERN LANGUAGE JOURNAL,&amp;quot; VOLUME 51, NUMBER 1, JANUARY 1967. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011372</dc:identifier>
<dc:title>FOREIGN LANGUAGE PROGRAMMED MATERIALS--1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Vietnamese</dc:subject>
<dc:creator scheme='personal author'>ROCKLYN, EUGENE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ALEXANDRIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Alexandria, VA. Human Resources Research Office.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVERAL SELF-INSTRUCTIONAL FOREIGN LANGUAGE TRAINING PROGRAMS DEVELOPED FOR MILITARY USE ARE DESCRIBED. THE APPLICATION OF PROGRAMED INSTRUCTION TECHNIQUES TO THE PEDAGOGICAL AND LINGUISTIC SKILLS UNDERLYING FOREIGN LANGUAGE TEACHING IS EXPLAINED. AN OVERVIEW OF SELF-INSTRUCTIONAL FOREIGN LANGUAGE TRAINING AND SOME OF THE PROGRAMED LANGUAGE MATERIALS AVAILABLE PROVIDE AN INDICATION OF THE EXTENT TO WHICH PROGRAMING HAS BEEN USED IN THIS FIELD IN THE UNITED STATES. A BRIEF DISCUSSION OF THE PROBLEMS INVOLVED IN THE APPLICATION OF PROGRAMING TO LITERACY TRAINING, PRIMARILY THE LACK OF READING KNOWLEDGE ON THE PART OF ADULT NATIVE SPEAKING STUDENTS, IS PRESENTED. THIS PAPER WAS PRESENTED AT THE NORTH ATLANTIC TREATY ORGANIZATION CONFERENCE ON &amp;quot;THE MILITARY APPLICATIONS OF PROGRAMMED  INSTRUCTION&amp;quot; (NAPLES, APRIL 1965). (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011373</dc:identifier>
<dc:title>THE APPLICATION OF PROGRAMED INSTRUCTION TO FOREIGN LANGUAGE AND LITERACY TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Curriculum</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>DIAMOND, ROBERT M.</dc:creator>
<dc:creator scheme='personal author'>TAYLOR, ELEANOR C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Coral Gables)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Miami Univ., Coral Gables, FL. Univ. Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT WAS DESIGNED TO DETERMINE THE EFFECTIVENESS AND FEASIBILITY OF USING PROGRAMED INSTRUCTION TO CORRECT GRAMMATICAL AND MECHANICAL WRITING ERRORS OF STUDENTS ENROLLED IN A FRESHMAN COMPOSITION COURSE. THE TEST GROUP INCLUDED STUDENTS WHO HAD SCORED LESS THAN 64 IN THE COOPERATIVE ENGLISH TEST. EIGHTEEN PROGRAMS WERE EVALUATED BY THE FACULTY AND FIVE WERE SELECTED FOR USE IN THE PILOT PROGRAM--&amp;quot;ENGLISH 3200,&amp;quot;&amp;quot;ENGLISH 2600,&amp;quot;&amp;quot;PROPER PUNCTUATION,&amp;quot;&amp;quot;EFFECTIVE WRITING,&amp;quot; AND THE &amp;quot;ENGLISH REVIEW MANUAL.&amp;quot; AFTER ONE SEMESTER OF UTILIZATION, AND AS A RESULT OF STUDENT ATTITUDE STUDIES AND FURTHER EVALUATION, &amp;quot;ENGLISH 2600&amp;quot; AND THE &amp;quot;ENGLISH REVIEW MANUAL&amp;quot; WERE EXCLUDED. THE FOLLOWING CONCLUSIONS WERE REACHED--(1) CERTAIN BASIC PROBLEMS INVOLVING GRAMMATICAL AND MECHANICAL  WRITING ERRORS, CAN, IF THE STUDENT IS MOTIVATED, BE CORRECTED THROUGH PROGRAMED SEQUENCES, (2) BY UTILIZING MULTIPLE COPIES OF EXISTING COMMERCIAL PROGRAMS, IT IS POSSIBLE TO IMPLEMENT PROGRAMED INSTRUCTION FOR LARGE NUMBERS OF STUDENTS WITH MINIMUM EXPENDITURES, AND (3) STUDENTS HAVE A POSITIVE ATTITUDE TOWARD PROGRAMED INSTRUCTION. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011374</dc:identifier>
<dc:title>USE OF PROGRAMED INSTRUCTION IN A FRESHMAN COMPOSITION COURSE - A FEASIBILITY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:creator scheme='personal author'>DEFRANCIS, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pinyin (Language)</eric:keywords>
<eric:keywords>WEN YEN</eric:keywords>
<eric:keywords>Chen (Theodore)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LACK OF COORDINATION BETWEEN HIGH SCHOOL AND COLLEGE CHINESE LANGUAGE PROGRAMS PRESENTS A SERIOUS PROBLEM OF ARTICULATION FOR STUDENTS OF CHINESE. A COLLEGE PROGRAM THAT EMPHASIZED READING CHINESE MAY NOT BE COMPATIBLE WITH THE PREPARATION OF A STUDENT COMING FROM THE SPEAKING-PRONUNCIATION ORIENTATION OF HIS HIGH SCHOOL CURRICULUM. THERE IS A DEFINITE NEED FOR TWO TYPES OF PRONUNCIATION MATERIALS, ONE FOR STUDENTS AND ONE FOR TEACHERS, TO COMPENSATE FOR THE DIVERGENT BACKGROUNDS OF BOTH. IT IS IMPORTANT THAT HIGH SCHOOLS STRESS GOOD PRONUNCIATION AND FLUENT COMMAND OF A SMALLER AMOUNT OF MATERIAL RATHER THAN TRYING TO PUSH STUDENTS TOO FAR TOO FAST. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;JOURNAL OF THE CHINESE LANGUAGE TEACHER ASSOCIATION,&amp;quot; VOLUME 2, NUMBER 1, FEBRUARY 1967.  (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011375</dc:identifier>
<dc:title>ARTICULATION OF HIGH SCHOOL AND COLLEGE TRAINING MATERIALS IN CHINESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Intonation</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:creator scheme='personal author'>TSAO, WEN YEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>QUESTION TYPES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE, BASED ON A CONTRASTIVE ANALYSIS OF AMERICAN ENGLISH AND CHINESE, IS DESIGNED TO BE USED IN THE PREPARATION OF INSTRUCTIONAL MATERIALS FOR THE PRESENTATION OF QUESTIONS IN THE TEACHING OF CHINESE. QUESTIONS CAN BE CLASSIFIED INTO THREE CATEGORIES, ACCORDING TO THEIR FUNCTIONS--(1) PURE QUESTIONS, (2) RHETORICAL QUESTIONS, AND (3) QUESTIONS CONVEYING AGREEMENT, SUPPOSITION, POLITE REQUEST, AND GREETINGS. THE FIRST CATEGORY ANTICIPATES ONE OF SEVERAL TYPES OF ANSWERS, THE LAST TWO CATEGORIES SCARCELY REQUIRE ANY VERBAL RESPONSE. QUESTION PARTICLES AND INTONATION ARE USED IN CHINESE TO CONVEY ADDITIONAL INFORMATION, AS IS INTONATION IN ENGLISH. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;JOURNAL OF THE CHINESE LANGUAGE TEACHERS ASSOCIATION,&amp;quot; VOLUME 2, NUMBER 1, FEBRUARY 1967.  (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011376</dc:identifier>
<dc:title>QUESTIONS IN CHINESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consonants</dc:subject>
<dc:subject>Distinctive Features (Language)</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Morphophonemics</dc:subject>
<dc:subject>Okinawan</dc:subject>
<dc:subject>Phonemes</dc:subject>
<dc:subject>Syllables</dc:subject>
<dc:subject>Vowels</dc:subject>
<dc:creator scheme='personal author'>LUELSDORFF, PHILIP A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Japan (Ryukyu Islands)</eric:keywords>
<eric:keywords_geo>Japan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LANGUAGES OF OKINAWAN MAY BE DIVIDED INTO THREE MUTUALLY UNINTELLIGIBLE REGIONAL DIALECTS, CORRESPONDING GEOGRAPHICALLY TO THE THREE GROUPS OF ISLANDS OF THE RYUUKYUU ARCHIPELAGO. AS REPRESENTATIVE MODEL OF THE REGIONAL DIALECTS, AGENA-GUCHI IS ANALYZED WITH RESPECT TO PHONEMIC SYSTEMS, OKINAWAN MORPHOPHONEMICS, AND OKINAWAN SYLLABLE STRUCTURE WITHIN THE TRANSFORMATIONAL GENERATIVE FRAMEWORK. FOUR SUBCLASSES OF PHONEMES ARE ESTABLISHED--(1) VOWELS, FIVE SYSTEMATIC PHONEMES, (2) LIQUIDS, ONE PHONEME, (3) GLIDES, ONE PHONEME, AND (4) CONSONANTS, EIGHT PHONEMES. ALL ARE DISCUSSED AND CLASSIFIED ACCORDING TO ACOUSTIC AND ARTICULATORY CRITERIA. THE SUBCLASS &amp;quot;CONSONANTS&amp;quot; IS FURTHER DIVIDED INTO TWO SYSTEMS ACCORDING TO THE PRESENCE OR ABSENCE OF THE FEATURE (CONTINUANT). THE VOWELS  ARE REPRESENTED BY A FIVE-MEMBERED TRIANGULAR SYSTEM BASED ON THE FOLLOWING DISTINCTIVE FEATURES--VOCALIC - CONSONANTAL, DIFFUSE - COMPACT, AND GRAVE. NEITHER PITCH NOR STRESS IS DISTINCTIVE. A COMPLETE ANALYSIS OF OKINAWAN SEGMENTAL PHONEMES MIGHT REQUIRE ADDING TWO MORE DISTINCTIVE FEATURES, MORA - NONMORA, AND SYLLABIC - NONSYLLABIC, TO COVER DEEP STRUCTURE AND SURFACE STRUCTURE DERIVATIONS. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011377</dc:identifier>
<dc:title>THE PHONEMES OF OKINAWAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Japanese</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Multisensory Learning</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:creator scheme='personal author'>ASHER, JAMES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>TOTAL PHYSICAL RESPONSE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ESSENCE OF THE TOTAL PHYSICAL RESPONSE IS THAT LEARNERS ARE SILENT, LISTEN TO A COMMAND IN THE LANGUAGE BEING TAUGHT, THEN, OBEY THE COMMAND BY ACTING IT OUT WITH THE INSTRUCTOR AS A MODEL. THE METHOD WAS APPLIED TO TEACHING RUSSIAN AFTER AN INITIAL EXPERIMENT HAD BEEN TRIED WITH JAPANESE. THE EXPERIMENTAL GROUP ACTED OUT THE COMMANDS. THE CONTROL GROUP IMAGINED THEY WERE ACTING OUT THE COMMANDS, BUT ACTUALLY REMAINED SEATED THROUGHOUT THE SESSION. THE TOTAL PHYSICAL RESPONSE METHOD PRODUCED SUPERIOR LEARNING IN RETENTION OF RUSSIAN WORDS AFTER A PERIOD AS LONG AS 2 WEEKS. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS,&amp;quot; VOLUME 3, NUMBER 4, 1965. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011378</dc:identifier>
<dc:title>THE STRATEGY OF THE TOTAL PHYSICAL RESPONSE--AN APPLICATION TO LEARNING RUSSIAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Aphasia</dc:subject>
<dc:subject>Articulation (Speech)</dc:subject>
<dc:subject weight='MAJOR'>Phonetic Analysis</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:creator scheme='personal author'>HARRIS, KATHERINE S.</dc:creator>
<dc:creator scheme='personal author'>SHANKWEILER, DONALD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PHONETIC ANALYSIS WAS MADE OF SPEECH PRODUCTION IN FIVE PATIENTS WITH MAJOR RESIDUAL DEFICITS IN ARTICULATION FOLLOWING REMISSION OF MORE WIDESPREAD DISTURBANCE OF VERBAL EXPRESSION. THE FINDINGS DEMONSTRATE MAJOR DISTURBANCE OF SPEECH PRODUCTION AT THE MOST MOLECULAR LEVEL. MAXIMAL DIFFICULTY IN ARTICULATION OCCURRED AT THE BEGINNING PORTION OF WORDS. CONSONANT SOUNDS WERE MUCH MORE OFTEN MISARTICULATED THAN VOWEL SOUNDS. FRICATIVE AND AFFRICATE CONSONANTS AND CERTAIN LINKED GROUPS OF CONSONANTS WERE THE MOST OFTEN AFFECTED OF ALL SOUNDS OF SPEECH. PHONETIC SIMPLIFICATIONS TYPICAL OF YOUNG CHILDREN WERE OBSERVED LESS FREQUENTLY THAN OTHER ERRORS WHICH ARE NOT FOUND IN CHILDREN&apos;S SPEECH NOR IN THE SPEECH OF ADULTS WITH DEFECTS OF THE ARTICULATORY STRUCTURES. THIS ARTICLE IS A  REPRINT FROM &quot;CORTEX,&quot; VOLUME 2, 1966. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011379</dc:identifier>
<dc:title>AN EXPERIMENTAL APPROACH TO THE PROBLEM OF ARTICULATION IN APHASIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:36:41</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Diachronic Linguistics</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Language Classification</dc:subject>
<dc:subject>Language Typology</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Morphophonemics</dc:subject>
<dc:subject>Serbocroatian</dc:subject>
<dc:subject>Slavic Languages</dc:subject>
<dc:creator scheme='personal author'>NAYLOR, KENNETH E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Cakavian Dialects</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CAKAVIAN GROUP OF SERBO-CROATIAN DIALECTS CAN BE RECLASSIFIED USING SYNCHRONIC CRITERIA RATHER THAN TRADITIONALLY USED DIACHRONIC CRITERIA. THE APPROACH IS TYPOLOGICAL RATHER THAN GENETIC AND COMPARES THE NOMINAL MORPHOLOGICAL AND MORPHOPHONEMIC SYSTEMS OF SEVEN DIALECTS SELECTED TO PROVIDE A GEOGRAPHICAL SAMPLING OF THE CAKAVIAN GROUP. TRADITIONALLY THESE DIALECTS ARE CLASSED AS BEING EITHER CONSERVATIVE, HAVING MORPHOLOGICAL SYSTEMS CLOSER TO THE SYSTEM OF COMMON SLAVIC, OR INNOVATING, WITH SYSTEMS MORE DIVERGENT FROM COMMON SLAVIC. THE CAKAVIAN DIALECTS CAN BE SYNCHRONICALLY GROUPED ACCORDING TO GENDER AND CASE SYSTEMS OF THE PLURAL, CASE SYSTEMS OF THE SINGULAR, KINDS AND DISTRIBUTION OF CONSONANTAL ALTERNATIONS, AND PATTERNS OF ACCENTUAL ALTERNATION. WITH THE EXCEPTION  OF ACCENTUAL SYSTEMS, THE CLASSIFICATION OF THESE DIALECTS ACCORDING TO THESE SYNCHRONIC CRITERIA CORRELATES CLOSELY WITH THAT CLASSIFICATION USING HISTORICAL CRITERIA. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE SLAVIC AND EAST EUROPEAN JOURNAL,&amp;quot; VOLUME 10, NUMBER 4, 1966. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011380</dc:identifier>
<dc:title>THE CLASSIFICATION OF SERBO-CROATIAN DIALECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>LUELSDORFF, PHILIP A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana University</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRAMED INSTRUCTION, A TEACHING METHOD WHICH INCORPORATES (1) A DETAILED SPECIFICATION OF TERMINAL BEHAVIOR, (2) A CAREFUL SEQUENCING OF THE MATERIAL INTO GRADED STEPS, AND (3) THE REINFORCEMENT OF STUDENT RESPONSE, WORKS MORE FAVORABLY IN CERTAIN INSTRUCTIONAL MEDIA THAN IN OTHERS. CARROLL AND SKINNER BELIEVE THAT SUCCESS IN PROGRAMED INSTRUCTION CAN BE RELATED TO RESPONDENT-OPERANT BEHAVIOR, BUT NOAM CHOMSKY DISAGREES WITH THIS FUNCTIONAL APPROACH. IN AN EXPERIMENTAL PROGRAM CONDUCTED AT INDIANA UNIVERSITY FROM JUNE 1961 TO JUNE 1964, ALBERT VALDMAN AND HIS ASSOCIATES TESTED A PROGRAMED INSTRUCTION COURSE CALLED MULTIPLE CREDIT INTENSIVE AUDIOLINGUAL ELEMENTARY FRENCH, WHICH ALLOWED STUDENTS TO SET THEIR OWN RATE OF PROGRESS AND WHICH WAS EQUIVALENT TO THE FIRST THREE  SEMESTERS OF CONVENTIONAL INTRODUCTORY FRENCH. THE AUTHOR CONCLUDED THAT VALDMAN&apos;S COURSE SEEMED TO BE INCONSISTENT IN THE TYPE OF MATERIAL TAUGHT TO THE EXPERIMENTAL AND CONTROL GROUPS, AND DID NOT CONCRETELY PROVE THAT THE COURSE WOULD BE ECONOMICALLY VIABLE OR REDUCE TEACHER NEEDS. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;PHILIPPINE JOURNAL FOR LANGUAGE TEACHING,&amp;quot; VOLUME 3, NUMBERS 3 AND 4, OCTOBER 1965. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011381</dc:identifier>
<dc:title>PROGRAMMED INSTRUCTION AND LANGUAGE LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GERSTEIN, MARTIN</dc:creator>
<dc:creator scheme='personal author'>HOOVER, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Diego County)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS REGIONAL CENTER IS TO DEVELOP AN EFFICIENT SYSTEM OF PROVIDING CAREER INFORMATION TO SAN DIEGO COUNTY SCHOOLS. SIX JUNIOR COLLEGES ARE PARTICIPATING IN THE PILOT PROJECT. THE PROGRAM IS DIVIDED INTO TWO PHASES. THE FIRST IS THE COLLECTION AND SYNTHESIS OF OCCUPATIONAL INFORMATION BASED UPON STUDENT AND COUNSELOR PERCEPTIONS OF WHICH OCCUPATIONAL INFORMATION IS MOST VALUABLE, THE PREPARATION OF DATA ABOUT 55 OCCUPATIONS IN HOSPITAL CAREERS, THE DEVELOPMENT OF A WORKABLE, EFFICIENT, ECONOMICAL SYSTEM OF DISSEMINATION AND RETRIEVAL, AND THE PREPARATION OF AUXILIARY MATERIALS. THE SECOND IS THE EVALUATION OF THE EFFICACY OF THE &amp;quot;VIEWSCRIPT&amp;quot; MATERIAL IN ORDER TO REFINE THE CONTENT OF THE CARD MATERIAL, AND TO TEST THE EASE OF USE AND ACCEPTANCE BY STUDENTS AND  FACULTY. A DESCRIPTION OF THE EQUIPMENT, MATERIALS, INSTRUCTIONS FOR THEIR USAGE, AND EVALUATION IN THE SCHOOLS PARTICIPATING IN THE PILOT PROJECT IS INCLUDED. THE FUTURE ACTIVITIES OF THE CENTER WILL INCLUDE EXPANDING THE &amp;quot;VIEWSCRIPT&amp;quot; APPROACH TO MANY OCCUPATIONS, FOLLOWING-UP OF GRADUATES OF LOCAL SECONDARY SCHOOL TECHNICAL AND VOCATIONAL PROGRAMS, AND SELECTING OF SECONDARY SCHOOLS TO RECEIVE THE &amp;quot;VIEWSCRIPT&amp;quot; MATERIALS. THIS SPEECH WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (SESSION 266, NEW YORK, APRIL 6, 1966). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011382</dc:identifier>
<dc:title>REGIONAL CENTER FOR COLLECTION, SYNTHESIS AND DISSEMINATION OF CAREER INFORMATION FOR SCHOOLS OF SAN DIEGO COUNTY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>College Freshmen</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>National Norms</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Oceanside)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mira Costa Coll., Oceanside, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS CLASS PROFILE REPORT, WHICH IS A COMPREHENSIVE DESCRIPTION OF THE MIRACOSTA COLLEGE 1965 FRESHMEN, IS INTENDED FOR THE USE OF COLLEGE OFFICIALS CONCERNED WITH ADMISSIONS, PUBLIC INFORMATION PROGRAMS, AND STUDENT PERSONNEL FUNCTIONS. STUDENT ACADEMIC POTENTIALS ARE SHOWN BY THE AMERICAN COLLEGE TEST SCORES AND HIGH SCHOOL GRADES. GOALS AND ASPIRATIONS WERE MEASURED IN TERMS OF MAJOR FIELD CHOICES, TENTATIVE VOCATIONAL CHOICES, PREFERRED VOCATIONAL ROLES, EDUCATIONAL ASPIRATION LEVELS AND COLLEGE GOALS. SURVEYS OF HOUSING EXPECTATIONS, CAMPUS TRANSPORTATION PLANS, PART-TIME WORK EXPECTATIONS, AND EXTRACURRICULAR PLANS WERE MADE TO ASSESS STUDENT PERSONNEL NEEDS. NONACADEMIC ACHIEVEMENTS IN SIX AREAS ARE DESCRIBED. RESPONSES TO QUESTIONS ON MIRACOSTA COLLEGE&apos;S ADVANTAGES OR  WHAT INFLUENCED STUDENT CHOICES ARE ORGANIZED UNDER FOUR MAIN HEADINGS--ATMOSPHERE AND REPUTATION, FACILITIES AND PROGRAMS, PERSONAL INFLUENCES, AND OTHER CONSIDERATIONS. A BRIEF STUDENT SOCIOLOGICAL DESCRIPTION WAS BASED UPON THE STUDENT&apos;S TYPE OF HOME COMMUNITY, HIS RESIDENCE STATUS, AND HIS FAMILY FINANCIAL STATUS. THE RESULTS OF THE MIRACOSTA STUDENT PROFILES ARE CONSISTENT WITH NATIONAL NORMS. COMPLETE TABLES AND GRAPHS ARE INCLUDED IN THE REPORT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011383</dc:identifier>
<dc:title>A DESCRIPTIVE CLASS PROFILE REPORT ON THE FRESHMAN CLASS FOR THE 1965-1966 ACADEMIC YEAR. STUDENT PERSONNEL STUDIES, SECTION B.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Flexible Progression</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Track System (Education)</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>ACT Assessment</eric:keywords>
<eric:keywords>NELSON DENNY READING TEST</eric:keywords>
<eric:keywords>California (Oceanside)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_test>ACT Assessment</eric:keywords_test>
<eric:keywords_test>Nelson Denny Reading Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mira Costa Coll., Oceanside, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ADMINISTRATORS HAVE ACCEPTED THE REMEDIAL PROGRAM AS A LEGITIMATE FUNCTION OF JUNIOR COLLEGES. IN THE FALL OF 1964, MIRACOSTA COLLEGE IMPLEMENTED A THREE-TRACK PROGRAM CONSISTING OF (1) A REMEDIAL PROGRAM IN WHICH STUDENTS ARE REQUIRED TO TAKE REMEDIAL COURSES AND TO LIMIT COURSE SELECTION, (2) AN &amp;quot;UNREALISTIC TRANSFER&amp;quot; PROGRAM IN WHICH STUDENTS ARE STRONGLY RECOMMENDED TO TAKE REMEDIAL COURSES AND TO LIMIT COURSE SELECTION, AND (3) THE TRANSFER PROGRAM IN WHICH STUDENTS ARE FREE TO SELECT ANY COURSE. STUDENTS ARE ASSIGNED TO TRACKS ON THE BASIS OF THEIR AMERICAN COLLEGE TEST ENGLISH SCORE, THE NELSON-DENNY READING TEST SCORE, AND HIGH SCHOOL GRADES. TO EVALUATE THE REMEDIAL PROGRAM, THE PERFORMANCE OF A CONTROL GROUP OF 35 REMEDIAL LEVEL STUDENTS WHO ENTERED MIRACOSTA COLLEGE  BEFORE THE REMEDIAL PROGRAM WAS BEGUN, WAS COMPARED WITH THE PERFORMANCE OF AN EXPERIMENTAL GROUP OF 38 REMEDIAL LEVEL STUDENTS WHO ENTERED THE REMEDIAL PROGRAM. THE COMPARISON WAS BASED UPON THE STUDENTS&apos; COLLEGE ACADEMIC RECORDS, THE AVERAGE NUMBER OF SEMESTERS EACH GROUP PERSISTED IN COLLEGE, AND THE LENGTH OF COLLEGE TRAINING AS COMPARED TO THE HIGH SCHOOL GRADE POINT AVERAGE. THE CONCLUSIONS, TABULAR DATA FOR THIS RESEARCH PROJECT, AND AN EVALUATION OF THE THREE-TRACK PROGRAM ARE PRESENTED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011384</dc:identifier>
<dc:title>A REPORT ON THE LOW ABILITY STUDENT AT MIRACOSTA COLLEGE. STUDENT PERSONNEL STUDIES, SECTION G.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adjustment (to Environment)</dc:subject>
<dc:subject weight='MAJOR'>College Students</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Mental Health Programs</dc:subject>
<dc:subject>Parent Child Relationship</dc:subject>
<dc:subject weight='MAJOR'>Questionnaires</dc:subject>
<dc:subject weight='MAJOR'>Research Projects</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject weight='MAJOR'>Student Adjustment</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>BARGER, BEN</dc:creator>
<dc:creator scheme='personal author'>HALL, EVERETTE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MANY STUDENTS ENTER COLLEGE WITH A SPECIFIC DEFICIT OR PROBLEM AREA WHICH WILL KEEP THEM FROM REALIZING THEIR POTENTIAL UNLESS SOME REMEDIAL ACTION IS TAKEN. A QUESTIONNAIRE WAS DEVELOPED TO IDENTIFY PROBLEM AREAS OR SPECIFIC DEFICITS, AND WAS ADMINISTERED TO 3,128 NEW STUDENTS TOGETHER WITH A QUESTIONNAIRE TO ASSESS STUDENT BACKGROUND AND EDUCATIONAL PLANS. FOR CONVENIENCE IN PRESENTATION AND DISCUSSION, THE DATA WERE DIVIDED INTO SECTIONS ON FAMILY BACKGROUND, STUDENT RESPONSIBILITY AND AUTONOMY, ATTITUDES TOWARD VOCATIONAL CHOICE, COMPONENTS OF SELF-CONCEPT, DEGREE OF INTEREST IN RECEIVING HELP, APPRAISAL OF PARENTS, SATISFACTION, SELF-DISCLOSURE TO PARENTS AND FRIENDS, AND SCHOOL AND ABILITY TEST RAW SCORES. IN ADDITION, FIVE MAIN AREAS OF STUDENT INTEREST IN RECEIVING HELP  (BASED ON A 10-ALTERNATIVE QUESTION) WERE DEFINED. THESE FIVE AREAS WERE COMPARED WITH EACH QUESTION ON THE PROJECT QUESTIONNAIRE BY SIMPLE ANALYSIS OF VARIANCE. A SUMMARY OF THE RESULTS, SUGGESTIONS FOR FOLLOWUP OF THE SURVEY, DETAILED TABULAR DATA, AND A COPY OF THE PROJECT QUESTIONNAIRE ARE ALSO INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011385</dc:identifier>
<dc:title>HELP WANTED--VARIABLES RELATED TO AREAS OF INTEREST FOR ENTERING STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:36:50</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Professional Services</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>GILBERTSON, CARLYLE W.</dc:creator>
<dc:creator scheme='personal author'>PERRONE, PHILIP A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHORS STATE THAT A MORE COMPREHENSIVE APPROACH FOR DETERMINING PUPIL PERSONNEL AND RELATED SERVICES NEEDED IN A SCHOOL SYSTEM IS DESIRABLE. THIS STUDY TOOK PLACE IN THE WISCONSIN COOPERATIVE EDUCATION SERVICE AGENCY 13 AND INVOLVED 87 PERCENT OF THE TEACHERS IN 30 SCHOOLS. THESE TEACHERS IDENTIFIED 2,300 PUPILS IN NEED OF REMEDIAL HELP. FROM THIS NUMBER, A RANDOM SAMPLE OF 265 PUPILS STRATIFIED BY GRADE LEVEL WAS DRAWN AND THEIR RECORDS WERE TURNED OVER TO 10 DIFFERENT PUPIL PERSONNEL, HEALTH, AND ADMINISTRATIVE SPECIALISTS. THESE SPECIALISTS THEN CHECKED ONE OF SIX BEHAVIORAL CATEGORIES (RICE, 1963) TYPIFYING EACH PUPIL&apos;S BEHAVIOR AND INDICATED WHAT SHOULD BE DONE BY MEMBERS OF THE VARIOUS SPECIALTIES FOR THE PUPIL. THE PUPIL AND TEACHER INFORMATION, THE SPECIALIST&apos;S  TREATMENT OF THIS INFORMATION, AND A SURVEY OF THE PERSONNEL AND RELATED SERVICES OF THE SCHOOLS AND COMMUNITIES WERE TURNED OVER TO FIVE CONSULTANTS FOR REVIEW. THE CONSULTANTS THEN MET WITH THE INVESTIGATORS AND THE AGENCY COORDINATOR TO DEVELOP GENERAL GUIDELINES FOR THE SCHOOL PROGRAM AND FOR FORMULATION AND IMPLEMENTATION OF THE PROGRAM, AND TO DETERMINE THE PUPIL PERSONNEL TEAM COMPOSITION, ITS COST, AND THE COORDINATION OF ITS MEMBERS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011386</dc:identifier>
<dc:title>A RESEARCH APPROACH TO ESTABLISHING PUPIL SERVICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>Schizophrenia</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>GOERTZEL, VICTOR</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>Camarillo State Hospital CA</eric:keywords>
<eric:keywords>California (Camarillo)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Camarillo State Hospital, CA.</dc:creator>
<dc:creator scheme='institution'>Jewish Vocational Service, Los Angeles, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GOALS OF THIS STUDY WERE TO USE WORK TO HELP PATIENTS LEAVE THE CAMARILLO STATE HOSPITAL SOONER, BECOME A PART OF THE COMMUNITY, AND BECOME SELF-SUPPORTING. THE PROJECT SELECTED 146 SCHIZOPHRENIC MALES WHO HAD A HISTORY OF POOR WORK ADJUSTMENT. AS PART OF THE TREATMENT, THE MEN WERE PLACED IN THE HOSPITAL BAKERY. AFTER ADJUSTMENT TO THE WORK SITUATION IN THE BAKERY AND AFTER GROUP AND INDIVIDUAL COUNSELING, THE MEN WERE RELEASED TO THE COMMUNITY. THEY WERE EMPLOYED BY THE HANDCRAFT INDUSTRIES OF THE JEWISH VOCATIONAL SERVICE AS THE SECOND PHASE OF THE PROJECT TO INCREASE THEIR LEVEL OF FUNCTIONING IN AND ADJUSTMENT TO A WORK SITUATION. DETAILS OF THE PROBLEMS ENCOUNTERED WITHIN THE HOSPITAL BAKERY AND OTHER DEPARTMENTS, AND OF ARRANGING COMMUNITY LIVING FACILITIES ARE GIVEN.  OF THE MEN INVOLVED IN THE PROJECT, 89 LEFT THE HOSPITAL, 63 STAYED OUT FOR 6 MONTHS, AND 31 BECAME SELF-SUPPORTING. THE PROJECT IS OFFERED AS A MODEL FOR VOCATIONAL REHABILITATION THROUGH AGENCY COOPERATION AND HOSPITAL PROGRAMS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011387</dc:identifier>
<dc:title>COORDINATING HOSPITAL AND COMMUNITY WORK ADJUSTMENT SERVICES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>BARRY, JOHN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>Veterans Administration</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS CONCERNED WITH DISCOVERY OF SOME PSYCHOLOGICAL REFERENTS TO ESTABLISH RATINGS OF PATIENT MOTIVATION FOR RECOVERY AND RETURN TO WORK. CRITERION RATINGS OF THIS MOTIVATION, BASED UPON FOLLOWUP DATA, WERE COMPARED WITH A VARIETY OF PSYCHOLOGICAL ASSESSMENT DATA OBTAINED A YEAR BEFORE THE CRITERION DATA WERE COLLECTED. STRONG PATIENT MOTIVATION FOR RECOVERY AND RETURN TO WORK WAS ASSOCIATED WITH FAVORABLE ATTITUDES TOWARD SELF, WITH A SMALL DISCREPANCY BETWEEN RATINGS OF REAL AND IDEAL SELF, WITH INTELLIGENCE, WITH ATTITUDES OF SOCIAL RESTRAINT, AND WITH AN INTEREST IN PEOPLE AND IN GETTING ALONG WITH THEM. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011388</dc:identifier>
<dc:title>PERSONALITY AND MOTIVATION IN REHABILITATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dating (Social)</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Marriage</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Sex Education</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:creator scheme='personal author'>GATCHEL, MARY H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Norman Independent School District 29, OK.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PRESENTS IN CHRONOLOGICAL SEQUENCE THE DEVELOPMENT OF A GROUP-GUIDANCE PILOT STUDY IN NORMAN HIGH SCHOOL, NORMAN, OKLAHOMA. THE PURPOSE OF THE PROJECT IN THE 1964-65 SCHOOL YEAR WAS TO USE THE SCHOOL COUNSELING STAFF AND COMMUNITY CONSULTANTS IN A STUDY OF AREAS OF PERSONAL RELATIONSHIPS. IT WAS HOPED THAT STUDENTS IN SUCH A GROUP WOULD GAIN KNOWLEDGE IN BOY-GIRL RELATIONSHIPS AND SELF-UNDERSTANDING TO BETTER PREPARE THEM FOR ADULT LIFE. AFTER A SCHOOL-WIDE QUESTIONNAIRE WHICH SHOWED THAT 92 PERCENT OF THE STUDENTS FAVORED SUCH A PROGRAM, 29 BOYS AND GIRLS WERE SELECTED ON A VOLUNTEER BASIS. THE PROGRAM CONSISTED OF PRESENTATIONS AND DISCUSSION SESSIONS ON (1) EMOTIONS, (2) THE FUNCTIONS AND NEEDS OF THE BODY, (3) DATING, (4) MARRIAGE, AND (5) MORAL AND SPIRITUAL  CODES IN BOY-GIRL RELATIONSHIPS. STUDY SHEETS OF QUESTIONS WERE GIVEN TO THE STUDENTS BEFORE EACH SESSION TO PROVIDE STIMULUS FOR FURTHER QUESTIONS AND DISCUSSION. EXAMPLES OF THESE STUDY SHEETS AND THE STUDENTS&apos; QUESTIONS ARE PRESENTED. AT A FINAL EVALUATION SESSION, 27 OF THE 29 STUDENTS INDICATED ON AN ANONYMOUS QUESTIONNAIRE THAT THE PROGRAM SHOULD BE OFFERED TO ALL HIGH SCHOOL STUDENTS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011389</dc:identifier>
<dc:title>PREPARATION FOR SUCCESSFUL ADULT LIFE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Groups</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:creator scheme='personal author'>TRISMEN, DONALD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT INFORMATION LOSS IN CURRICULUM EVALUATION IS RELATED TO THE ASSUMPTION THAT GROUP MEASURES AND AVERAGES OF INDIVIDUAL MEASURES ARE INTERCHANGEABLE IN YIELDING IDENTICAL INFORMATION. TYPES OF RELATIONSHIPS BETWEEN GROUP AND INDIVIDUAL MEASURES ARE LISTED. THE AUTHOR DISCUSSES ONE OF THESE TYPES OF RELATIONSHIPS, SPECIFICALLY, THE SITUATION IN WHICH THERE IS NO INDIVIDUAL MEASURE FROM WHICH THE GROUP MEASURE IS DERIVED, AND EXAMPLES OF THIS TYPE OF MEASURE. OF PRIMARY IMPORTANCE TO EVALUATION STUDIES IS THE EXTENT TO WHICH RESULTS WOULD BE ALTERED BY USING GROUP MEASURES INSTEAD OF, OR IN ADDITION TO, INDIVIDUAL MEASURES. SINCE VARIOUS MEASUREMENT CHOICES CAN RESULT IN DIFFERENT CONCLUSIONS AND RECOMMENDATIONS, CURRICULUM EVALUATION STUDIES SHOULD BE  AUGMENTED TO INCLUDE BOTH INDIVIDUAL AND GROUP MEASURES OF VARIOUS TYPES. THESE VARIED APPROACHES WOULD YIELD DIFFERENT INFORMATION AND SHOULD PROVIDE A BETTER UNDERSTANDING OF THE COMPLEXITIES OF THE CLASSROOM SITUATION. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM, &amp;quot;EVALUATION OF FEDERALLY FUNDED PROGRAMS IN OUR SCHOOLS,&amp;quot; AT THE MEETING OF THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION (DALLAS, MARCH 23, 1967). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011390</dc:identifier>
<dc:title>GROUP VERSUS INDIVIDUAL MEASURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>MARKS, EDMOND</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Inst. of Tech., Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MANY OF THE 150 ITEMS FORMING THE PACE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES (CUES), AN INSTRUMENT FOR ASSESSING COLLEGE STUDENT PERCEPTIONS OF THEIR ENVIRONMENT, FALL WITHIN THE CATEGORY OF HIGH RESPONSE VARIABILITY (50 PERCENT TRUE AND 50 PERCENT FALSE RESPONSES). THE AUTHOR HYPOTHESIZED THAT THIS VARIABILITY IS ATTRIBUTABLE TO CERTAIN CHARACTERISTICS OF THE ITEMS AND OF THE RESPONDENTS. TO TEST THIS NOTION, THE RESPONSES OF 570 GEORGIA INSTITUTE OF TECHNOLOGY FRESHMEN TO THE CUES ITEMS WERE RELATED TO FOUR CHARACTERISTICS OF THE ITEMS, PERSONALITY AND MOTIVATIONAL VARIABLES, AND THE STUDENTS&apos; REPORTED FAMILIARITY WITH THE GEORGIA INSTITUTE OF TECHNOLOGY ENVIRONMENT. A COMPLETE DESCRIPTION OF ALL VARIABLES, THE GROUPING AND ANALYSIS PROCEDURES, AND DISCUSSION OF RESULTS ARE  INCLUDED. TWO ITEM PARAMETERS (PACE&apos;S DEFINITION OF ITEM CONTENT, AND THE MEAN CERTITUDE THAT STUDENTS ASSIGNED TO THE ACCURACY OF THEIR ITEM RESPONSE) AND THE 11 PERSONALITY AND MOTIVATIONAL FACTORS WERE FOUND TO BE RELATED TO ITEM RESPONSE AND ITEM VARIANCE. ENVIRONMENT FAMILIARITY AND AMBIGUITY WERE NOT RELATED TO ITEM RESPONSE AND ITEM VARIANCE. REFERENCES, TABLES, PACE&apos;S DESCRIPTIONS OF FIVE CUES SCALES, AND A SUMMARY OF 25 CUES ITEMS AND THEIR ITEM PARAMETERS ARE APPENDED TO THE REPORT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011391</dc:identifier>
<dc:title>PERSONALITY AND MOTIVATIONAL FACTORS IN RESPONSES TO AN ENVIRONMENTAL DESCRIPTION SCALE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Research Criteria</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student College Relationship</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:creator scheme='personal author'>PANOS, ROBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT DETERMINING THE CRITERIA RELEVANT TO THE EDUCATION PROCESS IS EQUIVALENT TO DEFINING OBJECTIVES OF HIGHER EDUCATION. THE TRADITIONAL APPROACH TO DEFINING CRITERIA HAS BEEN TO SPECIFY FROM CONCEPTUAL CRITERIA (EDUCATIONAL OBJECTIVES), THE CRITERION PERFORMANCE. AN IMPROVED APPROACH USES A CLASSIFICATION SCHEME TO ORGANIZE THE GLOBAL CONTENT OF ABSTRACT STATEMENTS OF EDUCATIONAL GOALS INTO AREAS OF RESEARCH INTEREST SO THAT CRITERION PERFORMANCES CAN BE SPECIFIED WITHIN THE CONTEXT OF A PARTICULAR STUDY OF RESEARCH PROGRAMS. A SIMPLE EXAMPLE OF SUCH A CLASSIFICATION WOULD INCLUDE COGNITIVE OUTCOMES SUCH AS STUDENTS&apos; KNOWLEDGE AND AFFECTIVE OUTCOMES SUCH AS MOTIVATION AND VALUES. THE CRITERION DEFINITION SHOULD MAKE SENSE WITH REGARD TO THE PROBLEM BEING  INVESTIGATED AND TO THE POSSIBLE APPLICATIONS OF THE FINDINGS. THE AUTHOR FURTHER STATES THAT ALL RESEARCH PROGRAMS SHOULD BE FLEXIBLE ENOUGH TO INCLUDE, IF NECESSARY, EDUCATIONAL OUTCOMES NOT CONSIDERED IN THE ORIGINAL DESIGN. TWO-BY-TWO CLASSIFICATION OF A FRESHMAN INPUT SURVEY INCLUDED--(1) ASSESSMENT OF INTELLECTUAL OUTCOMES SUCH AS GRADE POINT AVERAGES, (2) EVALUATION OF CHANGES IN THE AREAS OF STUDENT VALUES, ATTITUDES, AND PERSONALITY, (3) THE PROCESS OF VOCATIONAL CHOICE, AND (4) LASTING OUTCOMES OF STUDENT BEHAVIOR. THIS PAPER WAS PRESENTED AT THE SYMPOSIUM, &amp;quot;IMPLICATIONS OF A PROGRAM OF RESEARCH ON STUDENT DEVELOPMENT IN HIGHER EDUCATION,&amp;quot; AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION MEETINGS (DALLAS, MARCH 21, 1967). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011392</dc:identifier>
<dc:title>CRITERIA ON STUDENT DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Freshmen</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>National Norms</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>ASTIN, ALEXANDER W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council on Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PRESENTS NATIONAL NORMATIVE DATA ON THE CHARACTERISTICS OF THE ENTERING COLLEGE FRESHMEN OF 1966 AND COMPARATIVE DATA ON THE CHARACTERISTICS OF STUDENTS ENTERING DIFFERENT TYPES OF INSTITUTIONS. THE METHOD USED FOR SELECTING THE SAMPLE OF 251 INSTITUTIONS IS BRIEFLY SUMMARIZED. A STUDENT INFORMATION FORM WAS GIVEN TO 254,480 FIRST-TIME, FULL-TIME ENTERING FRESHMEN STUDENTS OF THESE INSTITUTIONS. THE ITEMS OF INFORMATION ARE SHOWN IN 21 PAGES OF NORMATIVE DATA. SEVEN PAGES OF SEPARATE ITEM DATA ARE REPORTED FOR MALES, FEMALES, AND ALL STUDENTS. EACH OF THE 21 PAGES SHOWS THE WEIGHTED NATIONAL NORMS FOR EACH OF 13 GROUPS OF INSTITUTIONS. A COPY OF THE 1966 STUDENT INFORMATION FORM, AN ACTUAL INSTITUTIONAL REPORT, AND A TABLE LISTING PARTICIPATING INSTITUTIONS ARE  INCLUDED IN THE APPENDIX. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011393</dc:identifier>
<dc:title>NATIONAL NORMS FOR ENTERING COLLEGE FRESHMEN, FALL, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Freshmen</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>National Norms</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>ASTIN, ALEXANDER W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council on Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DATA PRESENTED IN THIS REPORT WERE COMPILED IN CONJUNCTION WITH A PROGRAM OF LONGITUDINAL RESEARCH INITIATED BY THE OFFICE OF RESEARCH OF THE AMERICAN COUNCIL ON EDUCATION (ACE). THE PURPOSE OF THIS PROGRAM, INCLUDING THE SAMPLING TECHNIQUE AND OTHER TECHNICAL CONSIDERATIONS WERE PRESENTED IN AN EARLIER REPORT (ACE RESEARCH REPORT, VOLUME 2, NUMBER 1, 1967). THE PURPOSE OF THIS REPORT IS TO MAKE AVAILABLE ADDITIONAL STATISTICS ON NATIONAL NORMS OF COLLEGE STUDENT CHARACTERISTICS. THE REPORT CONTAINS REGIONAL NORMS LISTED SEPARATELY FOR MALES, FEMALES, AND ALL FRESHMEN, AS WELL AS NATIONAL NORMS ARRANGED FOR EACH OF SEVEN ADDITIONAL COLLEGE GROUPS. TO PROVIDE A MORE REPRESENTATIVE SAMPLE OF THE PREDOMINATELY NEGRO COLLEGE GROUP, THE ORIGINAL SAMPLE, WHICH INCLUDED NINE NEGRO  COLLEGES, WAS INCREASED TO 14. A COPY OF THE STUDENT INFORMATION FORM IS INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011394</dc:identifier>
<dc:title>SUPPLEMENTARY NATIONAL NORMS FOR FRESHMEN ENTERING COLLEGE IN 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Self Esteem</dc:subject>
<dc:subject>Student College Relationship</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:creator scheme='personal author'>TIEDEMAN, DAVID V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAMBRIDGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR FEELS THAT SELF-ESTEEM CAN BE BOTH A PREDICTOR AND A CRITERION OF COLLEGE SUCCESS. THE CONCEPT OF SELF CONSISTS OF SELF-CONCEPTION, IMPRESSIONS WHICH AN INDIVIDUAL ATTRIBUTES TO HIMSELF, AND SELF-CONSISTENCY, THE CORRESPONDENCE BETWEEN THE PERSON&apos;S IDEAL PICTURE OF HIMSELF AND THE PERCEPTION OF HIS REAL SELF. IN THE PROCESS OF THE ATTAINMENT OF IDENTITY BY MEANS OF CHOICE, A PERSON BECOMES MORE AWARE THAT HIS LINKAGE OF PREFERENCE AND GROUP MEMBERSHIP IS ACTUALLY EMBEDDED WITHIN THE FORMATION OF HIS SELF-CONCEPT. THROUGH MODIFICATION OF THE SELF-CONCEPT, A PERSON IS MADE PROGRESSIVELY AWARE OF HIS OWN RESPONSIBILITY FOR CHOICE. A SUCCESSFUL EXPERIENCE FOR THE COLLEGE AND THE STUDENT EXISTS WHEN DISCONTINUITIES INHERENT IN THE COLLEGE EXPERIENCE BECOME INTEGRATED INTO  THE STUDENT&apos;S PERSONALITY WITHOUT LOSS OF SELF-ESTEEM. THE CRITERION OF SELF-ESTEEM IN COLLEGIATE EDUCATION SHOULD BE MEASURED IN RELATION TO THE SELF-ESTEEM WHICH THE STUDENT CONTINUES TO MANIFEST DURING HIS EDUCATION. SUGGESTIONS FOR USING THE PREDICTIVE QUALITIES OF SELF-ESTEEM IN COLLEGE ADMISSIONS ARE GIVEN. ELEMENTS OF THE TRANSPOSITION OF SELF-ESTEEM FROM THE PRECOLLEGE DISCONTINUITY TO THE COLLEGIATE CONTINUITY ARE KNOWLEDGE, PREPARATION, LEARNING CAPACITY, MOTIVATION, AND INITIATIVE. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM, &amp;quot;SELF-ESTEEM--PREDICTOR OR CRITERION OF COLLEGE SUCCESS,&amp;quot; AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION MEETINGS (DALLAS, MARCH 21-23, 1967). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011395</dc:identifier>
<dc:title>SELF ESTEEM BECAUSE OF COLLEGIATE ADMISSION AND EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Family School Relationship</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Parent Counseling</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>ZWEIBELSON, I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Title V A</eric:keywords>
<eric:keywords>NATIONAL DEFENSE EDUCATION ACT</eric:keywords>
<eric:keywords>NEW ROCHELLE TALENT SEARCH PROJECT</eric:keywords>
<eric:keywords>New York (New Rochelle)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEW ROCHELLE TALENT SEARCH PROJECT ATTEMPTED TO INVOLVE PARENTS AND STUDENTS IN A FAMILY COUNSELING PROGRAM IN ORDER TO STIMULATE MOTIVATION FOR IMPROVED SCHOOL PERFORMANCE AND IMPROVED PLANNING FOR THE FUTURE. THE REPORT SUMMARIZES 6 YEARS OF EXPERIENCE, EXPERIMENTATION, AND STUDY, AND IS A COMPILATION OF THE FINDINGS OF SIX DIFFERENT PROJECTS WITH A COMMON SET OF PURPOSES AND GOALS. FOR THE PRELIMINARY SURVEY, A SAMPLE CONSISTING OF 81 NINTH-GRADE STUDENTS FROM POOR NEIGHBORHOODS WERE GIVEN THE DIFFERENTIAL APTITUDE TESTS (DAT), AND THEIR PARENTS WERE INTERVIEWED BY A COUNSELOR USING A STANDARD INTERVIEW SCHEDULE TO OBTAIN DATA ON FAMILY STATISTICS, STUDENT CHARACTERISTICS, AND PARENTS&apos; OPINIONS. THE FAMILIES OF 40 YOUNGSTERS WHO RECEIVED HIGH DAT SCORES PARTICIPATED IN A  PROGRAM CONSISTING OF AN &amp;quot;INTAKE&amp;quot; INTERVIEW, AN ORIENTATION SESSION, ONE TO SIX INDIVIDUAL CONFERENCES, AND SEVEN GROUP SESSIONS. TALENT SEARCH PROJECTS FOR THE FOLLOWING 4 YEARS CONTINUED TO UTILIZE THE SAME GENERAL PROJECT APPROACH. PROGRAM RESULTS AND PROGRAM EVALUATION ARE DISCUSSED AND BIBLIOGRAPHIES, PARENTAL INTERVIEW SCHEDULES, TABLES, AND EVALUATION SHEETS ARE INCLUDED IN THE REPORT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011396</dc:identifier>
<dc:title>MOTIVATING AND EDUCATING THE STUDENT LIVING IN A POOR NEIGHBORHOOD, A SCHOOL-FAMILY APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:creator scheme='personal author'>DUNTEMAN, GEORGE H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords>Rehabilitation Research Foundation AL</eric:keywords>
<eric:keywords>MINNESOTA MULTIPHASIC PERSONALITY INVENTORY</eric:keywords>
<eric:keywords>STRONG VOCATIONAL INTEREST BLANK</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:keywords_test>Minnesota Multiphasic Personality Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville. Regional Rehabilitation Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS MONOGRAPH PRESENTS A PORTION OF A LONGITUDINAL STUDY BEING CONDUCTED BY THE REHABILITATION RESEARCH INSTITUTE AT THE UNIVERSITY OF FLORIDA. THE TOTAL PROGRAM ATTEMPTS TO IDENTIFY THE CHARACTERISTICS OF STUDENTS IN EACH OF THE HEALTH RELATED PROFESSIONS. THE CHARACTERISTICS SOUGHT ARE THOSE WHICH DISCRIMINATE ONE PROFESSION FROM ANOTHER AND THOSE WHICH LEAD TO PROFESSIONAL SUCCESS. FRESHMAN AND SOPHOMORE FEMALE STUDENTS WHO EXPRESSED A CAREER CHOICE OF OCCUPATIONAL THERAPY, PHYSICAL THERAPY, MEDICAL TECHNOLOGY, OR OTHER HEALTH PROFESSIONS COMPRISED THE SAMPLE. DATA ON THESE STUDENTS WERE COLLECTED USING A NUMBER OF INSTRUMENTS INCLUDING THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY (MMPI) AND STRONG VOCATIONAL INTEREST BLANK, FEMALE FORM (SVIB). DETAILED ANALYSES OF THE  TESTS, INCLUDING FACTOR ANALYSIS OF THE MMPI AND SVIB, WERE CONDUCTED. DISCRIMINANT ANALYSIS USING A D-SQUARE TEST OF THE FIVE MEASURES WAS USED IN AN ATTEMPT TO DISTINGUISH STUDENTS SELECTING EACH OF THE FOUR PROFESSIONAL FIELDS. THE RESEARCHERS FOUND THE SVIB TO DISCRIMINATE MOST EFFECTIVELY. FUTURE PLANS INCLUDE CONTINUING RESEARCH WITH STUDENTS FOUND TO BE SUCCESSFUL IN THE ACADEMIC AND CLINICAL ASPECTS OF THE HEALTH PROFESSIONS. PREDICTIVE EQUATIONS OF ACADEMIC SUCCESS AND JOB SUCCESS ARE EXPECTED TO AID COUNSELING OF STUDENTS INTERESTED IN THE HEALTH RELATED PROFESSIONS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011397</dc:identifier>
<dc:title>CHARACTERISTICS OF STUDENTS IN THE HEALTH RELATED PROFESSIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>61</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Age Groups</dc:subject>
<dc:subject>Building Innovation</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject weight='MAJOR'>Instructional Program Divisions</dc:subject>
<dc:subject>Master Teachers</dc:subject>
<dc:subject weight='MAJOR'>Middle Schools</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Student Adjustment</dc:subject>
<dc:creator scheme='personal author'>RANKIN, HAROLD J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN 1963, THE JAMESVILLE-DEWITT BOARD OF EDUCATION ORDERED THE INVESTIGATION OF VARIOUS SCHOOL ORGANIZATION PROGRAMS TO DETERMINE WHICH PROGRAM OFFERED THE BEST OPPORTUNITY FOR STUDENT GROWTH. THE INVESTIGATION CONCLUDED THAT A MIDDLE SCHOOL ORGANIZATION (5-4-3 GRADE DIVISION) WOULD MORE EFFICIENTLY FULFILL STUDENT GROWTH NEEDS. SIXTH-GRADE STUDENTS BEGIN A NEW ADOLESCENT CYCLE AND REQUIRE SPECIALIZED FACILITIES, INDIVIDUALIZED PROGRAMS, AND MASTER TEACHERS (TRAINED IN TEACHING METHODOLOGY AND PARTICULAR DISCIPLINES) WHICH MIDDLE SCHOOLS CAN OFFER. THE MIDDLE SCHOOL PLACES GRADES 6 AND 9 IN MORE NATURAL SETTINGS AND ALLOWS FOR EASIER SOCIOLOGICAL ADJUSTMENTS. ORGANIZATIONAL CHANGES MEAN LITTLE, HOWEVER, WITHOUT FACILITY AND CURRICULUM CHANGE. CONSEQUENTLY, A CURRICULUM COUNCIL  RECOMMENDED THAT EACH MIDDLE SCHOOL CONSIST OF 3 SUBSCHOOLS OF APPROXIMATELY 325-350 PUPILS, WITH AN ORGANIZATION FOR DEALING WITH INDIVIDUAL BEHAVIOR PROBLEMS. THE MIDDLE SCHOOL CURRICULUM SEEKS TO AVOID THE REGIMENTATION OF GRADE SCHOOL AND THE PRESSURES OF HIGH SCHOOL AND TO PROVIDE FLEXIBILITY FOR INDIVIDUAL DEVELOPMENT. MASTER TEACHERS AND EFFICIENT GUIDANCE PROGRAMS FURNISH THE KEY TO ACADEMIC, SOCIAL, AND EMOTIONAL STUDENT DEVELOPMENT IN GRADES 6, 7, AND 8. INCLUDED IN THE DOCUMENT IS A RECENT TEXAS STUDY OF 7-8, 7-8-9, AND 6-7-8 GRADE PLANS LISTING THE STRENGTHS AND LIMITATIONS OF EACH. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011398</dc:identifier>
<dc:title>POSITION PAPER ON MIDDLE SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:37:11</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Political Influences</dc:subject>
<dc:subject>Public Officials</dc:subject>
<dc:subject>Religious Factors</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School District Spending</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>LIPHAM, JAMES M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WITHIN 12 WISCONSIN SCHOOL DISTRICTS, THE FOLLOWING GROUPS PROVIDED DATA IN AN INVESTIGATION OF THE EXPECTATIONS FOR THE SCHOOL BOARD ROLE--(1) 1,794 CITIZENS, (2) ALL MAYORS, CITY MANAGERS OR VILLAGE PRESIDENTS, CITY OR VILLAGE COUNCILMEN, AND TOWNSHIP CHAIRMEN WITHIN EACH DISTRICT, (3) 20 RANDOMLY SELECTED TEACHERS FROM EACH DISTRICT, AND (4) ALL SCHOOL BOARD MEMBERS. ONLY A SAMPLE OF FINDINGS WAS REPORTED, AS TOTAL RESULTS OF THE STUDY WERE TO BE PRESENTED IN AUGUST, 1967. DEMOGRAPHIC VARIABLES, PERSONAL CHARACTERISTICS OF THE BOARD MEMBERS, RELIGIOUS AND POLITICAL PARTY AFFILIATION, AND SOCIOECONOMIC STATUS WERE FOUND TO BE ASSOCIATED WITH THE KIND OF EXPECTATIONS HELD FOR THE SCHOOL BOARD MEMBER. WHEN CONSIDERING THE FOUR GROUP CLASSIFICATION VARIABLES, THE SCHOOL BOARD  MEMBER GROUP TENDED TO ATTACH LESS IMPORTANCE TO THEIR DECISION-MAKING ROLE THAN DID THE OTHER THREE GROUPS (INDICATIVE OF A REALIZATION OF THEIR ROLE COMPLEXITY AND THEIR RELIANCE UPON OTHER PROFESSIONALS). ALL GROUPS, EXCEPT THE PUBLIC OFFICIALS, VIEWED THE SCHOOL BOARD MEMBER AS A MORE IMPORTANT OFFICIAL THAN A CITY COUNCIL MEMBER. SPECIFIC FINDINGS REVEALED THAT A MAJORITY OF THE TOTAL RESPONDENTS FELT THAT (1) THE BOARD SHOULD ALERT CITIZENS OF ITEMS TO BE COVERED AT COMING MEETINGS, (2) SCHOOL BOARD MEMBERS SHOULD BE ELECTED AT LARGE, (3) THE BOARD SHOULD BE ORGANIZED INTO SUBCOMMITTEES, AND (4) BOARD MEMBERS SHOULD BE PAID A SALARY. WHEREAS A MAJORITY OF CITIZENS, PUBLIC OFFICIALS, AND TEACHERS FELT THE SCHOOL BOARD SHOULD SEEK FEDERAL AID, ONLY 19 PERCENT OF THE SCHOOL BOARD  MEMBERS FELT LIKEWISE. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011399</dc:identifier>
<dc:title>EXPECTATIONS FOR THE SCHOOL BOARD ROLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Capital Outlay (for Fixed Assets)</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Foundation Programs</dc:subject>
<dc:subject>Operating Expenses</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Tax Allocation</dc:subject>
<dc:creator scheme='personal author'>SAMTER, EUGENE C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Buffalo. Western New York School Study Council.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF A 1962 NEW YORK STATE AID TO EDUCATION ACT WERE INVESTIGATED IN RELATION TO AN OLD FOUNDATION PROGRAM. THIS STATE AID TO EDUCATION ACT WAS BASED ON THE CONCEPT OF SHARED COST. BOTH NEW AND OLD PROGRAMS WERE APPRAISED WITH RESPECT TO THE OBJECTIVES OF SCHOOL FISCAL POLICY--EQUITY OF SUPPORT (EQUAL TREATMENT OF EQUALS), EQUALIZATION OF SUPPORT, AND TAX RELIEF. THE FINDINGS INDICATED THAT (1) EQUITY OF OPERATING SUPPORT REMAINED ABOUT THE SAME WHILE EQUITY OF BUILDING SUPPORT IMPROVED, (2) THE PROCESS OF EQUALIZATION AND TAX-BROADENING RELIEF IMPROVED, AND (3) RELATIVE EMPHASIS UPON EQUALIZATION INCREASED IN OPERATING SUPPORT AND DECREASED IN BUILDING SUPPORT. THESE FINDINGS LED TO THE FOLLOWING RECOMMENDATIONS FOR CHANGES IN POLICY DEVELOPMENT AND IMPLEMENTATION--(1)  DESCRIBE THE OPERATING SUPPORT CEILING IN LAW AS A CENTRAL TENDENCY OF OPERATING EXPENSE LEVELS, (2) DESCRIBE IN LAW A MEANS BY WHICH ALL DISTRICTS RAPIDLY AND WITHOUT UNDUE EFFORT CAN ACHIEVE THE BASIC SUPPORT LEVEL, (3) ELIMINATE SIZE CORRECTIONS, GROWTH AID, AND FLAT GRANT AID, AND (4) FURTHER EXAMINE THE COMPARATIVE EFFICACY OF AID TECHNIQUES IN ACCOMPLISHING TAX-BROADENING RELIEF. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011400</dc:identifier>
<dc:title>STATE AID AND SCHOOL FISCAL POLICY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Careers</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>PERKINS, JAMES A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_test>Sixteen Personality Factor Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany. Regents Advisory Committee on Educational Leadership.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUBCOMMITTEE OF THE NEW YORK REGENTS ADVISORY COMMITTEE ON EDUCATIONAL LEADERSHIP INVESTIGATED THE LEADERSHIP POSITION OF CHIEF SCHOOL OFFICERS (CSO&apos;S). THE DATA COLLECTION PROCESS WAS CONDUCTED IN TWO PHASES. A QUESTIONNAIRE SURVEY WAS MADE OF 818 CSO&apos;S (SUPERINTENDENTS, SUPERVISING PRINCIPALS, DISTRICT PRINCIPALS, AND SCHOOL PRINCIPALS). DATA FROM 565 RETURNED QUESTIONNAIRES WERE REPORTED BY THE TOTAL SAMPLE, BY YEARS OF EXPERIENCE AS A CSO, AND BY SIZE OF SCHOOL SYSTEM, IN RELATION TO CSO BACKGROUND AND PERSONAL CHARACTERISTICS, CSO TRAINING, CSO CAREER PATTERNS, AND THE NATURE AND FUNCTION OF OFFICERSHIP. THE FINDINGS INDICATED THAT (1) CSO&apos;S ARE ALMOST EXCLUSIVELY MALE, 51 YEARS OF AGE, AND OF MIDDLE TO LOW SOCIOECONOMIC FAMILY BACKGROUNDS, (2) A MAJORITY ATTENDED  NONPUBLIC INSTITUTIONS INSIDE THE STATE FOR BOTH UNDERGRADUATE AND GRADUATE TRAINING, (3) HIGHER SALARIES AND A DESIRE TO ORGANIZE MOTIVATED THEM TO ENTER SCHOOL ADMINISTRATION, (4) OVER HALF HAD WORKED OUTSIDE THE EDUCATIONAL FIELD, (5) THE AVERAGE CSO HAD ACCUMULATED 14.4 YEARS OF EXPERIENCE IN SCHOOL ADMINISTRATION, AND (6) THE MAJORITY OF HIS TIME WAS SPENT ATTENDING MEETINGS, PLANNING BUDGETS, RECRUITING PERSONNEL, AND PLANNING EXPANSION. IN ADDITION TO THE QUESTIONNAIRE SURVEY, A SAMPLE STUDY OF 37 CSO&apos;S WAS MADE. EACH OFFICER WAS INTERVIEWED ABOUT HIS JOB, GIVEN A CATTELL 16 PERSONALITY FACTORS TEST, AND ASKED TO KEEP A 5-DAY ACTIVITY LOG. THESE INTERVIEWS REVEALED INFORMATION ABOUT CSO OCCUPATIONAL CHOICE, ROLE, SATISFACTIONS AND DISSATISFACTIONS, OBSTACLES, QUALITY, RECRUITING,  AND TRAINING. THE CATTELL INSTRUMENT SHOWED FIVE OF THE 16 PERSONALITY SCORES TO BE OUTSIDE THE AVERAGE ADULT RANGE--CSO&apos;S WERE MORE OUTGOING, INTELLIGENT, EMOTIONALLY STABLE, AND AVERAGED HIGHER SCORES ON THE CONSCIENTIOUS AND GROUP-DEPENDENT DIMENSIONS. ACTIVITY LOG DATA REVEALED INFORMATION ABOUT THE AVERAGE TIME SPENT ON THE JOB, TYPE OF PERSON WITH WHOM THE CSO WORKED, COMMUNICATION USED, AND PROBLEMS ENCOUNTERED. RECOMMENDATIONS BASED ON THE SURVEY WERE PROVIDED. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011401</dc:identifier>
<dc:title>CHIEF SCHOOL OFFICERS, RECOMMENDATIONS AND REPORT OF A SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>178</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Rank (Professional)</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Economic Status</dc:subject>
<dc:subject>Faculty Promotion</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>BAUMOL, WILLIAM J.</dc:creator>
<dc:creator scheme='personal author'>HEIM, PEGGY</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Univ. Professors, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AVERAGE SALARY INCREASES FOR INDIVIDUAL FACULTY MEMBERS ARE GENERALLY HIGHER THAN FIGURES FOR AN INSTITUTION&apos;S AVERAGE SALARY INCREASES SHOW. THIS DISCREPANCY RESULTS FROM TWO BASICALLY DIFFERENT TYPES OF FIGURES--(1) THE INSTITUTION&apos;S OVERALL STANDARD OF REMUNERATION AND (2) THE FINANCIAL IMPROVEMENT IN THE CIRCUMSTANCES OF A SINGLE REPRESENTATIVE INDIVIDUAL. AVERAGE SALARY PAYMENTS AT AN INSTITUTION MAY NOT HAVE CHANGED, BUT INDIVIDUAL RISE IN RANK WOULD INCREASE INDIVIDUAL EARNINGS. THE AAUP COMMITTEE Z&apos;S ANNUAL REPORTS THUS TEND TO UNDERSTATE THE ECONOMIC GAINS OF INDIVIDUALS ALREADY ON A FACULTY. DATA FOR THE SURVEY WERE OBTAINED FROM USABLE RESPONSES FROM 54 UNIVERSITIES AND 22 LIBERAL ART COLLEGES. THE DATA INDICATED THAT AN INSTITUTION&apos;S AVERAGE SALARY LEVEL FROM YEAR TO  YEAR TENDS TO UNDERSTATE THE RISE IN EARNINGS OF INDIVIDUALS. PROFESSORS&apos; LARGEST GAIN FROM 1964 TO 1965 WAS $1,060 (IN PUBLIC UNIVERSITIES), AND THEIR SMALLEST GAIN WAS $810 (IN CHURCH-RELATED UNIVERSITIES). SIMILAR RELATIONSHIPS WERE SHOWN FOR ASSISTANT PROFESSORS, BUT FOR OTHER RANKS THE RELATIONSHIPS WERE MIXED. THE RANGE OF SALARY INCREASES FOR PROFESSORS WAS $540 TO $2,050 WITH MAJOR CONCENTRATION BETWEEN $760 AND $1,180. THE REPORT OVERSTATED AVERAGE SALARY INCREASES BY MORE THAN $300 IN ONLY THREE OF THE 216 INDIVIDUAL CASES EXAMINED, WHILE IT UNDERSTATED BY MORE THAN $300 IN 55 CASES. THIS SHOWED THAT THE EFFECTS OF PROMOTION TEND TO RAISE THE INCOME OF THE INDIVIDUAL MORE RAPIDLY THAN THE RATE OF RISE OF THE INSTITUTION&apos;S SCALE OF REMUNERATION. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011402</dc:identifier>
<dc:title>AVERAGE DOLLAR INCREASES IN SALARIES OF INDIVIDUAL FACULTY MEMBERS, 1964-65 TO 1965-66. A SPECIAL STUDY BY AAUP&apos;S COMMITTEE Z.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classification</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Practices</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Field Studies</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:creator scheme='personal author'>GUBA, EGON G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROCESS OF TRANSLATING EDUCATIONAL RESEARCH INTO IMPROVED EDUCATIONAL PRACTICE IS DEFINED IN A FOUR-PHASE LINEAR TAXONOMY OF RESEARCH, DEVELOPMENT, DIFFUSION, AND ADOPTION. A SCHEMA DEVELOPING THESE PHASES OF THE CHANGE CONTINUUM DEFINES SPECIFIC OBJECTIVES, CRITERIA FOR EVALUATION, AND RELATION TO CHANGE. RESEARCH ACTIVITY IS LIMITED TO INQUIRY AND EXPERIMENTATION. DEVELOPMENT ACTIVITY INCLUDES THE INVENTION BASED ON RESEARCH AND THE DESIGN FOR INNOVATION OF THE INVENTION. TEACHER PARTICIPATION IN THIS DEVELOPMENT PROCESS IS ENCOURAGED. DIFFUSION ACTIVITY INVOLVES THE CREATION OF AWARENESS OF THE INVENTION AMONG POTENTIAL USERS. ADOPTION ACTIVITY INCLUDES TRIAL OR TEST OF FEASIBILITY, INSTALLATION OF THE INNOVATION, AND INSTITUTIONALIZATION (PROCESS BY WHICH THE INNOVATION  BECOMES AN INTEGRATED AND ACCEPTED COMPONENT OF THE EDUCATIONAL PROGRAM). AN ILLUSTRATIVE CRITIQUE OF THE ILLINOIS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN IS INCLUDED WHICH ASSESSES THE PLAN IN RELATION TO THE FOUR MAJOR TAXONOMIC PHASES. THIS PAPER WAS DELIVERED TO A CONFERENCE ON EDUCATIONAL CHANGE (URBANA, MARCH 1, 1966). (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011403</dc:identifier>
<dc:title>THE CHANGE CONTINUUM AND ITS RELATION TO THE ILLINOIS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Field Studies</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:creator scheme='personal author'>GUBA, EGON G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY OF STRATEGIES FOR EDUCATIONAL CHANGE CONCLUDES THAT THE AEXPERIMENTAL, OBSERVATIONAL, OR FIELD STUDY APPROACH IS PREFERRED TO THE EXPERIMENTAL OR LABORATORY APPROACH, BOTH FOR CHANGE RESEARCH, WHICH IS CONCERNED WITH THE ENTIRE PROCESS OF CHANGE, AND FOR EVALUATION, WHICH IS CONCERNED WITH THE ASSESSMENT OF SINGLE PHASES OF CHANGE. EXPERIMENTAL STRATEGY INQUIRES INTO POSSIBILITIES, WHEREAS AEXPERIMENTAL STRATEGY INQUIRES INTO ACTUALITIES. OTHER DISTINCTIONS INCLUDE SETTING, LEVEL OF CONTROL, SCOPE, NUMBER OF VARIABLES, TREATMENT, AND CONTEXT. EDUCATIONAL CHANGE IS A PROCESS INVOLVING FOUR STAGES, EACH WITH A PARTICULAR OBJECTIVE--(1) RESEARCH IS RESTRICTED TO THE ADVANCEMENT OF BASIC KNOWLEDGE, (2) DEVELOPMENT FORMULATES AN INVENTION OR SOLUTION TO AN ACTION PROBLEM  AND PREPARES THE DESIGN FOR ITS INSTITUTIONAL USE, (3) DIFFUSION DISSEMINATES INFORMATION ABOUT THE INVENTION AND DEMONSTRATES ITS UTILITY, AND (4) ADOPTION ESTABLISHES AN INVENTION AS PART OF AN ONGOING PROGRAM. A NUMBER OF FIELD STUDY TECHNIQUES ARE DESCRIBED--(1) A SYSTEMATIZED DEVELOPMENT OF OBJECTIVES, DEFINED AS A PROGRAMMATIC APPROACH, WITH AN ORDERED ACTION TAXONOMY TO DEPICT, RELATE, CONCEPTUALIZE, AND TEST, (2) THE CONDUCT OF INQUIRY WITHIN AN EXPLICIT THEORETICAL FRAMEWORK, (3) A PHENOMENOLOGICAL IDENTIFICATION OF THE INVESTIGATOR WITH THE ACTUAL FIELD OF HIS STUDY RATHER THAN WITH AN EXPERIMENTAL CONDITION, (4) REPLICATION AND RECYCLING OF INQUIRY, DEFINED AS THE TACTIC OF ACCUMULATIVE EVIDENCE, AND (5) THE ANALYSIS OF PATHOLOGIES TO GAIN INSIGHTS INTO NATURAL SITUATIONS. THIS  PAPER WAS PRESENTED TO THE CONFERENCE ON STRATEGIES FOR EDUCATIONAL CHANGE (WASHINGTON, D.C., NOVEMBER 8-10, 1965). (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011404</dc:identifier>
<dc:title>METHODOLOGICAL STRATEGIES FOR EDUCATIONAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classification</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Practices</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Field Studies</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:creator scheme='personal author'>GUBA, EGON G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Ohio (Kent)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RAPID EXPANSION OF EDUCATIONAL RESEARCH HAS BEEN ACCOMPANIED BY THE FEELING THAT A CONNECTIVE LINK MUST BE ESTABLISHED BETWEEN THE AREAS OF RESEARCH AND EDUCATIONAL PRACTICE. THE INCREASED AVAILABILITY OF RESEARCH FUNDS NECESSITATES REFORMULATION AND CONCEPTUALIZATION OF SUITABLE MECHANISMS AND AGENCIES CAPABLE OF BRIDGING THE GAP BETWEEN EDUCATIONAL RESEARCHER AND PRACTITIONER. TO FILL THIS NEED, A TAXONOMY IS FORMULATED FOR A CHANGE CONTINUUM FROM RESEARCH TO ACTION. RESEARCH, THE FIRST ACTIVITY, ADVANCES KNOWLEDGE BY A CRITERION OF VALIDITY. THE SECOND ACTIVITY, DEVELOPMENT, FORMULATES A SOLUTION TO AN ACTION PROBLEM AND RENDERS THE FORMULATED SOLUTION INTO AN ACCEPTABLE, ADAPTABLE FORM. DIFFUSION INFORMS THE PRACTITIONER OF THE PROCESS OF DEVELOPMENT THROUGH THE  SUBACTIVITIES OF DISSEMINATION AND DEMONSTRATION. ADOPTION, THE FINAL STAGE, INCORPORATES AN INNOVATION INTO A FUNCTIONING SCHOOL SYSTEM. ADOPTION IS REALIZED THROUGH THE PROCESSES OF INSTALLATION (ADAPTING THE INNOVATION TO AN ADOPTING SCHOOL) AND INSTITUTIONALIZATION (REGULARIZING THE INNOVATION). IN ADDITION TO THE CONNECTIVE TAXONOMY, THE FACULTY OF THE OHIO STATE UNIVERSITY COLLEGE OF EDUCATION HAS ESTABLISHED SPECIFIC AGENCIES (DIVISION OF EDUCATIONAL DEVELOPMENT, EVALUATION CENTER, PROJECT DISCOVERY) TO COPE WITH PROBLEMS OF THE RESEARCH-ACTION CONTINUUM. THIS PAPER WAS PRESENTED AT THE SUMMER LECTURE SERIES (KENT STATE UNIVERSITY, JULY 19, 1965). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011405</dc:identifier>
<dc:title>THE IMPENDING RESEARCH EXPLOSION AND EDUCATIONAL PRACTICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age Groups</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Placement</dc:subject>
<dc:creator scheme='personal author'>O&apos;CONNOR, LLOYD R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kuder Richardson Reliability Formulas</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEMENTARY SCHOOL TEACHERS&apos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dc:description>
<dc:identifier scheme='eric_accno'>ED011406</dc:identifier>
<dc:title>THE APPROPRIATE GRADE LEVEL PLACEMENT OF TEACHERS IN THE ELEMENTARY SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Capital Outlay (for Fixed Assets)</dc:subject>
<dc:subject>College Planning</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Cost Estimates</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Operating Expenses</dc:subject>
<dc:subject>Parochial Schools</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Tuition</dc:subject>
<dc:creator scheme='personal author'>BRUMBAUGH, A.J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DOCUMENT IS DESIGNED TO ASSIST IN THE PLANNING AND DEVELOPMENT OF NEW SENIOR COLLEGES. FOUR ASPECTS ARE DISCUSSED--BACKGROUND CONDITIONS, PLANNING, FINANCING, AND PROBLEMS. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011407</dc:identifier>
<dc:title>ESTABLISHING NEW SENIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Flexible Progression</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>High Achievement</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Slow Learners</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>DELAVAN, FRANK E.</dc:creator>
<dc:creator scheme='personal author'>HARTWIG, KEITH E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SCHOOL AND COLLEGE ABILITY TESTS</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords>SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Sacramento City Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NONGRADED PLAN OF SCHOOL ORGANIZATION PUT INTO EFFECT AT SACRAMENTO&apos;S WILL C. WOOD JUNIOR HIGH SCHOOL IN 1964 WAS EVALUATED AND COMPARED WITH GRADED PROGRAMS AT OTHER SCHOOLS BY MEANS OF STANDARDIZED TESTS AND TEACHER OPINIONS. THE POPULATION OF THE STUDY CONSISTED OF THREE PUPIL GROUPS--(1) 212 PUPILS WHO WERE IN THE SEVENTH GRADE DURING THE 1964-65 SCHOOL YEAR AND IN THE EIGHTH GRADE THE NEXT YEAR, (2) 223 PUPILS WHO WERE IN THE EIGHTH GRADE DURING THE 1964-65 SCHOOL YEAR AND IN THE NINTH GRADE THE NEXT YEAR, AND (3) THE PUPILS IN THE SECOND GROUP WHO COULD BE MATCHED WITH COMPARABLE PUPILS IN GRADED JUNIOR HIGH SCHOOLS. THESE THREE GROUPS WERE TESTED IN TERMS OF PUPIL ACHIEVEMENT AND ATTENDANCE. THE FOLLOWING RESULTS WERE NOTED--(1) THE ACADEMIC STATUS OF THE FIRST TWO  GROUPS REMAINED VIRTUALLY THE SAME UNDER THE NONGRADED PLAN, (2) THE GAINS MADE BY THE GRADED PUPILS IN THE MATCHED PAIR GROUP EXCEEDED THOSE MADE BY THE NONGRADED PUPILS, (3) ATTENDANCE DID NOT DECREASE AS A RESULT OF THE NONGRADED PROGRAM, AND (4) TEACHERS GENERALLY AGREED WITH THE THEORY OF THE NONGRADED PLAN, AND MOST FELT THAT IT WAS A VALUABLE ADDITION TO THE JUNIOR HIGH SCHOOL. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011408</dc:identifier>
<dc:title>A PARTIAL ASSESSMENT OF THE WILL C. WOOD JUNIOR HIGH SCHOOL NONGRADED PLAN OF ORGANIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Teacher Strikes</dc:subject>
<dc:creator scheme='personal author'>BUTLER, HENRY E., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT GROWING DEMANDS BY ORGANIZED TEACHERS FOR NEGOTIATION CONCERNING EMPLOYMENT CONDITIONS AND POLICY FORMULATION HAVE BEEN ACCOMPANIED BY A WILLINGNESS TO ACCEPT SUCH BARGAINING THROUGH PROCEDURES WHICH DO NOT INTERRUPT ORDERLY SCHOOL OPERATION. TRADITIONAL LEGAL AUTHORITY OF LOCAL BOARDS OF EDUCATION TO MAKE UNILATERAL POLICY DECISIONS IS GIVING WAY TO A DIVERSE SET OF NEGOTIATION PROCEDURES BASED MORE UPON DISCRETIONARY ACTION OF LOCAL BONDS THAN UPON LEGISLATION. BOARDS OF EDUCATION WILL ENGAGE MORE FREQUENTLY IN COLLECTIVE NEGOTIATIONS, BOTH BY VOLUNTARY ACTION AND BY PRESSURES EXERTED AGAINST THEM. ALTHOUGH TEACHERS MAY NOT LEGALLY STRIKE IN ANY STATE, TEACHER ORGANIZATIONS ARE CONTINUING TO BROADEN THE AREA OPEN TO NEGOTIATION. UNRESOLVED ISSUES INCLUDE  WHETHER STATE LEGISLATION SHOULD BE ENACTED TO ASSURE COLLECTIVE NEGOTIATIONS BY TEACHERS AND WHETHER SUCH LEGISLATION SHOULD APPLY TO ALL PUBLIC EMPLOYEES OR WHETHER PUBLIC SCHOOL PERSONNEL SHOULD BE TREATED AS A SPECIAL CATEGORY. LEGAL DEVELOPMENTS CONCERNING COLLECTIVE NEGOTIATIONS BY PUBLIC SCHOOL TEACHERS WILL BE ESPECIALLY INFLUENCED BY INDIVIDUAL AND CONCERTED ACTION OF PUBLIC SCHOOL ADMINISTRATORS AND BOARDS OF EDUCATION. THE COMPLETE DOCUMENT, &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011409</dc:identifier>
<dc:title>LEGAL IMPLICATIONS OF CONCERTED ACTION OF TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>SCOTT, WALTER W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT DEFINITION OF THE SUPERINTENDENT&apos;S ROLE IN COLLECTIVE NEGOTIATIONS IS A MAJOR PROBLEM. THE SCHOOL ADMINISTRATOR MAY SERVE AS NEGOTIATOR FOR THE BOARD, SPOKESMAN FOR THE TEACHERS, MEDIATOR FOR BOTH, OR MAY BE COMPLETELY INDEPENDENT. A STUDY OF 98 SUPERINTENDENTS IN 469 SCHOOLS IN SEVEN MIDWESTERN STATES REVEALED THAT 87 PERCENT REGARDED THEIR ROLE AS CHANGED BY NEGOTIATIONS. THERE WAS LITTLE AGREEMENT ON THIS NEW ROLE FUNCTION IN RELATION TO TEACHERS AND BOARDS. INCREASED PROFESSIONALISM OF TEACHERS HAS BEEN A MAJOR FACTOR IN CHANGING THE ADMINISTRATOR ROLE. TEACHERS SEEK MORE CONTROL OVER DECISIONS WHICH AFFECT THEM. BECAUSE SCHOOLS OPERATE BOTH INTERNALLY AND EXTERNALLY IN A POLITICAL ENVIRONMENT, WITH A WIDE RANGE OF LOCAL, STATE, AND FEDERAL  INVOLVEMENTS, THE PROSPECTIVE ADMINISTRATOR NEEDS A WORKING KNOWLEDGE OF POLITICAL POWER DYNAMICS, COMMUNITY POWER STRUCTURES, AND POLITICAL ASPECTS OF MASS MEDIA, ECONOMIC GOODS, AND SERVICES. AN INTERDISCIPLINARY SEMINAR APPROACH IN NEGOTIATING TECHNIQUES IS RECOMMENDED AS PART OF GRADUATE SCHOOL PREPARATION FOR ADMINISTRATORS, ACCOMPANIED BY A CONTINUOUS INSERVICE TRAINING PROGRAM OF CONFERENCES AND WORKSHOPS FOR THOSE ALREADY ENGAGED IN ADMINISTRATION. THE COMPLETE DOCUMENT, &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011410</dc:identifier>
<dc:title>COLLECTIVE NEGOTIATIONS, IMPLICATIONS FOR PREPARATION OF ADMINISTRATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Grievance Procedures</dc:subject>
<dc:subject>Personnel Policy</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Security</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>GISRIEL, CORNELIUS E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GRIEVANCE IS A CHARGE THAT A POLICY AFFECTING WORKING CONDITIONS IS INADEQUATE OR HAS BEEN VIOLATED. TEACHER GRIEVANCE COMPLAINTS ARE PRIMARILY CONCERNED WITH TEACHING LOAD, CLASS SIZE, PROMOTION, FACILITIES, SALARIES, AND TEACHER EVALUATION. GRIEVANCES USUALLY OCCUR IN A STRATIFIED EMPLOYMENT SETTING AND RESULT FROM POOR FORMULATION OR ADMINISTRATION OF POLICY, LACK OF APPRECIATION FOR TEACHER EMOTIONAL REACTIONS, OR FAILURE TO PROVIDE CHANNELS OF COMMUNICATION BETWEEN THE SCHOOL BOARD AND THE ASSOCIATION. THE PURPOSE OF A GRIEVANCE PROCEDURE IS TO RESOLVE THE PROBLEM TO THE GREATEST SATISFACTION OF ALL PARTIES CONCERNED BY ENCOURAGING TEACHER EXPRESSION, IMPROVING TEACHER UNDERSTANDING OF RELEVANT POLICIES, AND APPRAISING POLICY EFFECTIVENESS. NINE CRITERIA FOR A WRITTEN  GRIEVANCE PROCEDURE ARE GIVEN, AND GRIEVANCE PROCEDURE FUNCTIONS OF THE LOCAL ASSOCIATION ARE LISTED. SUGGESTED PREREQUISITES TO MEANINGFUL ARBITRATION INCLUDE A NEUTRAL ARBITRATOR, EQUAL SHARING OF ARBITRATION COSTS BY DISPUTANTS, AND A BINDING CLAUSE REQUIRING DISPUTANTS TO ACCEPT THE ARBITRATOR&apos;S RESOLUTION PROPOSALS. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011411</dc:identifier>
<dc:title>THE LOCAL EDUCATION ASSOCIATION AND GRIEVANCE ADJUSTMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:creator scheme='personal author'>BLESSING, KENNETH R.</dc:creator>
<dc:creator scheme='personal author'>PFAEFFLE, HEINZ</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REFERENCES FROM 1940 TO 1964 ARE ORGANIZED IN FOUR CATEGORIES. THE SECTION ON PROFESSIONAL LITERATURE IS CONCERNED WITH THE ETIOLOGY AND THE PSYCHOLOGICAL, SOCIOLOGICAL, AND MEDICAL ASPECTS OF MENTAL RETARDATION. THE PROFESSIONAL CURRICULUM SECTION IS DEVOTED TO CURRICULUM DEVELOPMENT AND PROGRAM CONTENT FOR TEACHERS. THE GENERAL LITERATURE SECTION LISTS REFERENCES FOR PARENTS, TEACHERS, AND WORKERS IN AREAS RELATED TO MENTAL RETARDATION, AND INCLUDES REFERENCES ON SPEECH, PLAY ACTIVITIES AND RECREATION, HOME INSTRUCTION AND TRAINING, READINESS, GUIDES TO PARENTS, AND UNDERSTANDING RETARDATION. A SECTION OF HISTORICAL LITERATURE CONTAINS MOSTLY OUT-OF-PRINT REFERENCES FROM 1904 TO 1959. PUBLISHERS, PRICES, AND ADDRESSES ARE LISTED. (GW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011412</dc:identifier>
<dc:title>BIBLIOGRAPHY ON MENTAL RETARDATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:creator scheme='personal author'>ALLEN, AMY A.</dc:creator>
<dc:creator scheme='personal author'>CROSS, JACQUE L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASIC INSTRUCTIONAL MATERIALS FOR EDUCABLE MENTALLY RETARDED CHILDREN OF PRIMARY, ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH LEVELS ARE LISTED, DESCRIBED, AND EVALUATED UNDER THE HEADINGS OF LANGUAGE ARTS, ARITHMETIC, SOCIAL STUDIES, AND SCIENCE. MATERIALS INCLUDE BOOKS, CHARTS, SIGNS, GEOMETRIC SHAPES, SYMBOLS, FLASH CARDS, MAPS, NEWSPAPERS, AND OTHER VISUAL AND MANIPULATIVE INSTRUCTIONAL MATERIALS. PUBLISHERS ARE INCLUDED FOR EACH MATERIAL. A BIBLIOGRAPHY CONTAINS 46 REFERENCES. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011413</dc:identifier>
<dc:title>SUGGESTED BASIC MATERIALS FOR SLOW LEARNING CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>132</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:creator scheme='personal author'>BLAKE, GARY D.</dc:creator>
<dc:creator scheme='personal author'>KRONENBERG, HENRY H.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:keywords_geo>Louisiana</eric:keywords_geo>
<eric:keywords_geo>Mississippi</eric:keywords_geo>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>New Mexico</eric:keywords_geo>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INTERVIEW-QUESTIONNAIRE STUDY WAS MADE TO INVESTIGATE THE OCCUPATIONAL STATUS AND OPPORTUNITIES OF YOUNG DEAF ADULTS, AND WHETHER FURTHER VOCATIONAL PREPARATION WOULD ENHANCE THEIR VOCATIONAL OPPORTUNITIES. ON-THE-JOB DIFFICULTIES WERE REVIEWED. THE MAJORITY OF THOSE INTERVIEWED SAW A NEED FOR POST-SCHOOL TRAINING. SEVERAL TYPES OF PROGRAMS WERE CONSIDERED. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011414</dc:identifier>
<dc:title>A STUDY OF THE OCCUPATIONAL STATUS OF THE YOUNG ADULT DEAF OF THE SOUTHWEST AND THEIR NEED FOR SPECIALIZED VOCATIONAL REHABILITATION FACILITIES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>155</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN 1965-66, 14 SCHOOL DISTRICTS ESTABLISHED 20 CLASSES IN SCHOOLS, MENTAL HEALTH CENTERS, AND HOSPITALS FOR EMOTIONALLY DISTURBED CHILDREN (AGES 6 THROUGH 17). OUTLINED WERE DEFINITIONS AND CHARACTERISTICS OF EMOTIONALLY DISTURBED CHILDREN, PURPOSES OF THE PROGRAM, MINIMUM PLANT FACILITIES, RELATED PERSONNEL, ELIGIBILITY REQUIREMENTS, CLASS SIZE AND AGE GROUPINGS, TEACHER CERTIFICATION, AND FINANCE. (HK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011415</dc:identifier>
<dc:title>GUIDELINES FOR IMPLEMENTATION OF THE PILOT PROGRAM FOR EMOTIONALLY DISTURBED CHILDREN. A SUPPLEMENT TO THE STATE PLAN FOR SPECIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activity Units</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>WALDEN, ROYCE B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Orlando)</eric:keywords>
<eric:keywords_geo>Florida (Orlando)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Orange County Public Schools, Orlando, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PREPARED BY TEACHERS OF THE RETARDED, THIS CURRICULUM GUIDE OUTLINES AN ELEMENTARY ACTIVITY UNIT ON HOME AND COMMUNITY LIVING AND A SECONDARY UNIT ON THE CITRUS INDUSTRY. INSTRUCTIONAL MATERIALS ARE LISTED. ADMINISTRATIVE GUIDELINES ON CLASS UNITS, STUDENT PLACEMENT, AND TEACHER QUALIFICATIONS ARE INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011416</dc:identifier>
<dc:title>EDUCABLE MENTALLY RETARDED PROJECT, ORANGE COUNTY PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aphasia</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cerebral Palsy</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Statistical Studies</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>BATEMAN, BARBARA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:keywords_test>Illinois Test of Psycholinguistic Abilities</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Inst. of Research for Exceptional Children.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH GENERATED BY THE EXPERIMENTAL EDITION OF THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES IS REVIEWED. TWENTY-FIVE STATISTICAL, REMEDIAL, AND LANGUAGE DISORDER STUDIES ARE SUMMARIZED ACCORDING TO PURPOSE, SUBJECTS, PROCEDURE, RESULTS, AND COMMENTS. SEVEN ADDITIONAL STUDIES ARE INCLUDED IN AN ANNOTATED BIBLIOGRAPHY. FIFTY-FOUR OTHER REFERENCES ARE ALSO INCLUDED. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011417</dc:identifier>
<dc:title>THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES IN CURRENT RESEARCH. SUMMARIES OF STUDIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Exceptional Persons</dc:subject>
<dc:subject weight='MAJOR'>Psychology</dc:subject>
<dc:subject weight='MAJOR'>Publications</dc:subject>
<dc:subject weight='MAJOR'>Sociology</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:creator scheme='personal author'>FEARON, ROSS E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Farmington State Coll., ME.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PSYCHOLOGICAL AND SOCIOLOGICAL PUBLICATIONS RELATED TO EXCEPTIONAL CHILDREN ARE LISTED SEQUENTIALLY BY DEWEY DECIMAL SYSTEM NUMBERS. THE 463 BOOKS, PAMPHLETS, AND MONOGRAPHS RANGE IN PUBLICATION DATE FROM 1929 TO 1966 AND ARE FROM THE MANTOR LIBRARY AT FARMINGTON STATE COLLEGE. THIS CATALOG IS PART OF A SERIES OF SUBJECT CATALOGS LISTING SPECIAL EDUCATION HOLDINGS AT THE MANTOR LIBRARY. THIS ARTICLE IS PUBLISHED IN THE &quot;SPECIAL EDUCATION BULLETIN&quot; OF FARMINGTON STATE COLLEGE, VOLUME 4, NUMBER 5A, DECEMBER 1, 1966. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011418</dc:identifier>
<dc:title>EXCEPTIONAL CHILDREN, RELATED PSYCHOLOGY AND SOCIOLOGY. CATALOG OF LIBRARY ACCESSIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:37:44</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Partial Vision</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Perceptual Handicaps</dc:subject>
<dc:subject>Psychoacoustics</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>DIMMICK, KENNETH</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Foundation for the Blind, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 346 ENTRIES IN THIS BIBLIOGRAPHY COVER MATERIAL IN BOOKS, JOURNALS, AND MONOGRAPHS IN FIELDS RELATED TO THE SENSORY IMPAIRED, ESPECIALLY THE BLIND AND PARTIALLY SIGHTED. THE DATES RANGE FROM 1934 TO 1965. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011419</dc:identifier>
<dc:title>PSYCHOACOUSTICS - A SELECTED BIBLIOGRAPHY. A PROVISIONAL BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:subject weight='MAJOR'>Intelligence</dc:subject>
<dc:subject weight='MAJOR'>Measurement</dc:subject>
<dc:subject weight='MAJOR'>Research</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>FEARON, ROSS E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Farmington State Coll., ME.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PUBLICATIONS ABOUT RESEARCH, MEASUREMENT, AND INTELLIGENCE ARE LISTED SEQUENTIALLY BY DEWEY DECIMAL SYSTEM NUMBER OR VERTICAL FILE NUMBER. THE 208 BOOKS AND PAMPHLETS RANGE IN PUBLICATION DATE FROM 1871 TO 1966 AND ARE FROM THE MANTOR LIBRARY AT FARMINGTON STATE COLLEGE. THIS CATALOG IS PART OF A SERIES OF SUBJECT CATALOGS LISTING SPECIAL EDUCATION HOLDINGS AT THE MANTOR LIBRARY. THIS ARTICLE IS PUBLISHED IN THE &quot;SPECIAL EDUCATION BULLETIN&quot; OF FARMINGTON STATE COLLEGE, VOLUME 4, NUMBER 5B, DECEMBER 1, 1966. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011420</dc:identifier>
<dc:title>RESEARCH, MEASUREMENT, AND INTELLIGENCE. CATALOG OF LIBRARY ACCESSIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:37:47</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activities</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Citizenship Responsibility</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Family Life</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>School Orientation</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject>Socialization</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CALEMINE, MARY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Allegany County Board of Education, Cumberland, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CURRICULUM MATERIAL FOR EDUCABLE MENTALLY RETARDED CHILDREN IS OUTLINED. THREE BROAD AREAS OF INSTRUCTION ARE--(1) SOCIAL SKILLS, INCLUDING OCCUPATIONAL TRAINING (WITH EXAMPLES OF FORMS FOR RECORD KEEPING), FAMILY LIVING, AND COMMUNITY MEMBERSHIP, (2) ARITHMETIC SKILLS, AND (3) LANGUAGE SKILLS. MATERIAL IN EACH AREA IS DEVELOPED FOR PRESENTATION AT THREE LEVELS. IN ADDITION TO UNIT CONTENT SUGGESTIONS, THE GUIDE INCLUDES OBJECTIVES FOR EACH UNIT, SUGGESTIONS FOR GROUPING PUPILS, AND EXAMPLES OF RELATED ACTIVITIES. INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHIES FOR TEACHERS ARE INCLUDED. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011421</dc:identifier>
<dc:title>SPECIAL EDUCATION, SECONDARY LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>337</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Disabilities</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Special Health Problems</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>COCHRANE, HORTENCE S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Syracuse University NY</eric:keywords>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY. School of Social Work.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPEECHES AND REPORTS FROM AN INSTITUTE ON HIGHER EDUCATION FOR PHYSICALLY HANDICAPPED STUDENTS ARE PRESENTED. THE INSTITUTE WAS SPONSORED BY THE ALL-UNIVERSITY REHABILITATION COUNCIL AT SYRACUSE UNIVERSITY. ONE SPEECH OUTLINES THE SPECIAL PROVISIONS INCLUDING ADMISSION, PLACEMENT, AND COUNSELING SERVICES FOR HANDICAPPED STUDENTS AT THE UNIVERSITY OF MISSOURI. ANOTHER BRIEFLY SURVEYS THE NUMBERS OF HANDICAPPED STUDENTS IN COLLEGES AND UNIVERSITIES AND TYPES OF PROVISIONS MADE FOR THEM. DISTINCTION IS MADE BETWEEN THE RESPONSIBILITIES OF THE UNIVERSITY AND THE RESPONSIBILITIES OF THE HANDICAPPED STUDENTS. REPORTS SUMMARIZE OTHER SPEECHES ON ARCHITECTURAL BARRIERS, TRENDS IN HIGHER EDUCATION, AND MEDICAL ASPECTS. REPORTS ALSO SUMMARIZE THE WORKSHOP SESSIONS OF STUDENT PERSONNEL  ADMINISTRATORS, HOUSING OFFICERS AND CAMPUS PLANNERS, MEDICAL OFFICERS, AND UNIVERSITY COUNSELORS. APPENDIXES INCLUDE A COPY OF THE INSTITUTE PROGRAM, NAMES AND ADDRESSES OF THE PARTICIPANTS, A 20-ITEM ANNOTATED BIBLIOGRAPHY, AND A LIST OF EIGHT SOURCES OF RESOURCE MATERIALS. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011422</dc:identifier>
<dc:title>THE ACADEMIC ADVISEMENT OF DISABLED STUDENTS, INSTITUTE PROCEEDINGS (SYRACUSE UNIVERSITY, JUNE 16-18, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Age</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Foreign Students</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Conservation</dc:subject>
<dc:subject>Homebound</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Partial Vision</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Special Health Problems</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Transportation</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>HAYDEN, EUGENE J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Detroit Board of Education, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BRIEF, GENERAL DESCRIPTION IS PRESENTED OF THE PROGRAM FOR HANDICAPPED CHILDREN IN THE DETROIT PUBLIC SCHOOLS. A HISTORY OF THE PROGRAM, PROCEDURES FOR ADMISSION AND RELEASE OF CHILDREN, ORGANIZATION, CURRICULUM, TEACHING PERSONNEL, AND CURRENT RESEARCH ARE INCLUDED. INFORMATION IS ALSO PROVIDED ON A PROGRAM FOR FOREIGN CHILDREN, TRANSPORTATION OF PHYSICALLY HANDICAPPED AND TRAINABLE MENTALLY HANDICAPPED STUDENTS, AND VOCATIONAL REHABILITATION. (MK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011423</dc:identifier>
<dc:title>SPECIAL EDUCATION FOR HANDICAPPED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Psychoeducational Clinics</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Public Agencies</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Referral</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:type></dc:type>
<eric:keywords>North Dakota (Bismarck)</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota State Dept. of Public Instruction, Bismarck.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PSYCHOLOGICAL TESTING, TREATMENT, AND CONSULTANT SERVICES ARE AVAILABLE. A SCREENING AND REFERRAL PROCEDURE WHICH INCLUDES RECOMMENDED GROUP INTELLIGENCE AND ACHIEVEMENT TESTS IS OUTLINED. EIGHT AGENCIES PROVIDING PSYCHOLOGICAL SERVICES ARE DESCRIBED BY NAME, SPONSORING AGENCY, SERVICES AVAILABLE, CLIENT ELIGIBILITY, WAITING PERIOD, FEES, AVAILABILITY OF REPORTS, AND PERSON TO CONTACT FOR APPOINTMENTS. PSYCHOLOGICAL SERVICES IN THE SCHOOL MAY BE PROVIDED BY A VISITING COUNSELOR, SCHOOL PSYCHOMETRIST, OR SCHOOL PSYCHOLOGIST. THE REQUIRED TRAINING AND FUNCTIONS OF EACH POSITION ARE OUTLINED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011424</dc:identifier>
<dc:title>INDIVIDUAL TESTING AND PSYCHOLOGICAL SERVICES AVAILABLE TO PUBLIC SCHOOLS IN NORTH DAKOTA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Day Care</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Special Schools</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>MURPHY, THOMAS J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Barbara)</eric:keywords>
<eric:keywords_geo>California (Santa Barbara)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Santa Barbara City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SINCE ITS BEGINNING IN 1928, THE PROGRAM HAS EXPANDED TO BECOME A DEPARTMENT (1953), AND IN 1964, THE DEPARTMENT PROCESSED 1,500 CASES. SERVICES ARE PROVIDED FOR CHILDREN WHO ARE PHYSICALLY HANDICAPPED, EDUCABLE MENTALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, CONFINED TO HOME OR HOSPITAL, VISUALLY HANDICAPPED, SPEECH HANDICAPPED, BEHAVIORALLY HANDICAPPED, AND NEUROLOGICALLY HANDICAPPED. A NURSERY SCHOOL AND AN EXTENDED DAY CARE CENTER SERVE CHILDREN OF WORKING MOTHERS. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011425</dc:identifier>
<dc:title>PROGRAM DESCRIPTION, SANTA BARBARA CITY SCHOOLS SPECIAL EDUCATION DEPARTMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject>Physical Fitness</dc:subject>
<dc:subject>Recreational Activities</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONTAINING 93 ANNOTATED REFERENCES TO BOOKS, PAMPHLETS, AND JOURNAL ARTICLES FROM 1937 THROUGH 1966, THIS BIBLIOGRAPHY IS DESIGNED FOR TEACHERS, RECREATION PERSONNEL, PARENTS, AND COUNSELORS. LISTINGS INCLUDE A SECTION OF REFERENCES ON RECREATIONAL ACTIVITIES AND PHYSICAL EDUCATION FOR THE MENTALLY HANDICAPPED, AS WELL AS A SECTION ON THE GENERAL SUBJECTS OF MENTAL RETARDATION, PHYSICAL EDUCATION, AND RECREATION. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011426</dc:identifier>
<dc:title>A SELECTED BIBLIOGRAPHY FOR PROGRAMING PHYSICAL EDUCATION AND RECREATIONAL ACTIVITIES FOR THE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Sheltered Workshops</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>GREENSTEIN, MELVIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>Kennedy Job Training Center IL</eric:keywords>
<eric:keywords>Illinois (Palos Park)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Lieutenant Joseph P. Kennedy, Jr. School for Exceptional Children, Palos Park, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO MEET THE NEEDS OF YOUNG MENTALLY RETARDED ADULTS FOR VOCATIONAL SERVICES, THE KENNEDY JOB TRAINING CENTER WAS ESTABLISHED AT THE DAY AND RESIDENTIAL KENNEDY SCHOOL FOR EXCEPTIONAL CHILDREN. THE PROJECT WAS DESIGNED TO PREPARE MENTALLY HANDICAPPED PERSONS FOR WORK IN THE COMMUNITY AND TO UTILIZE AND STRENGTHEN COMMUNITY RESOURCES. A SHELTERED WORKSHOP PROGRAM INCLUDING COUNSELING AND JOB PLACEMENT SERVICES WAS ESTABLISHED. THE WORKSHOP SERVED KENNEDY SCHOOL STUDENTS, TRAINEES FROM THE ILLINOIS DIVISION OF VOCATIONAL REHABILITATION, LOCAL HIGH SCHOOL SPECIAL EDUCATION STUDENTS, AND LONG-TERM TRAINEES. ACCEPTED PERSONS WERE INVOLVED IN A DIAGNOSTIC PERIOD, THEN A TRAINING PERIOD, AND FINALLY THE JOB PLACEMENT PROCESS. TRAINEES WORKED ON SUBCONTRACT JOBS, A CANDLE MANUFACTURING  PROJECT, AND TASKS CONNECTED WITH THE KENNEDY SCHOOL. INCLUDED WERE RELEVANT DATA AND DISCUSSION ON PROBLEMS OF ESTABLISHING AND OPERATING A SHELTERED WORKSHOP, SUCH AS RECRUITMENT AND RESPONSIBILITIES OF STAFF AND TRAINEES, ACQUISITION AND COMPLETION OF WORK ORDERS, COUNSELING AND PLACEMENT OF TRAINEES, AND DEVELOPMENT OF A PAY SCALE FOR TRAINEES. RESULTS OF THE PROJECT WERE INTERPRETED, AND THE NEED FOR ADDITIONAL SERVICES WAS OUTLINED. AN APPENDIX INCLUDED SAMPLES OF FOUR FORMS AND RECORDS USED AT THE CENTER. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011427</dc:identifier>
<dc:title>AN OPPORTUNITY FOR DIGNITY THROUGH WORK. AN OCCUPATIONAL TRAINING CENTER FOR THE MENTALLY HANDICAPPED. FINAL PROJECT REPORT, APRIL 1963-MAY 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Creative Dramatics</dc:subject>
<dc:subject weight='MAJOR'>Dramatic Play</dc:subject>
<dc:subject weight='MAJOR'>Handicapped Children</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject weight='MAJOR'>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>SCHATTNER, REGINA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BY PROVIDING INSTRUCTIONS AND SAMPLE SCRIPTS, THE AUTHOR SHOWS TEACHERS HOW TO BROADEN THE ENVIRONMENT OF HANDICAPPED CHILDREN THROUGH DRAMATIC PLAY. TECHNIQUES OF PLAY PLANNING, MATERIALS, ADAPTATIONS FOR HANDICAPPED CHILDREN, PLAY ORGANIZATION, AND PLAY PRESENTATION ARE DISCUSSED. NINE PLAY SCRIPTS AND FOUR MUSICAL REVIEWS DEVELOPED BY HANDICAPPED CHILDREN ARE INCLUDED. A LISTING OF SUGGESTED RESOURCES INCLUDES SONGBOOKS, MUSIC BOOKS, RECORDS, AND RHYMES AND POETRY. THIS DOCUMENT WAS PUBLISHED BY JOHN DAY COMPANY, NEW YORK, 160 PAGES, $4.50. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011428</dc:identifier>
<dc:title>CREATIVE DRAMATICS FOR HANDICAPPED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:38:00</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:creator scheme='personal author'>ANTON, ROGER C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROGRESS MADE IN TEACHING FOREIGN LANGUAGE SKILLS SHOWS UP THE MAJOR PROBLEM OF ARTICULATION AMONG ELEMENTARY SCHOOLS, JUNIOR AND SENIOR HIGH SCHOOLS, AND COLLEGES, AND IT IS THIS PROBLEM THAT IS EXPLORED BY THE CALIFORNIA LIAISON COMMITTEE ON FOREIGN LANGUAGES. THE ADOPTION OF COMMON OBJECTIVES AND PROVISION FOR CONTINUITY OF LANGUAGE STUDY IN PUBLIC EDUCATION FROM THE FIRST LEVEL THROUGH TEACHER TRAINING CAN CONTRIBUTE TO THE SOLUTION OF THE PROBLEM IN THE FORESEEABLE FUTURE. A STUDENT&apos;S PLACEMENT AT ANY POINT IN THE FOREIGN LANGUAGE SEQUENCE SHOULD DEPEND ON THE DEGREE OF LINGUISTIC PROFICIENCY ATTAINED IN PREVIOUS LEVELS. AT THE COLLEGE LEVEL, THIS CAN BE DETERMINED BEST BY PROFESSIONALLY DESIGNED TESTS. UNFORTUNATELY, THE CREDIT-HOUR STRUCTURE OF MOST COLLEGES MAY LEAD  TO REPETITION OF WORK, THOUGH THE COMMITTEE DISCOURAGES CREDIT FOR DUPLICATION OF STUDY. JUNIOR COLLEGES MUST RECONSIDER AND ENLARGE THEIR CURRICULUMS, AND COLLEGES AND UNIVERSITIES MUST DIRECT SPECIAL ATTENTION TO THE TRAINING OF PROSPECTIVE TEACHERS IN LANGUAGE, LITERATURE, PSYCHOLOGY, AND METHODS. THE COMMITTEE FURTHER RECOMMENDS THAT CALIFORNIA SCHOOLS EXPAND THEIR MULTILANGUAGE OFFERINGS AT ALL LEVELS AND THAT A CENTRAL INFORMATION CENTER PROVIDE EFFECTIVE COMMUNICATION ABOUT PROGRAMS AND POLICIES IN THE LANGUAGE FIELD. APPENDIXES INCLUDE DETAILED DESCRIPTIONS OF FOUR LEVELS OF FOREIGN LANGUAGE COMPETENCE AND LISTS OF CURRENT AND FORMER MEMBERS OF THE COMMITTEE. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011429</dc:identifier>
<dc:title>FOREIGN LANGUAGE ARTICULATION IN CALIFORNIA SCHOOLS AND COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programing Problems</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:subject>Word Frequency</dc:subject>
<dc:creator scheme='personal author'>GUERRA, EMILIO L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SIX PAPERS COLLECTED IN THIS VOLUME DISCUSS CHANGES WHICH HAVE OCCURRED IN FOREIGN LANGUAGE INSTRUCTION IN RECENT YEARS. THE PRINCIPAL PRESENTATION MADE AT THE CONFERENCE, &amp;quot;SOME THOUGHTS ON PAST, PRESENT, AND FUTURE,&amp;quot; BY W. FREEMAN TWADDELL, DEALS PRIMARILY WITH THE PROBLEMS FACING THE PROGRAMER WHO WORKS WITH PRONUNCIATION PRACTICE AND VOCABULARY EXPANSION. TOPICS TREATED BRIEFLY BY OTHER SPEAKERS ARE &amp;quot;COMPUTATIONAL CONTRIBUTIONS TO LANGUAGE TEACHING,&amp;quot; JOHN E. ALLEN, III, &amp;quot;THE USE OF NEW MEDIA AND MATERIALS,&amp;quot; DORA S. BASHOUR, &amp;quot;CHANGES IN TEACHER PREPARATION,&amp;quot; LEO U. BERNARDO, &amp;quot;CHANGES IN OBJECTIVES AND CURRICULUM,&amp;quot; GLADYS LIPTON, AND &amp;quot;EVALUATION OF LANGUAGE ACHIEVEMENT AND INSTRUCTION,&amp;quot; ROBERT J. LUDWIG. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011430</dc:identifier>
<dc:title>PROCEEDINGS OF THE ANNUAL FOREIGN LANGUAGE CONFERENCE (31ST, NEW YORK UNIVERSITY, NOVEMBER 13, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Student Exchange Programs</dc:subject>
<dc:subject>Teacher Exchange Programs</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:type></dc:type>
<eric:keywords>Switzerland (Geneva)</eric:keywords>
<eric:keywords>UNESCO</eric:keywords>
<eric:keywords_geo>Switzerland (Geneva)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INTERNATIONAL CONFERENCE ON PUBLIC EDUCATION, SPONSORED JOINTLY BY THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION AND THE INTERNATIONAL BUREAU OF EDUCATION, ISSUED AN OFFICIAL POLICY STATEMENT. RECOMMENDATIONS WERE MADE CONCERNING (1) THE VALUES OF STUDYING A MODERN FOREIGN LANGUAGE, (2) THE PLACE OF MODERN FOREIGN LANGUAGES IN THE CURRICULUM, (3) THE OBJECTIVES OF LANGUAGE COURSES, (4) THE CONTENT OF COURSES, (5) THE CHOICE OF METHODS, TECHNIQUES, AND INSTRUCTIONAL MATERIALS, (6) THE QUALIFICATIONS, TRAINING, AND INSERVICE TRAINING OF MODERN FOREIGN LANGUAGE TEACHERS, AND (7) THE NEED FOR AN INTENSIFIED PROGRAM OF EXCHANGE FOR TEACHERS, ASSISTANTS, AND STUDENTS. THIS ARTICLE IS PUBLISHED IN &amp;quot;CONTACT,&amp;quot; NUMBER 8, JUNE 1966. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011431</dc:identifier>
<dc:title>RESEARCH AND METHODOLOGY--RECOMMENDATION NO. 59 TO THE MINISTRIES OF EDUCATION CONCERNING THE TEACHING OF MODERN FOREIGN LANGUAGES IN SECONDARY SCHOOLS, ADOPTED BY THE XXVIIITH INTERNATIONAL CONFERENCE ON PUBLIC EDUCATION, GENEVA, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Time Factors (Learning)</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>CORBINO, J.P.</dc:creator>
<dc:creator scheme='personal author'>FIKS, ALFRED I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ALEXANDRIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Washington Univ., Alexandria, VA. Human Resources Research Office.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY OF COURSE DENSITY AND PACE OF FOREIGN LANGUAGE INSTRUCTION WAS BASED ON DATA OBTAINED FROM THE STAFF MEMBERS AND STUDENTS OF NINE SCHOOLS OFFERING INTENSIVE, SEMI-INTENSIVE, OR NON-INTENSIVE PROGRAMS IN WHICH AUDIOLINGUAL SKILLS WERE STRESSED. THE LANGUAGES CONCERNED WERE CHINESE, RUSSIAN, GERMAN, SPANISH, AND FRENCH. PARTICIPATING SCHOOLS WERE UNIVERSITIES, MILITARY INSTALLATIONS, COMMERCIAL SCHOOLS, A U.S. GOVERNMENT CIVILIAN CENTER, AND A PUBLIC ELEMENTARY SCHOOL. COURSE DENSITY FOR THESE PROGRAMS WAS DETERMINED BY DIVIDING THE TOTAL NUMBER OF WORDS TO BE TAUGHT IN A COURSE BY THE NUMBER OF INSTRUCTIONAL HOURS REQUIRED. THESE WERE CONSIDERED ONLY AS GROSS MEASURES, SINCE THEY DID NOT REFLECT THE DEGREE OF GRAMMATICAL AND PHONOLOGICAL CONTROL TO BE ATTAINED BY THE  STUDENTS. STUDENTS WERE ASKED AT TWO TIMES DURING THE COURSE TO RATE THE PACE OF INSTRUCTION. WHILE RESULTS CANNOT BE USED TO PREDICT ACCURATELY THE TIME REQUIRED TO TEACH A GIVEN VOCABULARY, THEY MAY HAVE SOME VALUE AS GUIDELINES IN CURRICULUM PLANNING. ALSO, STUDENT PERCEPTION OF COURSE DENSITY WAS FOUND TO BE FAIRLY ACCURATE. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011432</dc:identifier>
<dc:title>COURSE DENSITY AND STUDENT PERCEPTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Television</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Language Enrollment</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>DUSEL, JOHN P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY OF 83.5 PERCENT OF THE SCHOOL DISTRICTS OF CALIFORNIA SHOWS THAT IN 1965 (THE YEAR THAT FOREIGN LANGUAGE STUDY WAS MADE MANDATORY IN THE SIXTH GRADE) ENROLLMENTS IN ELEMENTARY SCHOOL (K-8) WERE 573,355, COMPARED WITH 187,294 IN 1961, THOUGH FEWER STUDENTS WERE STUDYING A FOREIGN LANGUAGE IN GRADES K-4 THAN IN 1961. THE ENROLLMENTS IN SECONDARY SCHOOLS INCREASED 9.9 PERCENT OVER THE PREVIOUS YEAR. SPANISH CONTINUES TO BE MORE IN DEMAND THAN FRENCH OR GERMAN, AND THE CLASSICAL LANGUAGES ARE OFFERED IN FEWER SCHOOLS THAN FORMERLY. SOME SIXTH-GRADE PUPILS MEET THE STATE&apos;S FOREIGN LANGUAGE REQUIREMENT THROUGH ENROLLMENT IN PRIVATE COURSES, AND THE NUMBER OF EXEMPTED STUDENTS MAY INCREASE AS THE LAW IS EXTENDED TO THE SEVENTH AND EIGHTH GRADES. THE AVAILABILITY OF LABORATORIES  IS ON THE INCREASE IN SECONDARY SCHOOLS, AND TELEVISION OR OTHER PROGRAMED INSTRUCTION WHICH MAY SUPPLEMENT SECONDARY-LEVEL TEACHING IS USED PARTIALLY OR TOTALLY FOR MANY ELEMENTARY SCHOOL COURSES. SECONDARY SCHOOL FOREIGN LANGUAGE TEACHERS GENERALLY HAVE HAD A FOREIGN LANGUAGE MAJOR OR MINOR AND TRAINING IN LABORATORY USE. IN ELEMENTARY SCHOOLS, SOMETIMES VISITING SPECIALISTS OR, AT THE OTHER EXTREME, THE REGULAR TEACHERS WITH LITTLE OR NO FOREIGN LANGUAGE TRAINING GIVE THE INSTRUCTION. THIS REPORT INCLUDES STATISTICAL TABLES. IT IS ALSO AVAILABLE FROM THE OFFICE OF FOREIGN LANGUAGE PROGRAMS, CALIFORNIA STATE DEPARTMENT OF EDUCATION, 721 CAPITOL MALL, SACRAMENTO 95814. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011433</dc:identifier>
<dc:title>GENERAL OBSERVATIONS ON THE RESULTS OF THE SURVEY OF FOREIGN LANGUAGE OFFERINGS AND ENROLLMENTS IN CALIFORNIA PUBLIC SCHOOLS, FALL 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>FLES</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Dept. of Education, Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FLORIDA TEACHERS FROM ELEMENTARY SCHOOLS THROUGH UNIVERSITIES COOPERATED ON THIS GUIDE TO DEVELOP PROFICIENCY IN FOREIGN LANGUAGE COMMUNICATION SKILLS. THE GUIDE DESCRIBES FOUR LEARNING LEVELS FOR ELEMENTARY AND HIGH SCHOOLS TO BE COMPLETED IN A SINGLE FOREIGN LANGUAGE, WITH TWO POSSIBLE ADDITIONAL LEVELS. THE FOCUS IS ON THE DEVELOPMENT OF A SEQUENTIAL FOREIGN LANGUAGE PROGRAM, TEACHER PREPARATION AND PROFESSIONAL GROWTH, TEACHING TECHNQUES AT EACH LEVEL, AND TEST PREPARATION AND THE USE OF SCORING SCALES. MODERN INSTRUCTIONAL EQUIPMENT AND MATERIALS ARE RECOMMENDED WITH THE EXCEPTION, AS YET, OF TEACHING MACHINES. WIDENING FOREIGN LANGUAGE STUDY TO INCLUDE SELDOM TAUGHT CONTEMPORARY LANGUAGES, LATIN, ENGLISH AS A SECOND LANGUAGE, AND SPANISH FOR SPANISH-SPEAKING STUDENTS IS  ALSO ADVOCATED. A BIBLIOGRAPHY IS INCLUDED. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011434</dc:identifier>
<dc:title>FOREIGN LANGUAGES IN FLORIDA SCHOOLS, A GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>98</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>FISHER, DALE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>THORNTON TOWNSHIP</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Thornton Township Public School Council, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FOREIGN LANGUAGE ARTICULATION COMMITTEE OF THORNTON, ILLINOIS, REPORTED TO THE TOWNSHIP STEERING COMMITTEE UPON THE SPECIFICS FOR BUILDING LANGUAGE PROGRAMS FROM THE ELEMENTARY SCHOOL LEVEL THROUGH JUNIOR COLLEGE. THE REPORT COVERS CONTINUITY OF A CHOSEN LANGUAGE, TEACHING METHODS, EVALUATION, COOPERATION WITH OTHER CURRICULUM AREAS, COORDINATION OF MATERIALS AND RESOURCES, ARTICULATION OF ACADEMIC PROCEDURES, AND THE SELECTION OF STUDENTS, TEACHERS, AND SUPERVISORS. A BIBLIOGRAPHY IS FOLLOWED BY TWO APPENDIXES GIVING RECOMMENDATIONS FOR INITIATORS OF FOREIGN LANGUAGE PROGRAMS AND FOR GUIDANCE WORKERS. THIS REPORT IS ALSO AVAILABLE FROM THE OFFICE OF THE DIRECTOR OF INSTRUCTION, DOLTON, ILLINOIS, FOR $2.00. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011435</dc:identifier>
<dc:title>REPORT OF THE FOREIGN LANGUAGE ARTICULATION COMMITTEE TO THE TOWNSHIP STEERING COMMITTEE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Laboratory Equipment</dc:subject>
<dc:subject weight='MAJOR'>Language Laboratories</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>HEPWORTH, JOHN B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Manchester Public Libraries (England).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MEMBER OF THE MANCHESTER PUBLIC LIBRARIES STAFF HAS COMPILED A SELECTIVE, ANNOTATED BIBLIOGRAPHY ON LANGUAGE LABORATORIES, LISTING APPROXIMATELY 230 BOOKS AND PERIODICAL ARTICLES, MANY OF WHICH ARE BRITISH PUBLICATIONS CONSIDERED ACCESSIBLE TO BRITISH USERS. THE SECTIONS ARE--(1) BIBLIOGRAPHIES, (2) GENERAL AND COMPREHENSIVE ACCOUNTS DESCRIBING ASPECTS OF LABORATORY USE OR SERVING AS AN INTRODUCTION TO THE WHOLE SUBJECT, (3) TEACHING METHODS IN THE LABORATORY, (4) THE LABORATORY IN INDUSTRY AND COMMERCE, (5) DESCRIPTIONS OF EQUIPMENT AND CRITERIA FOR SELECTION WITH A DIRECTORY OF MANUFACTURERS, (6) DESCRIPTIONS OF COURSE MATERIAL FOR LABORATORY USE WITH A LIST OF DISTRIBUTORS, AND (7) A DIRECTORY OF AGENCIES, INSTITUTIONS, AND ORGANIZATIONS. THE LISTINGS DATE FROM 1955 TO 1965.  (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011436</dc:identifier>
<dc:title>THE LANGUAGE LABORATORY, A BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:38:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Area Studies</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Intercultural Programs</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>BEERBAUM, ALFRED W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>GERMANY</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Germany</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Dependents Schools (DOD), Washington, DC. European Area.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROGRAM OUTLINED IN THIS GUIDE WAS DEVELOPED FOR TEACHERS AND PRINCIPALS OF UNITED STATES DEPENDENTS SCHOOLS IN NATIONS OF THE NORTH ATLANTIC TREATY ORGANIZATION. IT IS CONCERNED PARTICULARLY WITH THE STUDY OF THE CULTURE OF THE HOST NATION, GERMANY, ITS CORRELATION WITH OTHER SUBJECTS, AND ITS INTEGRATION INTO THE CURRICULUM. CHAPTERS IN PART I COVER THE PHILOSOPHY, PURPOSE, ORGANIZATIONAL PATTERN, AND CURRICULAR CONTENTS OF AN INTERCULTURAL EDUCATION PROGRAM. PART II INCLUDES CHAPTERS ON INSERVICE EDUCATION, METHODS OF INTRODUCING CULTURAL PROJECTS, RELATIONS WITH THE HOST NATION, AND SUGGESTIONS FOR WAYS OF CORRELATING THE CULTURE OF GERMANY WITH SOCIAL STUDIES, PHYSICAL EDUCATION, FOREIGN LANGUAGES, ENGLISH, ART, INDUSTRIAL ARTS, MUSIC, MATHEMATICS, BUSINESS EDUCATION,  AND SCIENCE. ALSO INCLUDED ARE A BIBLIOGRAPHY OF TEACHING AIDS (BOOKS, FILMS, MAPS, FILMSTRIPS, TAPES, AND REFERENCE WORKS) AND AN EVALUATION CHECKLIST FOR INTERCULTURAL EDUCATION PROGRAMS. (AUTHOR/AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011437</dc:identifier>
<dc:title>INTERCULTURAL EDUCATION, GRADES 1-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Articulation (Education)</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject weight='MAJOR'>Flexible Schedules</dc:subject>
<dc:subject weight='MAJOR'>Flexible Scheduling</dc:subject>
<dc:subject weight='MAJOR'>Language Learning Levels</dc:subject>
<dc:subject weight='MAJOR'>Modern Languages</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Time Blocks</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>RUSSO, BEN J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ORGANIZATIONAL PLAN BASED ON THE USE OF SCHEDULE MODULES OFFERS A SYSTEMATIC APPROACH TO THE DEVELOPMENT OF A WELL-ARTICULATED FOREIGN LANGUAGE PROGRAM FROM ELEMENTARY THROUGH HIGH SCHOOL. A THREE-TRACK SEQUENCE IS SUITABLE FOR SCHOOL DISTRICTS WISHING TO PROVIDE SUCH A PROGRAM. WITH THIS PLAN STUDENTS CAN BEGIN FOREIGN LANGUAGE STUDY IN GRADE 4 AND COMPLETE SIX STAGES (9 YEARS), IN GRADE SEVEN AND COMPLETE FIVE STAGES (6 YEARS), OR IN GRADE NINE AND COMPLETE FOUR STAGES (4 YEARS). THE PROPORTION OF TIME DEVOTED TO THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS CHANGES AS A SEQUENCE PROGRESSES, AND VARIES FROM ONE TRACK TO ANOTHER ACCORDING TO AGE DIFFERENCES. PHASE I, WHETHER TAKEN IN ELEMENTARY, JUNIOR, OR SENIOR HIGH SCHOOL, ALWAYS CONTAINS THE SAME NUMBER OF SCHEDULE  MODULES OR TIME BLOCKS IN ORDER TO PROVIDE FOR ORDERLY PROGRESSION OF STUDENTS TO THE NEXT PHASE. A SYLLABUS AND A STRONG SUPERVISORY PROGRAM ARE ESSENTIAL IN MAINTAINING CONTINUITY WHEN THIS TYPE OF PROGRAM IS PUT INTO OPERATION. DIAGRAMS OF THE ARRANGEMENT OF SCHEDULE MODULES FOR EACH OF THE THREE TRACKS ARE GIVEN. (AUTHOR/AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011438</dc:identifier>
<dc:title>CURRICULUM ARTICULATION IN FOREIGN LANGUAGES, GRADES FOUR THROUGH TWELVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:38:16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Habit Formation</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BITEKHTIN, G.A.</dc:creator>
<dc:creator scheme='personal author'>BOCKMAN, JOHN F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Moscow State University (USSR)</eric:keywords>
<eric:keywords>RUSSIA</eric:keywords>
<eric:keywords_geo>Russia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WHILE EVERY OTHER ASPECT OF LANGUAGE TEACHING IS TODAY SUBORDINATE TO THE DEVELOPMENT OF SPEAKING, PROBLEMS WILL DEVELOP UNLESS THERE IS AN ESSENTIAL REWORKING OF METHODOLOGY AND AN ESTABLISHMENT OF A SYSTEM FOR DEVELOPING EFFECTIVE ORAL FACILITY. CONSCIOUSNESS OF GRAMMATICAL PHENOMENA IS INDISPENSABLE FOR RAPID MASTERY OF SPOKEN RUSSIAN. THE TEACHING OF GRAMMAR BY PATTERNS, ADVANTAGEOUS AS THE METHOD MAY BE IN TEACHING SPEAKING IN ANALYTICAL LANGUAGES, IS INAPPROPRIATE FOR RUSSIAN, WHERE ANY LINGUISTIC PATTERN MUST BE SUPPLEMENTED BY RULES OF FORM PRODUCTION. TRAINING IN SPEECH DEVELOPMENT IS PRIMARILY THE FORMING OF HABITS OF DIFFERENTIATION AMONG LINGUISTIC PHENOMENA, FOR WHICH THERE CAN BE NO PURELY MECHANICAL TRAINING. CONSTANT, THOUGHTFUL ACTIVITY AT MOMENTS OF SPEAKING IS  ESSENTIAL. HABITS, ONCE FORMED CONSCIOUSLY, ARE INCLUDED IN THE FORMATION OF OTHER CONSCIOUSLY FORMED HABITS UNTIL A COMPLEX OF PHENOMENA EMERGES IN THE MIND OF THE STUDENT. LEXICAL PHENOMENA MUST BE INTERWOVEN WITH GRAMMATICAL PHENOMENA FOR AN ORGANIZED MERGER IN THE MIND OF THE LEARNER. A VARIETY OF ACTIVITIES ELABORATE THE SYSTEM--THE USUAL AUDIOLINGUAL METHODS, LISTENING TO TAPES TO DEVELOP COMPREHENSION, NATURAL CLASSROOM DIALOGS, &amp;quot;SHORT-MEMORY&amp;quot; TRAINING, CREATION OF LIFE SITUATIONS, QUESTIONS AND ANSWERS, AND SPEAKING FROM PICTURES. IN ALL OF THESE, CONSCIOUSNESS OF THE EXISTENCE OF COMMUNICATIVE SPEAKING SITUATIONS IS VITAL. THIS ARTICLE IS A PUBLICATION OF THE INTERNATIONAL SEMINAR FOR FOREIGN TEACHERS OF RUSSIAN (MOSCOW, 1965). (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011439</dc:identifier>
<dc:title>A SYSTEM FOR THE DEVELOPMENT OF SPEAKING IN THE TEACHING OF RUSSIAN TO FOREIGNERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Enrollment</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:creator scheme='personal author'>DUSEL, JOHN P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SECOND INSTALLMENT TO THE FALL 1965, SURVEY OF FOREIGN LANGUAGE STUDY IN ELEMENTARY, UNIFIED, AND SECONDARY SCHOOL DISTRICTS OF CALIFORNIA REPORTS THAT, FROM THE SIXTH THROUGH THE EIGHTH GRADES, DAILY INSTRUCTION IN FOREIGN LANGUAGES IS MORE COMMON THAN LESS FREQUENT SCHEDULING AND THAT ELEMENTARY AND UNIFIED SCHOOL DISTRICTS MORE THAN MEET THE MINIMUM TIME RECOMMENDED BY THE STATE BOARD OF EDUCATION. UNFORTUNATELY, IN MOST DISTRICTS, STUDENTS WITH SUCH FOREIGN LANGUAGE PREPARATION ENTER BEGINNERS&apos; CLASSES IN HIGH SCHOOL. MANY ELEMENTARY SCHOOL DISTRICTS ADMIT THEY HAVE NOT YET WORKED OUT PLACEMENT PROCEDURES BETWEEN THEIR SCHOOLS AND JUNIOR OR 4-YEAR HIGH SCHOOLS, THOUGH EFFECTIVE ARTICULATION WOULD ELIMINATE CONFUSION AND DUPLICATION OF EFFORT. IN ADDITION TO STATISTICAL  TABLES ON THE TIME SPENT TEACHING FOREIGN LANGUAGES, THIS REPORT INCLUDES LISTS OF INSTRUCTIONAL MATERIALS USED IN GRADES 1 TO 8 OF THE CALIFORNIA PUBLIC SCHOOLS IN FRENCH, GERMAN, AND SPANISH. THIS REPORT IS AN ISSUE OF THE &amp;quot;FOREIGN LANGUAGE NEWSLETTER,&amp;quot; VOLUME 6, NUMBER 1, FEBRUARY 1967, AND IS ALSO AVAILABLE FROM THE OFFICE OF FOREIGN LANGUAGE PROGRAMS, CALIFORNIA STATE DEPARTMENT OF EDUCATION, 721 CAPITOL MALL, SACRAMENTO 95814. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011440</dc:identifier>
<dc:title>SURVEY OF FOREIGN LANGUAGE OFFERINGS AND ENROLLMENTS IN CALIFORNIA PUBLIC SCHOOLS, 1965-66, SECOND INSTALLMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Audiolingual Methods</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Habit Formation</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject weight='MAJOR'>Latin</dc:subject>
<dc:subject weight='MAJOR'>Pattern Drills (Language)</dc:subject>
<dc:subject weight='MAJOR'>Reading Comprehension</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>KELLY, DAVID HILARY</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TRADITIONALISTS FREQUENTLY MAINTAIN THAT AUDIOLINGUAL TECHNIQUES, IN THEIR DEEMPHASIS OF GRAMMATICAL THEORY, TEND TO BE SUPERFICIAL AND UNSCHOLARLY. ADVOCATES OF THE NEWER METHODOLOGIES COUNTER BY INSISTING UPON THE NECESSITY OF WELL-CONSTRUCTED DRILL MATERIAL IN ABUNDANCE AT THE ELEMENTARY LEVEL. THE DIFFERENCE IN THE APPROACHES DERIVES FROM TWO COMPETING THEORIES OF LANGUAGE ACQUISITION. THE TRADITIONALISTS FOCUS UPON THE ROLE OF THE INTELLECT IN THIS TASK. AFTER THE GRAMMATICAL RULES AND PARADIGMS HAVE BEEN EXPLAINED CLEARLY IN CLASS, THE STUDENT MUST STRIVE TO UNDERSTAND THEM SO THAT HE CAN PROCEED TO THE READING OF GRADED TEXTS. AUDIOLINGUAL TEACHERS, ON THE OTHER HAND, BELIEVE THAT LANGUAGE LEARNING IS BASICALLY A MATTER OF HABIT FORMING. NEW SKILLS ARE TO BE MASTERED AND  THIS SIMPLY REQUIRES PRACTICE. THE KEY TO A RECONCILIATION OF THE TWO METHODOLOGIES IS A CLEAR UNDERSTANDING OF ALL THAT IS INVOLVED IN THE TERM GRAMMAR. LINGUISTIC DESCRIPTIONS WRITTEN BY THE LINGUISTS ARE GRAMMARS, BUT SO IS THE TOTAL KNOWLEDGE THAT THE NATIVE SPEAKER POSSESSES OF HIS LANGUAGE, A KNOWLEDGE THAT ENABLES HIM TO RECOGNIZE AND PRODUCE ON HIS OWN WELL-FORMED SENTENCES. THE AUDIOLINGUAL METHODOLOGY THEREFORE DOES TEACH GRAMMAR SINCE THE STUDENT WHO MASTERS A PARTICULAR LINGUISTIC PATTERN HAS IN EFFECT CONSTRUCTED FOR HIMSELF THE APPOSITE RULE. A BRIEF PRESENTATION OF SUCH RULES BY THE TEACHER WILL SERVE THE PURPOSE OF GIVING THE STUDENT A THEORETICAL ACCOUNT OF WHAT HE IS TRYING TO LEARN PRACTICALLY. THE RATIONALE OF THIS ARTICLE IS DISCUSSED WITHIN A CONTEXT OF LATIN  INSTRUCTION. THE ARTICLE IS AN ISSUE OF THE &quot;CATHOLIC CLASSICAL ASSOCIATION OF GREATER NEW YORK NEWSLETTER,&quot; VOLUME 26, NEWSLETTER 5, NOVEMBER 18, 1965. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011441</dc:identifier>
<dc:title>MODERN LINGUISTICS AND THE TEACHING OF LATIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:38:20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act</eric:keywords>
<eric:keywords>MLA Cooperative Foreign Language Proficiency Tests</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOREIGN LANGUAGE PROFICIENCY TESTS OF THE MODERN LANGUAGE ASSOCATION WERE USED TO DETERMINE THE DEGREE OF IMPROVEMENT ACHIEVED BY 2,300 FOREIGN LANGUAGE TEACHERS WHO RECEIVED ADVANCED TRAINING IN THE 1966 NDEA SUMMER FOREIGN LANGUAGE INSTITUTES. TEACHERS OF FRENCH, GERMAN, ITALIAN, RUSSIAN, AND SPANISH IN 52 INSTITUTES WERE TESTED AT THE BEGINNING AND THE END OF THE INSTITUTES IN THE SEVEN FIELDS IN WHICH INSTRUCTION WAS OFFERED--LISTENING COMPREHENSION, SPEAKING, READING, WRITING, APPLIED LINGUISTICS, CIVILIZATION AND CULTURE, AND PROFESSIONAL PREPARATION. THOUGH THERE WAS CONSIDERABLE VARIATION IN THE AMOUNT OF GAIN ATTAINED BY THE TEACHERS ON THE SEVEN TESTS, A COMPARISON OF GAINS AMONG INSTITUTES SHOWED THAT, IN GENERAL, THE NONSKILL AREAS AND WRITING AND SPEAKING HAD  RECEIVED THE GREATEST AMOUNT OF EMPHASIS IN THE INSTITUTES. READING AND LISTENING COMPREHENSION WERE LEAST EMPHASIZED. TWO LIMITATIONS ON THE DATA WERE THE LACK OF A CONTROL GROUP AND THE POSSIBLE LOW DEGREE OF COMPARABILITY OF SCORES FOR ALTERNATE FORMS OF EACH TEST. GAINS BY LANGUAGE AND INSTITUTES ARE PRESENTED IN STATISTICAL TABLES. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011442</dc:identifier>
<dc:title>PRETEST AND POSTTEST RESULTS FOR THE 1966 NDEA SUMMER FOREIGN LANGUAGE INSTITUTE. MLA FOREIGN LANGUAGE PROFICIENCY TESTS FOR TEACHERS AND ADVANCED STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>FLES</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Enrollment</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Instruction</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MOODY, NANCY L.</dc:creator>
<dc:creator scheme='personal author'>POWERS, JAMES R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL DEFENSE EDUCATION ACT TITLE III</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMARY IS GIVEN OF REPORTS SUBMITTED TO THE U.S. OFFICE OF EDUCATION BY 46 STATES PARTICIPATING IN THE NDEA TITLE III PROGRAM OF INSTRUCTIONAL IMPROVEMENT IN FOREIGN LANGUAGE EDUCATION. ACTIVITIES AND ACCOMPLISHMENTS FOR THE 1965-66 SCHOOL YEAR ARE SUMMARIZED FOR EACH STATE UNDER THE THREE HEADINGS OF EVIDENCE OF IMPROVED INSTRUCTION, EVIDENCE OF EFFECTIVE SUPERVISORY SERVICES, AND ADEQUACY OF MATERIALS AND EQUIPMENT ACQUIRED UNDER THE ACT. TOPICS DETAILED ARE--(1) TRENDS IN THE PURCHASE AND USE OF EQUIPMENT AND MATERIALS, (2) USE OF NEW APPROACHES IN FOREIGN LANGUAGE TEACHING, (3) DEVELOPMENT OF LONGER SEQUENCES OF STUDY, (4) IMPROVEMENT IN STUDENT ACHIEVEMENT ON STANDARDIZED TESTS, (5) ENCOURAGEMENT BY STATE SUPERVISORS OF LONG-RANGE PLANNING IN SCHOOL DISTRICTS RATHER THAN  MERE PURCHASE OF EQUIPMENT, (6) DESIGN OF STATE-SPONSORED INSERVICE PROGRAMS, AND (7) INITIATION OF EFFORTS TO WORK WITH COLLEGE PERSONNEL ON THE IMPROVEMENT OF TEACHER PREPARATION. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011443</dc:identifier>
<dc:title>SUMMARY OF THE STATE SUPERVISORS&apos; ANNUAL REPORTS ON MODERN FOREIGN LANGUAGES, NDEA TITLE III NARRATIVE REPORTS SUBMITTED BY STATE DEPARTMENTS OF EDUCATION IN 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Television</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Language Enrollment</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Instruction</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:creator scheme='personal author'>POWERS, JAMES R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL DEFENSE EDUCATION ACT TITLE III</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMARY IS GIVEN OF ACTIVITIES CONDUCTED DURING THE 1964-65 SCHOOL YEAR AS PART OF THE PROGRAM OF INSTRUCTIONAL IMPROVEMENT IN FOREIGN LANGUAGE EDUCATION AUTHORIZED BY TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT. SIGNIFICANT GAINS CITED BY STATE FOREIGN LANGUAGE SUPERVISORS ARE THE DEVELOPMENT OF LONGER SEQUENCES OF STUDY, GROWTH IN ENROLLMENTS IN FOREIGN LANGUAGE INSTRUCTION IN THE ELEMENTARY SCHOOLS, AND AN INCREASE IN THE NUMBER OF SUPERVISORS OF FOREIGN LANGUAGES AT THE LOCAL LEVEL. IN ADDITION, THE SUMMARY SHOWS TRENDS IN THE DESIGN AND USE OF LANGUAGE LABORATORY EQUIPMENT AND IN THE TYPES OF STATE-SPONSORED INSERVICE TRAINING PROVIDED TO HELP TEACHERS APPLY APPROPRIATE METHODOLOGY IN USING THE MATERIALS AND EQUIPMENT ACQUIRED WITH TITLE III FUNDS. OTHER TOPICS  DISCUSSED BRIEFLY ARE TELEVISION, PROGRAMED INSTRUCTION, BILINGUAL EDUCATION, THE ADVANCED PLACEMENT PROGRAM, AND INSTRUCTION IN UNCOMMON LANGUAGES. A STATE-BY-STATE COMPILATION IS GIVEN FOR EACH OF THE MAJOR TOPICS DISCUSSED IN THE INDIVIDUAL STATE REPORTS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011444</dc:identifier>
<dc:title>FOREIGN LANGUAGE INSTRUCTION IN THE STATES, 1965, DATA ON SELECTED TOPICS AS REPORTED BY STATE SUPERVISORS OF FOREIGN LANGUAGES AND NDEA TITLE III COORDINATORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Scholarly Journals</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Syracuse University NY</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EIGHT HUNDRED AND NINE BOOKS AND ARTICLES PUBLISHED BETWEEN 1885 AND 1967 ARE LISTED IN THIS BIBLIOGRAPHY FOR STUDENTS OF APPLIED GERMAN LINGUISTICS AT THE GRADUATE AND UNDERGRADUATE LEVELS AND TEACHERS OF GERMAN IN HIGH SCHOOLS AND COLLEGES. THOUGH EMPHASIS IS ON APPLIED LINGUISTICS, SOME PUBLICATIONS ON LINGUISTIC THEORY ARE INCLUDED. THE MAJOR PORTION OF THE BIBLIOGRAPHY IS DEVOTED TO WORKS ON MORPHOLOGY AND SYNTAX, AND THERE ARE SECTIONS ON GENERAL LANGUAGE AND LINGUISTICS, PHONETICS AND PHONEMICS, PROSODIC FEATURES AND JUNCTURE, LINGUISTICS AND THE TEACHING OF FOREIGN LANGUAGES, AND LANGUAGE CHANGES IN GERMAN SINCE 1945, ESPECIALLY IN THE INCREASED USE OF ENGLISH WORDS. THE ENTRIES ARE CROSS-REFERENCED, AND A FEW ARE ANNOTATED FOR CLARIFICATION OF CONTENT. AN AUTHOR INDEX  AND A LIST OF THE ABBREVIATIONS USED FOR ENTRIES FROM SCHOLARLY JOURNALS ALSO ARE PROVIDED. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011445</dc:identifier>
<dc:title>SELECTED BIBLIOGRAPHY IN LINGUISTICS WITH SPECIAL EMPHASIS ON APPLIED GERMAN LINGUISTICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Flexible Schedules</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>GLADSTONE, IGOR M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NATHAN HALE HIGH SCHOOL OF SEATTLE, WASHINGTON, IS OPERATING ON A MODIFIED SCHEDULE CALLED &amp;quot;SIX ON SEVEN.&amp;quot; A STUDENT REGISTERS FOR SEVEN PERIODS WHICH ARE ROTATED ON A 7-DAY CYCLE AND IS TAUGHT IN FOUR MORNING SESSIONS AND ONE LONG AFTERNOON SESSION. STUDENTS AND TEACHERS PROFIT FROM THIS SCHEDULING. THE PROGRAM HAS RESULTED IN SUCH NEW DEVELOPMENTS AS A TAPE LIBRARY OF ALL THE FORMAL LESSONS TAUGHT IN THE FOREIGN LANGUAGE CLASSES, NEW TEAM-PLANNING AND TEAM-TEACHING PROGRAMS IN WHICH TEACHERS CAPITALIZE ON THEIR PARTICULAR TALENTS, SEMINAR COURSES WITH A SEMIPROGRAMED SYSTEM OF LEARNING AND EXTENSIVE LABORATORY EXPERIENCE, AND A MAINTENANCE-PROGRESSION PROGRAM FOR STUDENTS WHO WANT TO RETAIN FLUENCY OR INCREASE THEIR COMPETENCY IN A LANGUAGE. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE  BULLETIN OF THE NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS,&amp;quot; VOLUME 50, NUMBER 313, NOVEMBER 1966. (AUTHOR/AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011446</dc:identifier>
<dc:title>MODIFIED SCHEDULING AND FOREIGN LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Homework</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>JONATH, NORMAN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED TO ASSIST SPANISH TEACHERS USING AN AUDIOLINGUAL APPROACH, THIS HANDBOOK DESCRIBES AND ILLUSTRATES TEACHING TECHNIQUES SUITABLE FOR FIRST-LEVEL CLASSES IN SECONDARY SCHOOLS, AND SUGGESTS PRACTICAL SOLUTIONS FOR SOME OF THE PROBLEMS ASSOCIATED WITH SUCH CLASSES. MAJOR SECTIONS DEAL WITH MANAGING THE PREREADING PHASE, TEACHING THE FOUR BASIC SKILLS (LISTENING, SPEAKING, READING, AND WRITING), PRESENTING GRAMMAR, CONSTRUCTING AND USING PATTERN DRILLS, LESSON PLANNING, AND EVALUATING STUDENT PERFORMANCE. THE HANDBOOK ALSO CONTAINS PRACTICAL SUGGESTIONS FOR CORRECTING MISTAKES IN PRONUNCIATION, MAINTAINING ATTENTION, ELICITING AUDIBLE RESPONSES, ASSIGNING HOMEWORK, ADJUSTING THE MATERIAL IN THE TEXTBOOK, AND HANDLING OTHER PROBLEMS IN CLASSROOM MANAGEMENT. TOPICS BRIEFLY  TREATED ARE THE USE OF THE LANGUAGE LABORATORY AND OTHER VISUAL AIDS, THE TEACHING OF CULTURE, AND THE INTERPRETATION OF THE FOREIGN LANGUAGE PROGRAM TO THE PUBLIC. ALTHOUGH CROSS-REFERENCES ARE GIVEN TO SECTIONS IN &amp;quot;SPANISH FOR SECONDARY SCHOOLS&amp;quot; (NEW YORK STATE SYLLABUS), THIS HANDBOOK CAN BE USED AS AN INDEPENDENT MANUAL. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011447</dc:identifier>
<dc:title>TEACHING SPANISH ON LEVEL ONE, PROBLEMS AND SOLUTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Quarter System</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Semester System</dc:subject>
<dc:subject>Trimester System</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>REITER, JOHN L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SURVEY WAS DEVELOPED IN ORDER TO EXAMINE THE EDUCATIONAL AND FINANCIAL FEASIBILITY AND DESIRABILITY OF YEAR-ROUND OPERATION OF LOS ANGELES JUNIOR COLLEGES, TO EVALUATE THE VARIOUS PROPOSALS FOR CALENDAR CHANGE, TO EXAMINE THE PROBLEMS AND IMPLICATIONS OF IMPLEMENTATION, AND TO DESCRIBE THE ORDERLY STEPS REQUIRED FOR TRANSITION. MATERIALS WERE DRAWN FROM RELEVANT LITERATURE, INTERVIEWS, SURVEYS, AND QUESTIONNAIRES. THE ADVANTAGES AND DISADVANTAGES OF THE QUARTER PLAN, THE TRIMESTER PLAN, AND THE SEMESTER/EXTENDED SUMMER TERM PLAN ARE OUTLINED IN DETAIL. THE IMPACT ON JUNIOR COLLEGES OF THE CONVERSION TO A QUARTER PLAN BY THE UNIVERSITY OF CALIFORNIA AND THE STATE COLLEGES IS DISCUSSED. REACTIONS AND OPINIONS OF STUDENTS AND FACULTIES ARE SUMMARIZED. PROBLEMS OF ARTICULATION,  CURRICULUM PLANNING, COSTS, AND ENROLLMENTS ARE EXAMINED. IT IS CONCLUDED ON THE BASIS OF THE FINDINGS THAT YEAR-ROUND OPERATION IS DESIRABLE IF FINANCIAL RESOURCES ARE ADEQUATE, THAT THE SEMESTER/EXTENDED SUMMER TERM PLAN OFFERS GREATER ADVANTAGES AND FEWER DISADVANTAGES FOR CONVERSION, AND THAT CONTINUED STUDY SHOULD BE MADE OF REQUISITE LEGISLATIVE AND STATUTORY ACTIONS AS WELL AS ENROLLMENT TRENDS CONCOMITANT TO OPERATIONAL CHANGE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011448</dc:identifier>
<dc:title>SURVEY--YEAR-ROUND UTILIZATION OF COLLEGE FACILITIES, A SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>107</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Regional Cooperation</dc:subject>
<dc:subject>Regional Programs</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Resources</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>PETERSON, BASIL H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords>California (Los Altos)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Junior Coll. Association, Sacramento.</dc:creator>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:creator scheme='institution'>Foothill Coll., Los Altos Hills, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THROUGH A PROCEDURE INVOLVING RESPONSES FROM 85 PERCENT OF THE STATE JUNIOR COLLEGES AND WEIGHTED RANK ORDERING OF ITEMS BY MEMBERS OF THE CALIFORNIA JUNIOR COLLEGE ASSOCIATION COMMITTEE&apos;S ADVISORY AND STEERING SUBCOMMITTEES, 26 OF THE MOST CRITICAL NEEDS AND PROBLEMS ARE IDENTIFIED AND RANKED. THE FIRST FIVE ITEMS ARE CONCERN FOR EFFECTIVENESS AND IMPROVEMENT OF INSTRUCTION, PROMOTION AND DISSEMINATION OF JUNIOR COLLEGE RESEARCH AND DEVELOPMENT, IMPROVEMENT IN DROPOUT EVALUATION PROCEDURES AND TECHNIQUES, EVALUATION OF INSTRUCTIONAL OFFERINGS, AND DEVELOPMENT OF A SOUND AND ADEQUATE PATTERN FOR FINANCING THE PUBLIC JUNIOR COLLEGES OF CALIFORNIA. RESOURCES FOR ASSISTING IN PROPOSALS AND SOLUTIONS ARE DEFINED AND A SUMMARY OF CONTACTS IS INCLUDED. POSSIBLE SOURCES OF RESEARCH AND  DEVELOPMENT FUNDS ARE SIMILARLY DEFINED AND CONTACT RESULTS SUMMARIZED. THE LEADERSHIP ROLE OF THE CALIFORNIA JUNIOR COLLEGE ASSOCIATION IS EXPLORED, AND EXPANSION OF ITS ROLE IS SUGGESTED IN SEVERAL AREAS TO PROMOTE COORDINATION OF ACTIVITIES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011449</dc:identifier>
<dc:title>CRITICAL PROBLEMS AND NEEDS OF CALIFORNIA JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Interest Inventories</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>STEWART, LAWRENCE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>INTEREST ASSESSMENT SCALES</eric:keywords>
<eric:keywords>OMNIBUS PERSONALITY INVENTORY</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO INVENTORIES (THE INTEREST ASSESSMENT SCALES AND SELECTED SCALES OF THE OMNIBUS PERSONALITY INVENTORY) AND A BACKGROUND QUESTIONNAIRE DEVELOPED AT THE UNIVERSITY OF CALIFORNIA AT BERKELEY WERE ADMINISTERED TO MALE AND FEMALE JUNIOR COLLEGE STUDENTS ENROLLED IN TRADE AND VOCATIONAL COURSES. AMONG THE NONCOGNITIVE VARIABLES COMPARED WERE SOURCES OF LIFE SATISFACTION (JOB, MARRIAGE, FAMILY, LEISURE, AND RELIGION), RISK TAKING ATTITUDES, IMPULSE EXPRESSION, ESTHETICISM, AND ABSTRACTION. MEANINGFUL PSYCHOLOGICAL FACTORS WERE FOUND TO BE RELATED TO THE CHOICE OF A VOCATIONAL PROGRAM IN A JUNIOR COLLEGE. THE STUDENTS ARE NOT SIMPLY AN AGGREGATE OF INDIVIDUALS WHO ARE IN VOCATIONAL PROGRAMS BECAUSE THEY HAVE BEEN UNSUCCESSFUL IN OTHER COURSES OR BECAUSE THEY HAVE BEEN JUDGED UNABLE TO  COMPLETE AN ACADEMIC COURSE OF STUDY. THEY ARE DIFFERENT FROM THOSE JUNIOR COLLEGE STUDENTS WHO ARE IN NONVOCATIONAL PROGRAMS AND FROM STUDENT POPULATIONS IN 4-YEAR COLLEGES AND UNIVERSITIES. THIS INFORMATION IS CONSIDERED ESSENTIAL IN COUNSELING PROGRAM AND CURRICULUM PLANNING. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011450</dc:identifier>
<dc:title>CHARACTERISTICS OF JUNIOR COLLEGE STUDENTS IN OCCUPATIONALLY ORIENTED CURRICULA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>ALKIN, MARVIN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPREHENSIVE APPROACH TO PROBLEMS OF DEFINING AND ESTABLISHING AN EQUITABLE BASIS OF STATE SUPPORT IS DEVELOPED IN THIS STUDY. CALIFORNIA JUNIOR COLLEGES ARE COMPARED WITH NATIONAL AVERAGES ON SUCH VARIABLES AS ENROLLMENT, FINANCES, AND FACULTY. A HIGHER DEPENDENCE ON LOCAL FINANCING IN CALIFORNIA IS NOTED. INEQUITIES IN FACULTY SALARIES ARE RELATED TO THE SIZE OF THE COLLEGE, WITH LARGER COLLEGES PAYING HIGHER SALARIES. IN ORDER TO ASSESS THE EXISTING SUPPORT PROGRAM, A SERIES OF FIVE GUIDELINES IS DEVELOPED AND TESTED WITHIN THE CONTEXT OF THE CALIFORNIA EXPERIENCE. A 15-COLLEGE SAMPLE IS ANALYZED ON THE BASIS OF 22 VARIABLES TO PERMIT DEFINITION OF RELATIONSHIPS AMONG CERTAIN MEASURES OF FINANCIAL SUPPORT, COMMUNITY CHARACTERISTICS, AND SELECTED CRITERIA INCLUDING MEASURES  OF COLLEGE PRODUCTIVITY IN THE TECHNICAL-VOCATIONAL AND ACADEMIC AREA, AND INDEXES OF NONVOLUNTARY DROPOUT RATES. THE AUTHOR CONCLUDES THAT DISTRICT TAX BASES ARE THE PRIMARY DETERMINANTS OF VARIATION IN CRITERION VARIABLES AND FINANCIAL INPUTS. A SERIES OF ALTERNATE PROPOSALS IS DEVELOPED WITH REFERENCE TO IMPROVING AND EQUALIZING THE DISTRIBUTION OF FISCAL RESOURCES AMONG THE JUNIOR COLLEGES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011451</dc:identifier>
<dc:title>FINANCING JUNIOR COLLEGES IN CALIFORNIA, A CRITICAL ANALYSIS OF THE STATE SUPPORT PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Delta College MI</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Delta Coll., University Center, MI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DELTA COLLEGE SUMMER PROJECT WAS CONCEIVED AS AN INSTITUTIONAL STUDY TO INVESTIGATE NEW METHODS AND SYSTEMS IN EDUCATION THAT COULD HAVE IMMEDIATE OR POTENTIAL VALUE TO DELTA COLLEGE. IN ADDITION TO INVESTIGATING INNOVATIVE IDEAS BY VISITING ALMOST 50 CAMPUSES, THE TEAM, COMPOSED OF 14 FACULTY MEMBERS, ADDRESSED ITSELF TO A NUMBER OF OPERATIONAL ASPECTS. PARTICULAR EMPHASIS WAS GIVEN TO CURRICULUM AND INSTRUCTION, LEARNING AND INSTRUCTIONAL RESOURCES, STUDENT PERSONNEL SERVICES, COMMUNITY SERVICES, AND ADMINISTRATIVE FUNCTIONS AND SERVICES. THE DETAILS OF THE FINDINGS IN THESE AREAS MAKE UP THE SUBSTANCE OF THIS REPORT. EACH SECTION IN THE BALANCE OF THE STUDY CONTAINS A DEFINITION OR DESCRIPTION OF THE AREA, A STATEMENT OF THE PRESENT SITUATION AT THE COLLEGE VISITED,  REFERENCES TO EXPERIENCES AND FINDINGS OF THE MEMBERS OF THE PROJECT TEAM, AND SPECIFIC RECOMMENDATIONS FOR DELTA COLLEGE. MOST RECOMMENDATIONS HAVE BEEN ASSIGNED A SUGGESTED PRIORITY FOR IMPLEMENTATION. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011452</dc:identifier>
<dc:title>A LOOK TO THE FUTURE AT DELTA COLLEGE--A REPORT OF A NATIONAL SURVEY OF EDUCATIONAL ENVIRONMENTS, SUMMER 1966, PARTS I AND II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>289</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>WOOLDRIDGE, ROY L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Commission for Cooperative Education, Boston, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COOPERATIVE EDUCATION IS A WORK-STUDY PLAN INTEGRATING THEORETICAL KNOWLEDGE AND PRACTICAL EXPERIENCES. THE STUDENT ALTERNATES PERIODS OF FULL-TIME WORK IN AN INDUSTRIAL PLANT, A BUSINESS, OR A GOVERNMENT AGENCY WITH EQUAL PERIODS OF FULL-TIME COLLEGE STUDY. THE FACTORS THAT POINT TO A POTENTIALLY EFFECTIVE USE OF THIS SYSTEM INCLUDE NEW JERSEY&apos;S INDUSTRIALIZED ECONOMY, THE SHORTAGE OF WELL-TRAINED TECHNICIANS AND SUPPORTING STAFFS, THE SOCIOECONOMIC CHARACTERISTICS OF THE POPULATION, AND THE PRESSING NEED FOR EFFECTIVE AND ECONOMIC UTILIZATION OF TAXPAYERS&apos; FUNDS FOR EDUCATION. IN 1966, THERE WERE AT LEAST 125 INSTITUTIONS OF HIGHER EDUCATION OFFERING SOME TYPE OF WORK-STUDY PROGRAMS. THE STRENGTH AND APPEAL OF THESE PROGRAMS ARE BASED ON THE BENEFITS PRODUCED FOR ALL  CONCERNED--STUDENTS, INSTITUTIONS, AND COMMUNITY. ONE OF THE POSITIVE ASPECTS OF COOPERATIVE EDUCATION IS ITS FLEXIBILITY IN METHOD OF OPERATION. THE CALENDAR AND SCHEDULE CAN BE DESIGNED TO FIT THE NEEDS OF THE PARTICULAR LOCAL COMMUNITY AND OF THE STUDENTS TO BE SERVED. (FOR PURPOSES OF ILLUSTRATION, FOUR CALENDARS ARE PRESENTED IN THIS REPORT.) THE AUTHOR SUGGESTS CONSIDERATION SHOULD BE GIVEN TO THE UTILIZATION OF COOPERATIVE EDUCATION PROGRAMS IN THE TERMINAL COURSES AT EACH COUNTY COMMUNITY COLLEGE. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011453</dc:identifier>
<dc:title>COOPERATIVE EDUCATION AND THE COMMUNITY COLLEGES IN NEW JERSEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>KNOELL, DOROTHY M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BOARD OF TRUSTEES ASKED THAT THIS STUDY BE MADE BEFORE ESTABLISHING WHAT WOULD IN EFFECT BE A THIRD TYPE OF 2-YEAR COLLEGE IN THE NEW YORK STATE UNIVERSITY SYSTEM. THE PROPOSED PROGRAM WOULD INCLUDE THE DISADVANTAGED IN URBAN AREAS AND THE LOWEST QUARTER OF HIGH SCHOOL GRADUATES, AMONG OTHERS. THE MAJOR PHASES OF THE INQUIRY INCLUDED AN ASSESSMENT OF THE MANPOWER SITUATION AND A REVIEW OF WHAT IS BEING DONE BY OTHER AGENCIES, INSTITUTIONS, AND SPECIAL GROUPS TO SOLVE THE DUAL PROBLEM OF PRODUCING TRAINED MANPOWER AND MEETING THE NEEDS OF YOUNG PEOPLE FOR EDUCATIONAL OPPORTUNITY. ORIGINAL RESEARCH WAS UNDERTAKEN IN THE THREE AREAS--STUDENT-PARENT INTERVIEWS, COLLEGE ATTITUDES AND OPINIONS, AND FOLLOWUP STUDIES OF COLLEGE DROPOUTS. THE PLAN FOR EACH STUDY IS PRESENTED BRIEFLY,  FOLLOWED BY A SUMMARY OF THE MAJOR FINDINGS. SIX BACKGROUND PAPERS ON VARIOUS ASPECTS OF EXTENDING OPPORTUNITY, PARTICULARLY WITH RESPECT TO URBAN DISADVANTAGED YOUTH, ARE SUMMARIZED. CONCLUSIONS, IMPLICATIONS, AND GUIDELINES FOR ESTABLISHING AND DEVELOPING STATE UNIVERSITY URBAN CENTERS END THE REPORT. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011454</dc:identifier>
<dc:title>TOWARD EDUCATIONAL OPPORTUNITY FOR ALL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>234</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Governance</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:subject>Tuition</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GARRIGUS, CHARLES B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Legislature, Sacramento. Assembly.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHORS CONCLUDE THAT THE PRESENT ADMINISTRATIVE STRUCTURE FOR CALIFORNIA&apos;S 75 JUNIOR COLLEGES WITHIN THE DEPARTMENT OF EDUCATION IS WEAK AND UNABLE TO PROVIDE LEADERSHIP, ALTHOUGH THREE SEPARATE BUREAUS HAVE BEEN SET UP WITHIN THE DEPARTMENT TO COPE WITH MOUNTING STATE-LEVEL PROBLEMS OF PUBLIC JUNIOR COLLEGES. THE STATE BOARD OF EDUCATION, CHARGED WITH THE DUTY OF SETTING STATE-LEVEL POLICY FOR THE JUNIOR COLLEGES, HAS NEITHER THE TIME NOR THE INCLINATION TO DO THE JOB. THE 1967 LEGISLATURE SHOULD FAVORABLY CONSIDER A BILL TO ESTABLISH A SEPARATE BOARD OF GOVERNORS WHICH WOULD ASSUME THE DUTIES AND RESPONSIBILITIES OF JUNIOR COLLEGE POLICY SETTING AND ADMINISTRATION PRESENTLY VESTED IN THE STATE BOARD OF EDUCATION. LOCAL AUTONOMY, EXERCISED BY LOCALLY ELECTED JUNIOR COLLEGE  BOARDS OF TRUSTEES, SHOULD CONTINUE TO BE OPERATIVE WITHIN THIS FRAMEWORK, PROVIDED THAT THE NEW STATE BODY SHALL POSSESS LEADERSHIP CAPABILITY IN SPEAKING FOR THE JUNIOR COLLEGES ON POLICY MATTERS. THE BOARD SHOULD BE COMPOSED OF 10 MEMBERS, SELECTED BY THE GOVERNOR FOR 10-YEAR STAGGERED TERMS AND CONFIRMED BY A TWO-THIRDS VOTE OF THE STATE SENATE. THE BOARD SHOULD APPOINT AN ADMINISTRATIVE OFFICER, A CHANCELLOR, TO SERVE AT THE PLEASURE OF THE BOARD FOR A 4-YEAR TERM.(HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011455</dc:identifier>
<dc:title>THE GREAT EXPERIMENT--A STUDY OF THE STRUCTURE OF CALIFORNIA HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Saint Louis Community Coll., MO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOREST PARK COMMUNITY COLLEGE IN ST. LOUIS HAS LAUNCHED A PILOT PROGRAM (THE GENERAL CURRICULUM) WHICH ATTEMPTS TO DEVELOP A MEANS OF MEETING THE REAL COUNSELING AND TRAINING NEEDS OF EDUCATIONALLY DISADVANTAGED STUDENTS AT THE JUNIOR COLLEGE LEVEL. THE DEVELOPMENT OF SUCH STUDENTS OCCURS ON THREE DIFFERENT LEVELS. TEACHING ON THE FIRST LEVEL, &amp;quot;BASIC SKILLS&amp;quot; (MATHEMATICS, READING, AND WRITTEN AND ORAL EXPRESSION), RELIES TO A GREAT EXTENT ON AUTOINSTRUCTIONAL DEVICES. TEACHING ON THE SECOND LEVEL, &amp;quot;PERSONAL ENRICHMENT,&amp;quot; EMPHASIZES CORE CONCEPTS IN GENERAL EDUCATION COURSES. COUNSELING ON THE THIRD LEVEL, &amp;quot;ADJUSTMENT TO SELF AND SOCIETY,&amp;quot; IS COMMUNITY-CENTERED AND DIRECTED TOWARD ESTABLISHING STUDENT SELF-ESTEEM AND CLARIFYING STUDENT VOCATIONAL GOALS. A BUDGET FOR THE PROGRAM IS  PRESENTED, AND SIX APPENDIXES DISCUSS THE PROGRAM&apos;S PURPOSES, METHODS AND THEORY IN DETAIL. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011456</dc:identifier>
<dc:title>THE GENERAL CURRICULUM, A PROPOSAL FOR THE DEVELOPMENT OF A PROGRAM FOR THE EDUCATIONALLY DISADVANTAGED, VOLUMES 1 AND 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>223</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>House Plan</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>LEYDEN, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stephens Coll., Columbia, MO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STEPHENS COLLEGE INTRODUCED A &amp;quot;HOUSE PLAN&amp;quot; IN THE FALL OF 1960 AS AN EXPERIMENT IN USE OF THE RESIDENCE HALL AS A CENTER FOR BOTH LIVING AND LEARNING. RESIDENT COUNSELORS AND FACULTY MEMBERS WORK WITH THE STUDENTS IN ANY ONE HOUSE, INSTRUCTING THEM IN A COMMON BODY OF GENERAL EDUCATION COURSES AND HELPING THEM WORK OUT THEIR EDUCATIONAL PLANS. THE INSTRUCTION MAKES USE OF EXPERIMENTAL PATTERNS OF TEACHING, THE POTENTIALS OF GROUP STUDY, AND AUDIOVISUAL AND ELECTRONIC EDUCATIONAL DEVICES. HAVING THE FACULTY TEACH A BASIC BODY OF INFORMATION PREVENTS THE OVERLAPPING OF COURSE MATERIAL AND FACILITATES DEMONSTRATING THE RELATIONSHIP BETWEEN DISCIPLINES. THE FLEXIBLE SCHEDULING RESULTING FROM THE HOUSE PLAN PERMITS EXTENDED GROUP FIELD TRIPS AND PROVIDES THE FACULTY WITH MORE TIME FOR  PROFESSIONAL GROWTH. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011457</dc:identifier>
<dc:title>THE STEPHENS COLLEGE HOUSE PLAN--EXPERIMENTATION AND EVALUATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>116</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>JONES, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Bakersfield)</eric:keywords>
<eric:keywords_geo>California (Bakersfield)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CLIMATE SUPPORTIVE OF INNOVATION PREVAILS AT BAKERSFIELD COLLEGE. WHILE SOME OF THE INSTITUTION&apos;S APPROACHES CAN BE CLASSIFIED AS UNIQUE AND ORIGINAL, OTHERS ARE MODIFICATIONS OF EFFORTS BEING MADE AT OTHER COLLEGES. EXAMPLES OF INNOVATION ARE--(1) COMPUTER PROGRAMING IN CONJUNCTION WITH STUDENT COUNSELING, WHICH OFFERS THE STUDENT A 92 PERCENT CHANCE OF OBTAINING HIS FIRST CHOICES OF COURSES, TIMES, AND INSTRUCTORS, (2) COMPUTER-SCORED AND ANALYZED FACULTY-CONSTRUCTED TESTS WHICH PROVIDE ITEM ANALYSIS AND STANDARD SCORES, (3) A TELEPHONE DIAL SYSTEM OF TAPE RECORDING FOR LATER TRANSCRIPTION OF THE FOLLOWUP NOTES FROM COUNSELING INTERVIEWS, (4) A COMPUTER PROGRAM CAPABLE OF PROJECTING WITH REASONABLE RELIABILITY THE BUDGET NEEDS OF THE COLLEGE FOR 5-YEAR PERIODS, (5) FACULTY  ADVISER ASSIGNMENT RELATED TO STUDENT ACHIEVEMENT AND GOAL ORIENTATION, (6) REMEDIAL SPELLING, REQUIRED WHERE APPROPRIATE TO ASSURE BASIC COMPETENCE OF ALL STUDENTS WHO WISH TO COMPLETE TRANSFER ENGLISH REQUIREMENTS, AND (7) AN ENGLISH PROFICIENCY CLASSIFICATION SYSTEM OF DUAL TRACKS OFFERING FOUR ENTRANCE LEVELS FOR PRETRANSFER STUDENTS AND TWO ENTRANCE LEVELS FOR NONTRANSFERS. OTHER NOTABLE PROGRAM DEVELOPMENTS CAN BE FOUND IN HOME ECONOMICS, BASIC ELECTRONICS, SPECIAL STUDIES, AND HONORS COURSES. THE LANGUAGE ARTS BUILDING UNDER CONSTRUCTION WILL FEATURE A MULTIMEDIA LEARNING CENTER. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011458</dc:identifier>
<dc:title>INNOVATIVE DEVELOPMENTS AT BAKERSFIELD COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Administrator Responsibility</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>COLLINS, CHARLES C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESULTS OF A 2-YEAR STUDY ARE SUMMARIZED IN ORDER TO EVALUATE THE PRESENT STATUS OF JUNIOR COLLEGE PERSONNEL WORK. A SERIES OF 21 FUNCTIONS, DEVELOPED BY PROFESSIONALS IN THE FIELD, PROVIDES CRITERIA TO DEFINE BOTH PRESENT AND PREFERRED PROGRAMS. QUESTIONNAIRE AND INTERVIEW DATA GATHERED FROM A SELECTED NATIONAL SAMPLE OF 49 LARGER AND 74 SMALLER COLLEGES INDICATE THAT--(1) BASIC STUDENT PERSONNEL FUNCTIONS ARE NOT BEING ADEQUATELY PERFORMED IN THE MAJORITY OF THE COLLEGES STUDIED, (2) CERTAIN INSTITUTIONAL CHARACTERISTICS SUCH AS THE CLARITY OF STAFF ROLES ARE MORE DETERMINANT OF THE QUALITY AND LEVEL OF PROGRAM THAN EITHER PLACEMENT OF ADMINISTRATIVE RESPONSIBILITY OR GRADUATE TRAINING LEVEL OF THE STAFF, (3) STUDENT EVALUATIONS CAST DOUBT ON WIDELY EXPRESSED VIEWS OF PROGRAM  EFFECTIVENESS, AND (4) PROGRAMS CAN BE CLASSIFIED AS STRONG OR WEAK ON THE BASIS OF THE CRITERION DEVELOPED. IMPROVEMENT OF PROGRAMS NECESSARILY INVOLVES A SERIES OF STEPS RELATED TO (1) CREATION OF THE PROPER INSTITUTIONAL ENVIRONMENT, (2) DEFINITION OF FUNCTIONS TO BE PERFORMED AND THE STRUCTURE OF STAFF NEEDED TO CARRY OUT THESE FUNCTIONS, AND (3) DESCRIPTION OF TRAINING NECESSARY TO PROFESSIONALIZE THE WORK OF THE STAFF. GUIDELINES AND RECOMMENDATIONS FOR PROGRAM DEVELOPMENT ARE INCLUDED IN THE STUDY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W. WASHINGTON, D.C. 20036, FOR $1.50. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011459</dc:identifier>
<dc:title>JUNIOR COLLEGE STUDENT PERSONNEL PROGRAMS--WHAT THEY ARE AND WHAT THEY SHOULD BE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>TEXAS SMALL SCHOOLS PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT OUTLINES GENERAL GUIDELINES, TYPES OF INFORMATION TO GATHER, AND PROCEDURES FOR AN ADEQUATE SCHOOL EVALUATION PROGRAM. WRITTEN PRIMARILY FOR SCHOOLS IN THE TEXAS SMALL SCHOOLS PROJECT, THIS DOCUMENT COULD WELL BE USED BY ANY SMALL SCHOOL INTERESTED IN SELF EVALUATION. A SHORT BIBLIOGRAPHY OF EVALUATION MATERIALS IS INCLUDED. (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011460</dc:identifier>
<dc:title>SCHOOL PROGRAM EVALUATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Experimental Teaching</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Nonprofessional Personnel</dc:subject>
<dc:subject>School Aides</dc:subject>
<dc:subject>School Planning</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Supplementary Education</dc:subject>
<dc:subject>Talent</dc:subject>
<dc:type></dc:type>
<eric:keywords>CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN</eric:keywords>
<eric:keywords>New York (Oneonta)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Catskill Area Project in Small School Design, Oneonta, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SHARED SERVICES, A COOPERATIVE SCHOOL RESOURCE PROGRAM, IS DEFINED IN DETAIL. INCLUDED IS A DISCUSSION OF THEIR NEED, ADVANTAGES, GROWTH, DESIGN, AND OPERATION. SPECIFIC PROCEDURES FOR OBTAINING STATE AID IN SHARED SERVICES, EFFECTS OF SHARED SERVICES ON THE SCHOOL, AND HINTS CONCERNING SHARED SERVICES ARE DESCRIBED. CHARACTERISTICS OF THE SMALL SCHOOL ARE ALSO INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, STATE UNIVERSITY COLLEGE OF EDUCATION, ONEONTA, NEW YORK, FOR $0.50. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011461</dc:identifier>
<dc:title>SHARING EDUCATIONAL SERVICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Electronic Equipment</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>School Aides</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Talent</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:type></dc:type>
<eric:keywords>CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN</eric:keywords>
<eric:keywords>New York (Oneonta)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Catskill Area Project in Small School Design, Oneonta, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS OF THE SMALL SCHOOL, AS PROPOSED BY THE PROJECT, ARE LISTED. FIVE AREAS OF SCHOOL OPERATION ARE DISCUSSED IN DETAIL--(1) MULTIPLE CLASSES, INCLUDING SUPERVISED CORRESPONDENCE COURSES, (2) FLEXIBLE SCHEDULES, (3) USE OF SCHOOL AIDES, (4) USES OF ELECTRONIC COMMUNICATION, AND (5) SHARED SERVICES AND TALENTED YOUTH. A MAP LOCATING THE 22 CENTRAL SCHOOLS PARTICIPATING IN THE PROJECT AND A BRIEF OUTLINE OF GOALS FOR THE DEVELOPMENT OF SMALL SCHOOL OPERATION ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, STATE UNIVERSITY COLLEGE OF EDUCATION, ONEONTA, NEW YORK, FOR $0.50. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011462</dc:identifier>
<dc:title>CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1959-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Design</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Electronic Equipment</dc:subject>
<dc:subject>Equipment Utilization</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Multipurpose Classrooms</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Study Skills</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>HODGDON, EVELYN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Oneonta)</eric:keywords>
<eric:keywords>Catskill Area Project in Small School Design</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Catskill Area Project in Small School Design, Oneonta, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MULTIPLE CLASSES ARE DEFINED AS THOSE IN WHICH THE TEACHER GUIDES THE LEARNING ENDEAVORS OF TWO OR MORE GROUPS OF PUPILS IN TWO OR MORE COURSES IN ONE ROOM AND IN THE SAME PERIOD OF THE DAILY SCHEDULE. SOME EXAMPLES ARE DESCRIBED, AND THE ABILITY OF MULTIPLE CLASSES TO MEET CERTAIN NEEDS, SPECIFIC PROCEDURES FOR STARTING MULTIPLE CLASSES, USE OF LEARNING MATERIALS AND EQUIPMENT, AND EFFICIENT USE OF SPACE IN MULTIPLE CLASSES ARE DISCUSSED IN DETAIL. A DISCUSSION OF SMALL GROUP LEARNING IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, STATE UNIVERSITY COLLEGE OF EDUCATION, ONEONTA, NEW YORK, FOR $0.50. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011463</dc:identifier>
<dc:title>MULTIPLE CLASSES--LEARNING IN SMALL GROUPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Role Conflict</dc:subject>
<dc:creator scheme='personal author'>BRICKELL, HENRY M.</dc:creator>
<dc:creator scheme='personal author'>MCCARTY, DONALD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>Catskill Area School Boards Institute NY</eric:keywords>
<eric:keywords>New York (Oneonta)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State School Boards Association, Albany.</dc:creator>
<dc:creator scheme='institution'>State Univ. of New York, Oneonta. Coll. at Oneonta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION CONSISTS OF SPEECHES BY DR. DONALD J. MCCARTY, OF CORNELL, AND DR. HENRY M. BRICKELL, OF MANHASSET, NEW YORK, ON SCHOOL BOARD-ADMINISTRATIVE RELATIONSHIPS AND WRITTEN SCHOOL BOARD POLICIES. DR. MCCARTY EMPHASIZES THE IMPORTANCE OF MUTUAL RESPECT AND CONFIDENCE BETWEEN BOARD MEMBERS AND ADMINISTRATORS AND DESCRIBES HOW A WORKING RELATIONSHIP BETWEEN BOARD MEMBERS AND ADMINISTRATORS IS ACHIEVED. DR. BRICKELL EMPHASIZES THE ROLE DEFINITION OF BOARD MEMBERS AND ADMINISTRATORS, DEFINES POLICY, AND DESCRIBES HOW A SCHOOL POLICY EVOLVES WHEN BOARD MEMBERS AND ADMINISTRATORS WORK TOGETHER. IN THE APPENDIXES ARE LISTED THE LEGAL DEFINITIONS IN NEW YORK OF THE POWERS AND DUTIES OF BOARDS OF EDUCATION AND DISTRICT SUPERINTENDENTS. ALSO SUPPLIED ARE THE NAMES OF BOTH THE  MEMBER SCHOOLS AND THE MEMBERS OF THE EXECUTIVE COMMITTEE. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011464</dc:identifier>
<dc:title>SCHOOL BOARD-ADMINISTRATIVE RELATIONSHIPS, CATSKILL AREA SCHOOL BOARDS INSTITUTE 1965-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Programs</dc:subject>
<dc:subject weight='MAJOR'>Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Educational Television</dc:subject>
<dc:subject weight='MAJOR'>Elementary Schools</dc:subject>
<dc:subject>Intellectual Disciplines</dc:subject>
<dc:subject>Kinescope Recordings</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject weight='MAJOR'>Secondary Schools</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A CATALOG OF KINESCOPES AND RECORDED TELEVISION COURSES FOR THE ELEMENTARY, JUNIOR HIGH, SECONDARY, AND COLLEGE LEVELS WHICH ARE AVAILABLE FROM THE UNIVERSITY OF NEBRASKA. THE SUBJECTS INCLUDE MATERIALS FROM EVERY PART OF THE CURRICULUM. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011465</dc:identifier>
<dc:title>A CATALOG OF RECORDED TELEVISION COURSES AVAILABLE FROM GREAT PLAINS INSTRUCTIONAL TELEVISION LIBRARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>96</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:00</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Cultural Traits</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Culture Conflict</dc:subject>
<dc:subject>Culture Lag</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Family School Relationship</dc:subject>
<dc:subject>Handicrafts</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Natural Resources</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Social Problems</dc:subject>
<dc:subject>Social Welfare</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>KNOWLTON, CLARK S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Mexico (North)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NORTHERN NEW MEXICO IS DEFINED TO INCLUDE THOSE NORTHERN COUNTIES DOMINATED BY RURAL, SPANISH-AMERICAN CULTURE, GEOGRAPHIC FEATURES AND HISTORICAL ANTECEDENTS ARE DESCRIBED. THE STUDY PRESENTS DATA ON PRESENT ECONOMIC AND SOCIAL CONDITIONS, OBSERVATIONS AS TO CAUSES OF THESE CONDITIONS, INCLUDING REASONS FOR UNSUCCESSFUL GOVERNMENT AND PRIVATE PROGRAMS, AND RECOMMENDATIONS FOR IMPROVEMENT OF CONDITIONS. IT DISCUSSES STATE AND LOCAL PER CAPITA INCOME, DEPENDENCE OF THE AREA ON WELFARE, DIFFERENCE IN CULTURAL VALUES, HISTORIC CULTURE CONFLICTS, AND TRANSITION OF THE PEOPLE FROM AN ECONOMY DEPENDENT ON SELF-CONTAINED VILLAGES TO LOSS OF THEIR LAND HOLDINGS, FORCING AGRICULTURAL MIGRANCY UPON THEM. REASONS CITED FOR FAILURE OF GOVERNMENT AND PRIVATE PROGRAMS IN THE AREA WERE CULTURE  CONFLICTS, RIGIDITY OF PROGRAMS, AND FAILURE OF PROGRAMS TO MEET BASIC NEEDS OF THE AREA. RECOMMENDATIONS FOR IMPROVEMENT INCLUDE FLEXIBLE, COMPREHENSIVE PROGRAMS DESIGNED TO THE CONDITIONS OF THIS REGION, UNDERSTANDING BETWEEN CULTURES, DEVELOPMENT AND USE OF NATURAL AND RECREATION RESOURCES, IMPROVEMENTS IN LAND USE AND AGRICULTURAL TECHNIQUES, MARKETING-COOPERATIVE FORMATION, EDUCATIONAL SYSTEM IMPROVEMENT, AND SMALL INDUSTRY DEVELOPMENT. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011466</dc:identifier>
<dc:title>AN APPROACH TO THE ECONOMIC AND SOCIAL PROBLEMS OF NORTHERN NEW MEXICO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Federal State Relationship</dc:subject>
<dc:subject>Government (Administrative Body)</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Opportunities</dc:subject>
<dc:subject>Public Agencies</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Social Mobility</dc:subject>
<dc:subject>State Agencies</dc:subject>
<dc:subject>Treaties</dc:subject>
<dc:subject>United States History</dc:subject>
<dc:creator scheme='personal author'>ARTICHOKER, JOHN, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Carlisle Indian School SD</eric:keywords>
<eric:keywords>JOHNSON O:MALLEY ACT</eric:keywords>
<eric:keywords>Haskell Indian Junior College KS</eric:keywords>
<eric:keywords>Sioux (Tribe)</eric:keywords>
<eric:keywords>SOUTH DAKOTA INDIAN TRIBES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>South Dakota State Dept. of Public Instruction, Pierre.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>USING A QUESTION AND ANSWER FORMAT, THIS DOCUMENT ATTEMPTS TO EXPLAIN MANY FACETS OF THE PROBLEMS FACING THE SOUTH DAKOTA INDIANS, PARTICULARLY THOSE SIOUX INDIANS WHO HAVE RETAINED THEIR CUSTOMS AND CULTURE WHETHER LIVING ON OR OFF THE RESERVATIONS. A BRIEF HISTORY OF THE DACOTAH INDIANS AND THEIR EVENTUAL RESTRICTION TO RESERVATIONS PROVIDES THE BACKGROUND FOR THE INDIAN PROBLEM. THE DOCUMENT STATES THAT WHILE STATE AND FEDERAL GOVERNMENT AGENCIES HAVE BEEN CREATED WITH THE RESPONSIBILITY FOR WORKING TOWARD A SOLUTION OF THE INDIAN PROBLEM, AND TRIBAL GOVERNMENTS ON THE RESERVATIONS PROVIDE FOR SELF-GOVERNMENT AS A MEANS OF IMPROVING THE SITUATION, THE MAIN PROBLEMS WHICH CONFRONT THE INDIAN ARE STILL THE LACK OF ADEQUATE EDUCATIONAL AND EMPLOYMENT OPPORTUNITIES.  (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011467</dc:identifier>
<dc:title>INDIANS OF SOUTH DAKOTA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1956-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>101</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Eating Habits</dc:subject>
<dc:subject>Games</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Preschool Curriculum</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Preschool Learning</dc:subject>
<dc:subject>Preschool Teachers</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>MCNEVINS, MARGARET</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Whiteriver)</eric:keywords>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>FORT APACHE RESERVATION</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Whiteriver Public Schools, AZ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A GUIDE FOR THE WHITERIVER HEADSTART WORKERS. IT INCLUDES SECTIONS ON HOW CHILDREN LEARN AND WHAT MAKES A GOOD PRESCHOOL PROGRAM, AS WELL AS SUGGESTIONS FOR WORKERS WHO ARE INEXPERIENCED WITH YOUNG CHILDREN. IT ALSO DISCUSSES DESIRABLE PLAY ACTIVITIES AND MATERIALS, THE RESPONSIBILITIES AND DUTIES OF WORKERS, AND A VOCABULARY TO BE DEVELOPED IN THE PRESCHOOL CHILDREN. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011468</dc:identifier>
<dc:title>A GOOD PRESCHOOL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Staff Utilization</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>WIGDERSON, HARRY I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>VISALIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tulare County Dept. of Education, Visalia, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN TO PROVIDE AN EXTENSIVE BIBLIOGRAPHY OF RELEVANT RESOURCE MATERIALS, THIS BROCHURE ALSO DEFINES TEAM TEACHING AND OUTLINES ITS CONCEPTS, STAFF UTILIZATION, EVALUATION, AND YET UNSOLVED PROBLEMS. BIBLIOGRAPHIC MATERIAL DATES FROM 1958 TO 1964, INCLUSIVELY. (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011469</dc:identifier>
<dc:title>TEAM TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Citizenship</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Student Teacher Ratio</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>ENCYCLOPEDIA OF EDUCATIONAL RESEARCH</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Teachers Association, Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ASSOCIATION FOUND THAT RESEARCH ON CLASS SIZE IS FREQUENTLY MISINTERPRETED EVEN BY EDUCATORS. IN ORDER TO CLARIFY TERMS, THIS STUDY USES THESE DEFINITIONS--CLASS SIZE IS THE NUMBER OF STUDENTS ASSIGNED TO A TEACHER FOR A PERIOD OF INSTRUCTION, CLASS LOAD IS THE NUMBER OF PUPILS FOR WHOM TEACHERS ARE RESPONSIBLE DAILY WHERE THE TEACHER IS ASSIGNED MORE THAN ONE CLASS EACH DAY, AND STAFFING RATIO REPRESENTS THE RATIO OF PROFESSIONAL STAFF (SUPERVISORS, ADMINISTRATORS, TEACHERS AND PROFESSIONAL PERSONNEL) TO PUPILS. APPROXIMATELY 80 PERCENT OF THE RESEARCH REVIEWED BY THIS STUDY GROUP EITHER SUBSTANTIATED THE VALUE OF SMALL CLASSES OR WAS INCONCLUSIVE. WHEN PRINCIPLES OF RESEARCH METHODOLOGY WERE APPLIED TO VARIABLES AFFECTING LEARNING, FIVE OUT OF EVERY SIX STUDIES TENDED TO  FAVOR SMALL CLASSES. SINCE RESEARCH HAS NOT BEEN CONCLUSIVE, TEACHER JUDGMENT AND EXPERIENCE SHOULD BE GIVEN SERIOUS CONSIDERATION IN DETERMINATIONS OF CLASS SIZE. TEACHERS HAVE LEARNED THAT LARGE CLASSES FORCE DEVELOPMENT OF A GROUP NORM EXPECTANCY, WHEREAS SMALLER CLASSES ALLOW THE TEACHER TO BE INNOVATIVE, TO GIVE MORE ATTENTION TO INDIVIDUAL DIFFERENCES, AND TO EMPLOY BETTER TEACHING PRACTICES. ALTHOUGH RECOGNIZING THE DIFFICULTIES INVOLVED IN DETERMINING CLASS SIZE AND GROUPING POLICY, THE OPTIMUM CLASS SIZE OF 25 IS THE AVERAGE OF THOSE CLASS SIZES WHERE CONSIDERATION HAS BEEN GIVEN TO PURPOSE, GROUPING, EDUCATIONAL, PHILOSOPHY, PUPIL CHARACTERISTICS, AND DIFFERENT KINDS OF LEARNING. (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011470</dc:identifier>
<dc:title>THE SCHOOL DAY, THE SCHOOL YEAR AND WORK LOAD OF TEACHERS, A STUDY OF THE EDUCATIONAL IMPLICATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1959-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Migrant Education</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title III</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title V</eric:keywords>
<eric:keywords>FLORIDA MIGRANT EDUCATION PROGRAM</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title III</eric:keywords_law>
<eric:keywords_law>Elementary and Secondary Education Act Title V</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Dept. of Education, Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKSHOP REPORT STATES THE GOALS OF THE WORKSHOP, LISTS ITS PARTICIPANTS, AND PROVIDES EXCERPTS FROM SPEECHES MADE. MIGRANT ADULT EDUCATION, MIGRANT STUDENT EDUCATION, MIGRANT PRESCHOOLS, AND THE HISTORY OF FLORIDA&apos;S MIGRANT EDUCATION PROGRAM ARE DISCUSSED. METHODS ARE SUGGESTED TO IDENTIFY THE MIGRANT STUDENT&apos;S EDUCATIONAL LEVEL, TO TRANSFER THE STUDENT&apos;S DATA RECORDS, AND TO IMPROVE MIGRANT EDUCATION THROUGH INSERVICE TRAINING PROJECTS. THE REPORT LISTS OBJECTIVES, GUIDING PRINCIPLES, AND CRITERIA FOR INCLUSION IN THE MIGRANT EDUCATION PROGRAM. THE CONCLUSION IS A DISCUSSION OF THE VALUE AND DEVELOPMENT OF THE SELF-CONCEPT FOR SCHOOL ACHIEVEMENT, WHICH THE REPORT STATES MAY BE HELPED BOTH BY DEVELOPING A POSITIVE ATTITUDE IN THE MIGRANT CHILD AND BY INVOLVING THE MIGRANT  CHILD&apos;S PARENTS IN SCHOOL ACTIVITIES. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011471</dc:identifier>
<dc:title>PLANNING FLORIDA&apos;S MIGRANT EDUCATION PROGRAM, REPORT OF THE WORKSHOP (CHINSEGUT HILL, JULY 18-27, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-24</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthropology</dc:subject>
<dc:subject weight='MAJOR'>Attitude Change</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject weight='MAJOR'>Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Educational Objectives</dc:subject>
<dc:subject weight='MAJOR'>Elementary Schools</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Logical Thinking</dc:subject>
<dc:subject>Productive Thinking</dc:subject>
<dc:subject weight='MAJOR'>Social Sciences</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:creator scheme='personal author'>CREASON, FRANK</dc:creator>
<dc:creator scheme='personal author'>MALLAN, JOHN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS A COPY OF A SPEECH WHICH LOOKS AT EDUCATIONAL CHANGE FROM THE VIEWPOINT OF THE SOCIAL SCIENTIST. THE AUTHORS POINT OUT THAT EDUCATIONAL HISTORY SUPPORTS THE THESIS THAT CHANGES IN THE AIMS AND FUNCTIONS OF PUBLIC EDUCATION ARE DIRECTLY RELATED TO THE VIEW THE LARGER SOCIAL CONTEXT HOLDS OF ITS OWN AIMS AND FUNCTIONS. THEY DISCUSSED CURRENT CHANGES IN THE SOCIAL SCIENCES WITH RESPECT TO TODAY&apos;S GROWING CONCERN FOR HUMAN RIGHTS AND CIVIL RIGHTS, AND CONSIDERED THE EFFECTS THIS CONCERN COULD HAVE ON THE IMPETUS FOR CHANGE IN THE SOCIAL SCIENCES CURRICULUM IF OUR PUBLIC SCHOOLS CAN DISCARD THE TRADITIONAL VIEWS OF THE 18TH AND 19TH CENTURIES. THE AUTHORS CONTEND THAT THE SOCIAL SCIENCES RESEMBLE BENJAMIN&apos;S SABER-TOOTH CURRICULUM. THE QUESTION OF WHAT IS BEING DONE TO  REMEDY THE SITUATION IS RAISED AND DISCUSSED WITH RESPECT TO LEARNING THEORY AND RETENTION. THE MAJOR IDEAS IN SOCIAL STUDIES FOR THE LAST 30 YEARS ARE PRESENTED AND THE IMPLICATIONS OF THESE CONCEPTS ARE DISCUSSED. THE AUTHORS NOT ONLY SUGGEST THAT ALL EDUCATION SHOULD EMPHASIZE THINKING EFFECTIVELY, COMMUNICATING THOUGHT, MAKING RELEVANT JUDGMENTS, AND DISCRIMINATING AMONG VALUE CHOICES, BUT ALSO THAT THE TEACHER AS A SOCIAL SCIENTIST SHOULD DIRECT THE EFFECTIVE THINKING ABILITIES ON THE HUMAN EFFORT, RATHER THAN ON SIMPLE MASTERY OF ACCUMULATED FACTS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011472</dc:identifier>
<dc:title>BRASS RING THINKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Experience</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:creator scheme='personal author'>CREASON, FRANK</dc:creator>
<dc:creator scheme='personal author'>MALLAN, JOHN T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OHIO UNIVERSITY</eric:keywords>
<eric:keywords>Cooperative Center for Social Science OH</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES THE POTENTIALS OF EDUCATION AS A VEHICLE FOR SOCIAL CHANGE. IT SUGGESTS THAT EDUCATION IS A FORM OF MANIPULATION, SINCE IT ANTICIPATES A CHANGE IN INDIVIDUAL BEHAVIOR, WITH SUCH A CHANGE NECESSARILY HAVING SOCIAL CONSEQUENCES. THE AUTHORS FURTHER STATE THAT SINCE FORMAL EDUCATION IS SUPPORTED BY PUBLIC FUNDS, IT THEREBY JUSTIFIES ITS INEVITABLE IMPACT ON SOCIETY. THE AUTHORS BELIEVE THAT FOR THESE REASONS, EDUCATION MUST MANIFEST ITS POSITION AS A SOCIAL DETERMINANT IN THE CURRICULUM. SUCH A CURRICULUM IS OUTLINED BY THE AUTHORS, WHO EMPHASIZE THE ACQUISITION OF SOCIETAL VALUES AND CONCEPTS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011473</dc:identifier>
<dc:title>SUPERVISION--EDUCATION AS A VEHICLE OF SOCIAL CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Laboratories</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords>Western States Small Schools Project</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Western States Small Schools Project, Salt Lake City, UT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES PROCEDURES AND POTENTIALS FOR INDIVIDUALIZING INSTRUCTIONAL PROGRAMS IN SMALL RURAL SCHOOLS. FOUR FACTORS ARE SEEN TO BE OPERANT IN THE INDIVIDUALIZATION PROCESS. THESE ARE THE INSTRUCTOR, THE CURRICULUM AND SUPPLEMENTARY MATERIALS, ADMINISTRATIVE PRACTICE, AND PHYSICAL FACILITIES. NEW INSTRUCTIONAL PROCEDURES SHOULD BE INSTITUTED WITH A CONCOMITANT REDEFINITION OF THE ROLE OF THE TEACHER. IT IS SUGGESTED THAT THE CURRICULUM BE REORGANIZED INTO A COMMON CURRICULUM TO BE TAKEN BY EVERY STUDENT, AN ALTERNATIVE CURRICULUM TO MEET THE NEEDS OF LOCAL ECONOMIC SITUATIONS, AND AN INDIVIDUAL CURRICULUM TO PROVIDE OPPORTUNITIES FOR SPECIAL SKILLS AND TALENTS. SUGGESTIONS FOR ADMINISTRATIVE REORGANIZATION TO PROVIDE FOR INDIVIDUAL DIFFERENCES ARE INCLUDED. IDEAS FOR  MODIFICATION OF EXISTING FACILITIES AND CONSTRUCTION OF NEW PHYSICAL STRUCTURES ARE PRESENTED. FREE COPIES OF THIS DOCUMENT ARE ALSO AVAILABLE FORM THE WSSP COORDINATIOR, SUITE 1300 UNIVERSITY CLUB BUILDING, 136 EAST SOUTH TEMPLE, SALT LAKE CITY, UTAH 84111. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011474</dc:identifier>
<dc:title>INDIVIDUALIZING INSTRUCTION IN SMALL SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acculturation</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Day Schools</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>SIZEMORE, MAMIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Phoenix)</eric:keywords>
<eric:keywords_geo>Arizona (Phoenix)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arizona State Dept. of Public Instruction, Phoenix.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT WAS PREPARED AS A REPORT TO THE NATIONAL ADVISORY COMMISSION ON RURAL POVERTY. A DESCRIPTION OF INDIAN EDUCATION FOR THE YEAR 1965 IS INCLUDED WITH STATISTICAL ANALYSIS OF SUCH FACTORS AS POPULATION AND THE USE OF FEDERAL FUNDING IN THE STATE OF ARIZONA. THE NATURE OF THE ARIZONA INDIAN EDUCATION PROBLEM IS DEFINED AND IS SEEN IN THE CONTEXT OF CULTURAL FACTORS IN SOCIAL ADJUSTMENT. VARIOUS ILLUSTRATIONS OF POTENTIAL CULTURAL DIFFERENCES ARE INCLUDED. TWELVE FACTORS FOR CLOSING THE EDUCATIONAL GAP OF THE INDIANS ARE PRESENTED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011475</dc:identifier>
<dc:title>CLOSING THE GAP IN INDIAN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Folk Culture</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:creator scheme='personal author'>CROTZER, EMMETT H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords>CARSON INDIAN AGENCY</eric:keywords>
<eric:keywords>NEVADA INDIAN AGENCY</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT WAS PREPARED BY THE CARSON INDIAN AGENCY, USING RECORDINGS MADE IN VARIOUS INDIAN COMMUNITIES. IT WAS ORIGINALLY ISSUED IN 1939 AS A SUPPLEMENTARY TEXT FOR USE IN THE INTERMEDIATE GRADES, AND WAS REISSUED IN 1964 IN OBSERVANCE OF NEVADA&apos;S CENTENNIAL YEAR. THE DOCUMENT CONTAINS A SERIES OF SHORT STORIES DESCRIBING INDIAN FOLKWAYS AND USE OF DESERT FLORA. ACCOMPANYING EACH DESCRIPTION OF A DESERT PLANT IS A LINE DRAWING OF THE PLANT. AN INDEX IS INCLUDED LISTING COMMON NAMES, INDIAN NAMES, AND THE SCIENTIFIC NAMES OF THE DESERT PLANTS DESCRIBED IN THE STORIES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011476</dc:identifier>
<dc:title>OUR DESERT FRIENDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mass Instruction</dc:subject>
<dc:type></dc:type>
<eric:keywords>NYC TV FILM DISTRIBUTION PROJECT</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DISCUSSES STATEWIDE METHODS OF IMPROVING THE DISTRIBUTION AND UTILIZATION OF EDUCATIONAL FILMS. THE AUTHORS PRESENT A HISTORICAL TREATMENT OF NEW YORK STATE&apos;S AUDIOVISUAL EDUCATION PROGRAM, AND THE FINDINGS OF A STUDY ABOUT MOTION PICTURE EQUIPMENT AND FILM USE. THE REPORT ALSO DEALS WITH (1) THE GENERAL HISTORICAL IMPORTANCE OF INSTRUCTIONAL FILMS, (2) THE IMPORTANCE, USE, COST, AND DISTRIBUTION OF INSTRUCTIONAL FILMS TO TEACHERS OF NEW YORK STATE, (3) OTHER STATES&apos; AUDIOVISUAL PROGRAMS, AND (4) RECOMMENDATIONS FOR THE DEPARTMENT OF EDUCATION TO CREATE MORE CONDUCIVE CONDITIONS FOR THE USE OF EDUCATIONAL FILMS. THE DOCUMENT FURTHER DESCRIBES, IN THE APPENDIX, NEW YORK CITY&apos;S TELEVISION FILM DISTRIBUTION PROJECT AND THE SUMMARY OF NEW YORK STATE PUBLIC SCHOOLS&apos;  EDUCATIONAL MOTION PICTURES SEMINAR IN 1963. A BIBLIOGRAPHY OF STUDIES OF EDUCATIONAL FILMS IS INCLUDED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011477</dc:identifier>
<dc:title>A SURVEY AND PLANS FOR IMPROVED UTILIZATION OF THE EDUCATIONAL FILM IN THE SCHOOLS OF NEW YORK STATE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activities</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Current Events</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Geography</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Integrated Curriculum</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>GRIESE, ARNOLD A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF ALASKA</eric:keywords>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SOURCEBOOK WAS PREPARED AS A TEACHING SUPPLEMENT FOR USE IN THE LANGUAGE ARTS PROGRAMS OF RURAL ALASKAN SCHOOLS IN THE INTERMEDIATE GRADES. A WIDE RANGE OF MATERIAL IS INCORPORATED, INCLUDING THE AREAS OF LANGUAGE SKILLS, AVAILABLE TEXTBOOKS AND FILMS, TYPES OF COMPOSITION, AND EXTENSIVE SUGGESTIONS FOR CORRELATED ACTIVITIES IN THE AREAS OF GEOGRAPHY, SOCIAL STUDIES, AND ELEMENTARY SCIENCE. THIS GUIDE ATTEMPTS TO PROVIDE THE TEACHER WITH IDEAS TO AID THE DEVELOPMENT OF LANGUAGE SKILLS USING MATERIALS FROM OTHER BROAD FIELDS. ADDRESSES ARE INCLUDED FOR VARIOUS SUGGESTED PROJECT MATERIALS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011478</dc:identifier>
<dc:title>SOURCEBOOK OF SUGGESTED IDEAS FOR MOTIVATING AND ENRICHING WRITTEN COMPOSITION (INTERMEDIATE GRADES).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Students</dc:subject>
<dc:subject>American Culture</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Spanish Culture</dc:subject>
<dc:creator scheme='personal author'>HARRIGAN, JOAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT CONTAINS A BIBLIOGRAPHY OF BILINGUAL MATERIALS RELATED TO THE SPANISH-AMERICAN CULTURAL HERITAGE OF THE UNITED STATES, SUITABLE FOR ELEMENTARY AND OLDER STUDENTS. ALSO INCLUDED IS A DIRECTORY OF PUBLISHERS OF THESE MATERIALS AND A LIST OF CRITERIA APPLIED TO THE SELECTION OF THESE MATERIALS. (FS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011479</dc:identifier>
<dc:title>TESORO DE ORO, BOOKS FOR SPANISH-SPEAKING STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literary Styles</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>BORMUTH, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Wasco)</eric:keywords>
<eric:keywords>STANFORD ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords>DALE CHALL LIST OF 3000 FAMILIAR WORDS</eric:keywords>
<eric:keywords>California Achievement Tests</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:keywords_test>Stanford Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN EFFORT TO DEVELOP ACCURATE FORMULAS FOR PREDICTING AND CONTROLLING THE READABILITY OF LANGUAGE, FIVE BASIC PROBLEMS WERE STUDIED--(1) THE VARIOUS FEATURES OF WRITING STYLE AS LINEARLY RELATED TO COMPREHENSION DIFFICULTIES, (2) THE CHANGE OF STRENGTHS OF RELATIONSHIPS AS A FUNCTION OF READING ABILITY, (3) READABILITY PREDICTION MADE UPON SMALL LANGUAGE UNITS, (4) READABILITY ACCURACY BASED UPON USE OF LINGUISTIC ANALYSIS TECHNIQUES IN CONSTRUCTION OF FORMULAS, AND (5) A TEST OF USEFULNESS OF CERTAIN LINGUISTIC VARIABLES IN PREDICTING LANGUAGE DIFFICULTY. TWENTY PROSE PASSAGES WERE ANALYZED TO DETERMINE THE DIFFICULTIES OF 5,181 WORDS, 405 INDEPENDENT CLAUSES, AND 365 SENTENCES. SAMPLES WERE CHOSEN FROM FOUR PASSAGES IN EACH OF FIVE SUBJECT AREAS, USING THE DALE-CHALL SCALE  FOR GRADES 4 THROUGH 8. FIVE CLOZE TEST FORMS FROM EACH PASSAGE WERE CONSTRUCTED BY DELETING EVERY FIFTH WORD. SUBJECTS, THE ENTIRE ENROLLMENT IN GRADES 4 THROUGH 8 OF ONE SCHOOL DISTRICT IN WASCO, CALIFORNIA, WERE MATCHED FOR FIVE FORM GROUPS. THE TESTING PERIOD LASTED OVER 11 SCHOOL DAYS. READING ABILITY WAS DETERMINED BY RESULTS ON THE STANFORD ACHIEVEMENT TEST--READING, FORM J, AND STUDIED IN RELATION TO THE INTERACTION OF FORM GROUPS ON MEASURES OF WORD, INDEPENDENT CLAUSE, SENTENCE, AND PASSAGE DIFFICULTY. EACH AREA WAS ANALYZED IN DETAIL AND TABULATED FOR STUDY IN LIGHT OF THE LINGUISTIC VARIABLES SET FOR THE STUDY. A BIBLIOGRAPHY OF 31 ITEMS IS ATTACHED. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;READING RESEARCH QUARTERLY,&amp;quot; VOLUME 1, SPRING 1966. (MC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011480</dc:identifier>
<dc:title>READABILITY--A NEW APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age Differences</dc:subject>
<dc:subject>Auditory Discrimination</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Readiness Tests</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>DYKSTRA, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIONSHIPS BETWEEN PREREADING MEASURES OF AUDITORY DISCRIMINATION AND READING ACHIEVEMENT AT THE END OF FIRST GRADE ARE REPORTED. DATA WERE GATHERED ON 632 PUPILS IN THE MINNEAPOLIS PUBLIC SCHOOLS WHO WERE ADMINISTERED SEVEN TESTS OF AUDITORY DISCRIMINATION SELECTED FROM PUBLISHED READING READINESS TESTS AND A GROUP INTELLIGENCE TEST AT THE BEGINNING OF FIRST GRADE. TWO TESTS OF READING ACHIEVEMENT WERE GIVEN AT THE END OF THE YEAR. RELATIONSHIPS WERE ASSESSED BY MEANS OF CORRELATION AND MULTIPLE REGRESSION ANALYSIS. ANALYSIS OF DIFFERENCES OF MEANS WAS DONE THROUGH USE OF T TESTS. INTERCORRELATIONS AMONG AUDITORY DISCRIMINATION MEASURES AND BETWEEN EACH MEASURE AND SUBSEQUENT READING ACHIEVEMENT WERE UNIFORMLY LOW. INTELLIGENCE WAS SIGNIFICANTLY RELATED TO READING  ACHIEVEMENT. SIGNIFICANT SEX DIFFERENCES IN PERFORMANCE ON THREE OF THE AUDITORY DISCRIMINATION TESTS AND ON BOTH OF THE READING TESTS FAVORED THE GIRLS. THE CONCLUSIONS AND EDUCATIONAL IMPLICATIONS ARE DISCUSSED. TABLES AND REFERENCES ARE INCLUDED. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011481</dc:identifier>
<dc:title>AUDITORY DISCRIMINATION ABILITIES AND BEGINNING READING ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Context Clues</dc:subject>
<dc:subject>Eye Movements</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Individual Testing</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>GOODMAN, KENNETH S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DESCRIPTIVE STUDY OF THE ORAL READING OF FIRST-, SECOND-, AND THIRD-GRADE CHILDREN IS REPORTED. THE STUDY TREATS READING AS A PSYCHOLINGUISTIC PROCESS WHICH IS CUED OR MISCUED DURING THE CHILD&apos;S INTERACTION WITH WRITTEN LANGUAGE. THE SUBJECTS WERE 100 CHILDREN ATTENDING THE SAME SCHOOL IN A DETROIT INDUSTRIAL SUBURB. EVERY SECOND CHILD ON AN ALPHABETICAL LIST OF ALL THE CHILDREN WAS INCLUDED IN THE STUDY. EACH SUBJECT WAS TESTED INDIVIDUALLY WITH A WORDLIST FROM A STORY ON HIS GRADE LEVEL. HE WAS THEN ASKED TO READ ORALLY THE STORY ON WHICH HIS WORDLIST WAS BASED. FOLLOWING THIS, THE CHILD RETOLD THE STORY AS BEST HE COULD. BOTH THE READING AND THE RETELLING WERE TAPED AND STUDIED. THE CHILDREN IN THE STUDY WERE ABLE TO READ MANY WORDS IN CONTEXT WHICH THEY COULD NOT READ FROM  LISTS. CHILDREN IN SUCCESSIVE GRADES WERE INCREASINGLY EFFICIENT IN USING CUE SYSTEMS IN OTHER WAYS. SUBSTITUTIONS AND REGRESSIONS IN A CHILD&apos;S ORAL READING ARE DISCUSSED. FIVE IMPLICATIONS FOR THE TEACHING OF READING ARE PRESENTED. A PARTIAL LIST OF CUE SYSTEMS USED IN READING IS GIVEN. THE TYPES OF READING ERRORS ARE SUMMARIZED IN FIVE TABLES. THIS ARTICLE IS A REPRINT FROM &amp;quot;ELEMENTARY ENGLISH,&amp;quot; VOLUME 42, OCTOBER 1965. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011482</dc:identifier>
<dc:title>A LINGUISTIC STUDY OF CUES AND MISCUES IN READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:subject>White Students</dc:subject>
<dc:creator scheme='personal author'>DENNY, TERRY</dc:creator>
<dc:creator scheme='personal author'>WEINTRAUB, SAMUEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>KINDERGARTEN EXPERIENCE COMPARISON</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESPONSES OF FIRST GRADERS TO THREE QUESTIONS ABOUT READING ARE REPORTED. SUBJECTS, 111 PUPILS IN FIVE 1ST-GRADE CLASSROOMS IN THREE SCHOOL SYSTEMS IN INDIANA AND MICHIGAN, WERE INTERVIEWED AND THEIR RESPONSES WERE ANALYZED AND CLASSIFIED INTO LOGICAL CATEGORIES. WHEN ASKED IF THEY WANTED TO LEARN TO READ, A NEGATIVE ANSWER WAS GIVEN BY FOUR CHILDREN. IN ANSWERING WHY THEY WANTED TO READ, THE FOLLOWING REASONS WERE OFFERED--(1) 30 PUPILS, ONE-FOURTH OF THE CHILDREN, GAVE VAGUE AND MEANINGLESS REASONS, (2) 27 CHILDREN WANTED TO LEARN AS A MEANS TO A GOAL, (3) 37 WANTED TO LEARN TO READ TO THEMSELVES OR TO OTHERS, (4) 10 WANTED TO LEARN BECAUSE THERE WAS SOME FEELING OF VALUE CONNECTED WITH SUCH LEARNING, AND (5) 11 PUPILS IDENTIFIED THEMSELVES WITH A READER. WHEN ASKED WHAT  THEY HAD TO DO TO LEARN TO READ IN THE FIRST GRADE, THESE IDEAS WERE ADVANCED--(1) 38 PUPILS DIDN&apos;T KNOWN, (2) TWO-FIFTHS OF THE REMAINING RESPONSES INDICATED THAT A PASSIVE TYPE OF OBEDIENCE WAS REQUIRED, (3) TWO-FIFTHS OF THE CHILDREN SAW THEMSELVES TAKING SOME ACTION IN LEARNING, AND (4) ONE-FIFTH OF THE CHILDREN THOUGHT THE TEACHER WOULD SHOW THEM HOW TO READ. DIFFERENCES IN ANSWERS RELATED TO SEX, RACE, AND FAMILY INCOME ARE DISCUSSED. REFERENCES AND TABLES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;ELEMENTARY SCHOOL JOURNAL,&amp;quot; VOLUME 66, MAY 1966. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011483</dc:identifier>
<dc:title>FIRST-GRADERS&apos; RESPONSES TO THREE QUESTIONS ABOUT READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject weight='MAJOR'>Prereading Experience</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject weight='MAJOR'>Reading Materials</dc:subject>
<dc:subject weight='MAJOR'>Reading Readiness</dc:subject>
<dc:subject weight='MAJOR'>Reading Readiness Tests</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:creator scheme='personal author'>HILLERICH, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESULTS OF 17 STUDIES ON READING READINESS ARE SUMMARIZED AND INTERPRETED. ALL BUT ONE OF THE STUDIES WERE COMPLETED SINCE 1957. READING READINESS IS DEFINED, AND THE DIFFERENCES BETWEEN TRADITIONAL AND CURRENT THEORY ARE DISCUSSED. STUDIES OF FORMAL READING READINESS INSTRUCTION IN KINDERGARTEN ARE DESCRIBED. CONCLUSIONS ABOUT KINDS OF READING READINESS EXPERIENCES, TESTS, STUDIES, AND THE AGE WHEN CHILDREN BEGIN READING READINESS AND READING INSTRUCTION ARE DRAWN FROM THE REPORTED RESEARCH. IMPLICATIONS FOR FURTHER RESEARCH ARE INCLUDED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN &quot;ELEMENTARY ENGLISH,&quot; VOLUME 43, APRIL 1966. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011484</dc:identifier>
<dc:title>AN INTERPRETATION OF RESEARCH IN READING READINESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:31</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject weight='MAJOR'>Reading Readiness</dc:subject>
<dc:subject>Reading Readiness Tests</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>GUNDERSON, DORIS V.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOURTEEN STUDIES IN THE AREA OF READING READINESS ARE SURVEYED. MUCH OF THE RESEARCH IS DIRECTED AT THE CHILD WHO NEEDS A PERIOD OF READINESS, PARTICULARLY THE CULTURALLY DISADVANTAGED CHILD. THE VALIDITY OF READINESS TESTS, THE IMPORTANCE OF SEX DIFFERENCES, AND BEGINNING READERS ARE OTHER TOPICS DISCUSSED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN THE &quot;JOURNAL OF THE READING SPECIALIST,&quot; VOLUME 11, OCTOBER 5, 1965. (HJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011485</dc:identifier>
<dc:title>READING READINESS--FACT AND FANCY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:33</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>College Programs</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:creator scheme='personal author'>FAY, LEO C.,</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A BIBLIOGRAPHY OF DOCTORAL DISSERTATIONS FROM 1919 THROUGH 1960 IN THE AREA OF READING IS REPORTED IN MONOGRAPH FORM. OVER 700 STUDIES ARE CLASSIFIED UNDER 34 SUBJECT CATEGORIES, AND A SUMMARY STATEMENT IS INCLUDED FOR EACH CATEGORY. AN AUTHOR INDEX IS PROVIDED. THIS PUBLICATION IS A BULLETIN OF THE SCHOOL OF EDUCATION OF INDIANA UNIVERSITY, VOLUME 40, NUMBER 4, JULY 1964 AND IS ALSO AVAILABLE FROM THE INDIANA UNIVERSITY BOOKSTORE, BLOOMINGTON, INDIANA, FOR $1.25. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011486</dc:identifier>
<dc:title>DOCTORAL STUDIES IN READING, 1919 THROUGH 1960.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:34</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Behavior Patterns</dc:subject>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Books</dc:subject>
<dc:subject weight='MAJOR'>Childrens Literature</dc:subject>
<dc:subject>Critical Reading</dc:subject>
<dc:subject weight='MAJOR'>Literary Discrimination</dc:subject>
<dc:subject>Parent Child Relationship</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject weight='MAJOR'>Responses</dc:subject>
<dc:subject>Social Bias</dc:subject>
<dc:creator scheme='personal author'>HOMZE, ALMA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BEHAVIORAL PATTERNS, BACKGROUNDS, AND THEMES OF CHILDREN&apos;S REALISTIC TRADE BOOKS WERE IDENTIFIED. NINE CATEGORIES OF INTERPERSONAL BEHAVIOR WERE DEVELOPED AND DEFINED IN THIS INVESTIGATION OF CHANGES IN CONTENT OF CHILDREN&apos;S BOOKS PUBLISHED WITHIN A PERIOD OF 40 YEARS, FROM 1920-60. FROM 780 SAMPLES REVIEWED BY THE EXAMINER, THREE JUDGES SELECTED 78 BOOKS PORTRAYING CHARACTERS EXHIBITING BELIEVABLE BEHAVIOR. THE BOOK ANALYSIS WAS BASED UPON SAMPLES OF THE VERBAL REACTION BETWEEN TWO OR MORE CHARACTERS WITHIN EACH OF 10 SECTIONS FOR EACH BOOK. TOTALS FOR EACH ITEM WERE COMPUTED FOR EACH YEAR AND THE AVERAGE PERCENTAGES FOR THE 1920-40 AND 1945-60 PERIODS WERE CALCULATED. THE RELIABILITY OF THE SYSTEM OF ANALYSIS WAS EXAMINED BY TWO JUDGES. CHANGING RELATIONSHIPS BETWEEN THE  CHILD-ADULT, THE CHILD-CHILD BEHAVIORAL PATTERNS, URBAN-RURAL BACKGROUND, AND IN THE RELATION OF THE INDIVIDUAL TO THE FAMILY, THE PEER GROUP, AND TO SOCIETY WERE NOTED IN THE RESEARCH. THIS ARTICLE IS PUBLISHED IN &quot;ELEMENTARY ENGLISH,&quot; VOLUME 43, NUMBER 52, JANUARY 1966. (MC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011487</dc:identifier>
<dc:title>INTERPERSONAL RELATIONS IN CHILDREN&apos;S LITERATURE, 1920-1960.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activity Units</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Experience Charts</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Games</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:creator scheme='personal author'>GOMBERG, ADELINE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Lighthouse Club Day Camp PA</eric:keywords>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords>Citizens Committee on Public Education PA</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A READING PROGRAM DESIGNED FOR DISADVANTAGED CHILDREN AND CONDUCTED BY THE LIGHTHOUSE, A SETTLEMENT HOUSE IN NORTH PHILADELPHIA, AS PART OF ITS DAY CAMP PROGRAM WAS DESCRIBED AND ASSESSED. THE READING PROGRAM WAS DEVELOPED (1) TO BOOST THE OPPORTUNITIES IN READING READINESS FOR CHILDREN ABOUT TO ENTER FIRST GRADE, (2) TO ENRICH LANGUAGE EXPERIENCES, AND (3) TO GIVE REMEDIAL HELP TO CHILDREN WITH READING DEFICIENCIES. THE CAMPERS MET 4 DAYS A WEEK FOR 6 WEEKS. A DAILY SCHEDULE INCLUDED READING ACTIVITIES WHICH COULD BECOME PART OF EACH ACTIVITY. LANGUAGE DEVELOPMENT WAS DIRECTED BY 10 PROFESSIONAL COUNSELORS. CONSISTENT GAINS WERE FOUND IN THE AREA OF GENERAL ORAL LANGUAGE DEVELOPMENT AND READING READINESS. NO MARKED CHANGES WERE FOUND IN WORD RECOGNITION OR HEARING COMPREHENSION.  THE PROGRAM WAS ESPECIALLY HELPFUL TO LANGUAGE DEVELOPMENT WITH YOUNGER GROUPS. OTHER FINDINGS ARE DISCUSSED. REFERENCES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE READING TEACHER,&amp;quot; VOLUME 19, NUMBER 252, JANUARY 1966. (MD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011488</dc:identifier>
<dc:title>THE LIGHTHOUSE DAY CAMP READING EXPERIMENT WITH DISADVANTAGED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Students</dc:subject>
<dc:subject>Basic Skills</dc:subject>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Citizenship</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject weight='MAJOR'>Language Skills</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject weight='MAJOR'>Literacy Education</dc:subject>
<dc:subject weight='MAJOR'>Personality Development</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:creator scheme='personal author'>SUMMERS, EDWARD G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANNOTATED BIBLIOGRAPHY REFERS TO MATERIALS PARTICULARLY USEFUL TO TEACHERS AND ADMINISTRATORS INTERESTED IN DEVELOPING SPECIALIZED PROGRAMS FOR ADULT BASIC EDUCATION AND LITERACY SITUATIONS. INCLUDED ARE PROFESSIONAL AND PRACTICAL REFERENCES TO ORAL AND WRITTEN COMMUNICATION, ARITHMETIC AND MATHEMATICS, CITIZENSHIP, AND PERSONAL ADJUSTMENT. FOR EACH ITEM A SERIES OF DESCRIPTORS PINPOINTS THE CONTENT COVERED AND THE MAJOR AREAS OF USE FOR PRIMARY, INTERMEDIATE, AND BEGINNING HIGH-SCHOOL LEVELS. THE BIBLIOGRAPHY LISTS 101 REFERENCES. (MC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011489</dc:identifier>
<dc:title>MATERIALS FOR ADULT BASIC EDUCATION--AN ANNOTATED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:39:39</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>MAXWELL, MARTHA J.</dc:creator>
<dc:creator scheme='personal author'>MUELLER, ARTHUR C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords>Robinson Hall Reading Tests of History</eric:keywords>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY OF THE READING HABITS AND ABILITIES OF 132 PSYCHOLOGY STUDENTS AT THE UNIVERSITY OF MARYLAND WAS CONDUCTED TO DETERMINE (1) IF READING SPEED COULD BE INCREASED WITHOUT CHANGE IN COMPREHENSION AND (2) WHETHER INFORMATION ABOUT SOME OF THE BASIC TECHNIQUES OF READING STRESSED IN TYPICAL READING COURSES COULD ELICIT CHANGES IN STANDARDIZED READING TEST PERFORMANCE. THE SUBJECTS WERE DIVIDED INTO CONTROL, MOTIVATIONAL, AND FACTUAL GROUPS. ALL SUBJECTS WERE PRETESTED WITH THE ROBINSON-HALL CANADIAN HISTORY TEST AND A QUESTIONNAIRE ABOUT READING HABITS AND ATTITUDES. THE MOTIVATIONAL GROUP READ A HANDOUT ABOUT THE BENEFITS OF RAPID READING BEFORE RETURNING TO TAKE THE POST-TEST BATTERY. THE FACTUAL GROUP RECEIVED SUGGESTIONS FOR IMPROVING READING SPEED. THE CONTROL GROUP  RECEIVED NO INSTRUCTION OR SUGGESTIONS. SEVEN DAYS LATER THE ROBINSON-HALL ART AND RUSSIAN HISTORY TESTS AND A POST-QUESTIONNAIRE WERE ADMINISTERED. A STATISTICAL ANALYSIS WAS MADE OF PRE- AND POST-TEST SCORES, QUESTIONNAIRE RESPONSES, AND SCHOLASTIC ABILITY FOR EACH GROUP. THE INVESTIGATORS FOUND THAT READING SPEED COULD BE INCREASED WITHOUT SIGNIFICANT CHANGES IN COMPREHENSION AND THAT THE DISTRIBUTION OF HANDOUTS COULD HELP INCREASE STUDENTS&apos; READING RATES. TABLES AND A BIBLIOGRAPHY ARE GIVEN. COPIES OF THE HANDOUTS AND QUESTIONNAIRES USED ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011490</dc:identifier>
<dc:title>AN EXPERIMENT ON THE EFFECT OF MOTIVATIONAL APPEAL VS. TECHNIQUES UPON READING RATE IMPROVEMENT IN A GROUP OF COLLEGE STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:subject>Vision Tests</dc:subject>
<dc:subject>Visual Discrimination</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>MAXWELL, MARTHA J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BAUSCH AND LOMB ORTHORATER</eric:keywords>
<eric:keywords>Maryland (College Park)</eric:keywords>
<eric:keywords>KEYSTONE TELEBINOCULAR</eric:keywords>
<eric:keywords>American Optical Company Sight Screener</eric:keywords>
<eric:keywords_geo>Maryland (College Park)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Maryland Univ., College Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AMERICAN OPTICAL (AO) COMPANY&apos;S SIGHT SCREENER, A PORTABLE BINOCULAR INSTRUMENT DESIGNED FOR MASS VISION TESTING, WAS EVALUATED AT THE UNIVERSITY OF MARYLAND READING AND STUDY SKILLS LABORATORY TO DETERMINE ITS CAPACITY TO IDENTIFY STUDENTS NEEDING PROFESSIONAL EYE EXAMINATIONS PRIOR TO READING INSTRUCTION. DATA FROM 106 PROBATIONARY FRESHMEN, AGED 18 TO 20, WHO WERE WEAK IN VERBAL SKILLS WERE USED IN THE EVALUATION OF VISUAL SUPPRESSION, VISUAL ACUITY, LATERAL MUSCLE BALANCE, VERTICAL MUSCLE BALANCE, DEPTH PERCEPTION, AND COLOR VISION. INCLUDED IN THE EVALUATION OF EACH SIGHT SCREENER TEST WAS (1) A DESCRIPTION OF THE TEST, (2) A COMPARISON WITH CLINICAL TESTS AND OTHER SCREENING INSTRUMENTS (KEYSTONE TELEBINOCULAR AND BAUSCH AND LOMB ORTHO-RATER), (3) SPECIAL PROBLEMS IN  ADMINISTERING THE TEST, (4) GENERAL PROBLEMS IN TESTING THE PARTICULAR VISUAL FACTOR, (5) A DISCUSSION OF THE UNIVERSITY OF MARYLAND DATA AND COMPARISON WITH OTHER SURVEYS, AND (6) A DISCUSSION OF THE IMPLICATIONS AND APPLICATIONS OF THE RESULTS. RESEARCH ON THE RELATION OF VISUAL FACTORS TO READING SKILLS WAS EXAMINED. THE AUTHOR CONCLUDED THAT THE AO SIGHT SCREENER WAS A SATISFACTORY SCREENING TECHNIQUE FOR COLLEGE BECAUSE IT WAS RAPID, SIMPLE TO ADMINISTER, ECONOMICAL, AND DEPENDABLE IN MEASURING THOSE FUNCTIONS CONSIDERED IMPORTANT TO NORMAL VISION. TABLES, GRAPHS, AND A BIBLIOGRAPHY ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011491</dc:identifier>
<dc:title>VISION AND COLLEGE READING - A REVIEW OF THE LITERATURE AND REPORT OF A SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Test Reliability</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>BICKLEY, A. C.</dc:creator>
<dc:creator scheme='personal author'>WEAVER, WENDELL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Campbell College NC</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LANGUAGE ENCODING AND DECODING PROCESSES WERE EXAMINED BY DETERMINING THE ABILITY OF SUBJECTS TO PREDICT OMISSIONS FROM A NATURAL LANGUAGE TEXT WHICH THEY HAD PREVIOUSLY PRODUCED THEMSELVES, AND BY COMPARING THIS PERFORMANCE WITH THAT OF OTHER SUBJECTS TO PREDICT OMISSIONS FROM THESE SAME TEXTS WHICH THE SECOND GROUP READ AT THE TIME OF PRODUCTION. SIXTY-FOUR SOPHOMORES AT CAMPBELL COLLEGE WERE ASSIGNED RANDOMLY TO FOUR CONDITIONS, TWO EXPERIMENTAL AND TWO CONTROL. THE EXPERIMENTAL CONDITIONS WERE ENCODING--A GROUP OF SUBJECTS PRODUCED WRITTEN STORIES IN RESPONSE TO TWO THEMATIC APPERCEPTION TEST (TAT) CARDS, AND DECODING--A GROUP OF SUBJECTS READ PRODUCTIONS OF THE ENCODING GROUP. ONE CONTROL GROUP WAS ASSIGNED THE TASK OF PRODUCING STORIES, AND THIS GROUP (IRRELEVANT  ENCODERS-DECODERS) WAS GIVEN THE STORIES OF THE EXPERIMENTAL GROUP TO READ. THE OTHER CONTROL GROUP (NAIVE DECODERS) WAS GIVEN RANDOMLY ASSIGNED TAT STORIES TO READ. THE DEPENDENT VARIABLE WAS CLOZE TESTS. AN ORTHOGONAL COMPARISON OF MEANS WAS USED TO ANALYZE THE DATA. THE ENCODING GROUP HAD A SIGNIFICANTLY HIGHER MEAN SCORE THAN THE DECODING GROUP. THE ENCODING AND DECODING GROUPS HAD SIGNIFICANTLY HIGHER MEAN SCORES THAN THE IRRELEVANT ENCODING-DECODING GROUPS. NAIVE DECODERS WERE SIGNIFICANTLY LOWER THAN ANY OTHER GROUP. THE SIGNAL SYSTEM MAINTAINED VARIABILITY WHEN TRANSMISSION WAS ENTIRELY WITHIN THE ORGANISM. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (NEW YORK, FEBRUARY 1967). (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011492</dc:identifier>
<dc:title>SOME DIFFERENCES IN ENCODING AND DECODING MESSAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Developmental Reading</dc:subject>
<dc:subject>Dyslexia</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>School Orientation</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BOTEL, MORTON</dc:creator>
<dc:type></dc:type>
<eric:keywords>BOTEL READING INVENTORY</eric:keywords>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE READING AND SPELLING PERFORMANCES OF PUPILS ATTENDING A PROGRAM IN READING WERE STUDIED TO DISCOVER WHICH READING METHODS OR COMBINATIONS OF METHODS WERE SUPERIOR FOR DYSLEXICS IN CLINICAL AND CLASSROOM SITUATIONS AND WHICH METHODS WERE APPROPRIATE FOR DYSLEXIC AND NORMAL PUPILS WITH MINOR READING DISABILITIES. THE SUBJECTS WERE 722 PUPILS IN GRADES 2 THROUGH 6 IN THE PENNRIDGE SCHOOL IN BUCKS COUNTY, PENNSYLVANIA. SEMIRURAL, WHITE, MIDDLE-CLASS CHILDREN, WITH AN AVERAGE INTELLIGENCE OF 106 AS MEASURED BY A GROUP TEST IN KINDERGARTEN OR FIRST GRADE ATTEND THE SCHOOL. SPECIAL SMALL-GROUP INSTRUCTION IS PROVIDED FOR THE LOWEST 10 PERCENT OF THE PUPILS IN THE SUMMER. AN OPPORTUNITY CLASS IS CONDUCTED FOR SLOW LEARNERS. TESTS ADMINISTERED WERE THE BOTEL READING INVENTORY AND THE  READING AND SPELLING TESTS OF THE SCIENCE RESEARCH ASSOCIATES BATTERY. DATA WERE ANALYZED BY READING LEVELS, GRADE EQUIVALENT SCORES, AND EXPECTED AND ACHIEVED MEDIAN SCORES. THE AVERAGE RANGE WAS SIX TO SEVEN LEVELS OF PUPIL PERFORMANCE AT EACH GRADE LEVEL. BY FIFTH GRADE, THERE WERE NO PUPILS READING AS LOW AS BEGINNING SECOND-READER LEVEL. BY SIXTH GRADE, NONE WERE READING AS LOW AS BEGINNING THIRD-READER LEVEL. THE AUTHOR SUGGESTS THAT DYSLEXIA CAN BE ANTICIPATED AND MINIMIZED WITHIN A GOOD DEVELOPMENTAL READING PROGRAM. A DESCRIPTION OF THE INSTRUCTIONAL PROGRAM, REFERENCES, AND TABLES IS PROVIDED. THIS RESEARCH REPORT WAS DELIVERED AT THE NATIONAL CONFERENCE ON DYSLEXIA (PHILADELPHIA, NOVEMBER 19, 1966). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011493</dc:identifier>
<dc:title>METHODS AND SYSTEMS FOR TEACHING DYSLEXIC PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:creator scheme='personal author'>RUSSELL, EARL V.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, CHARLES L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NORTH CAROLINA ADVANCEMENT SCHOOL</eric:keywords>
<eric:keywords>North Carolina (Winston Salem)</eric:keywords>
<eric:keywords_geo>North Carolina (Winston Salem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina Advancement School, Winston-Salem.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE METHODS AND MATERIALS USED BY THE NORTH CAROLINA ADVANCEMENT SCHOOL FOR TEACHING REMEDIAL AND CORRECTIVE READING TO UNDERACHIEVING EIGHTH-GRADE BOYS ARE DESCRIBED. THE AUTHORS BELIEVE THE PATTERN OF DIAGNOSIS, GROUPING, INSTRUCTION, ASSESSMENT, AND REGROUPING IS CENTRAL TO DETERMINING THE CAUSES OF POOR ACADEMIC PERFORMANCE AMONG STUDENTS OF NORMAL OR SUPERIOR INTELLIGENCE. SOME OF THE AREAS DISCUSSED ARE PRINCIPLES OF CORRECTIVE AND REMEDIAL INSTRUCTION, SUGGESTIONS ON ADMINISTRATIVE PROCEDURE IN ESTABLISHING A READING CENTER, DIAGNOSIS, GROUPING, WHAT TO TEACH, THE LESSON PLAN, SPECIAL TEACHING TECHNIQUES (SUCH AS ALLOWING STUDENTS TO TEACH AND PURPOSELY MAKING MISTAKES), AND THE COSTS OF A READING CENTER. APPENDIXES PROVIDE INFORMATION ON READING ACHIEVEMENT TESTS, BASAL  READING SERIES AND ADDITIONAL READING MATERIALS, SKILLS-GRADE LEVEL CHART, SPECIAL READING SKILLS FOR EACH ACADEMIC AREA, PACKAGED MATERIALS, INTEREST INVENTORY EQUIPMENT, SAMPLE LESSON PLANS, THE ROLES OF THE PARTICIPANTS IN A REMEDIAL READING PROGRAM, AND IMPORTANT BOOKS ON READING INSTRUCTION. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011494</dc:identifier>
<dc:title>ESTABLISHING A READING CENTER, A HANDBOOK ON REMEDIAL AND CORRECTIVE READING INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Developmental Reading</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>FAY, LEO C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM GUIDE FOR DEVELOPMENTAL READING, GRADES 1 TO 8, WAS PREPARED BY THE STATE COMMITTEE ON READING, INDIANA DEPARTMENT OF PUBLIC INSTRUCTION. SIX MAJOR AREAS ARE DISCUSSED--(1) PHILOSOPHY, OBJECTIVES, AND CHARACTERISTICS OF A GOOD READING PROGRAM, (2) ORGANIZING A TOTAL READING PROGRAM, (3) ORGANIZING FOR CLASSROOM INSTRUCTION, (4) TEACHING ACTIVITIES TO DEVELOP SPECIFIC SKILLS, (5) EVALUATING THE READING PROGRAM IN THE TOTAL SCHOOL SYSTEM, AND (6) IMPROVING THE READING PROGRAM. ALL ASPECTS OF THE READING PROGRAM FROM PUPIL GROWTH AND DEVELOPMENT TO TEACHING TECHNIQUES AND TRAINING, ADMINISTRATION OF THE READING PROGRAM, AND INVOLVEMENT OF PARENTS ARE EXPLORED. SPECIFIC SUGGESTIONS FOR TEACHING INCLUDE SAMPLE LESSONS, SELF-ANALYSIS CHECK LISTS, PROGRAM EVALUATION  CHECKLISTS, AND LISTS OF SKILLS AND ATTITUDES AND AIDS IN STUDYING. A PROFESSIONAL BIBLIOGRAPHY FOR READING TEACHERS PROVIDES EXTENSIVE LISTS OF MATERIALS AND EQUIPMENT, SELECTED READING TESTS, AND PUBLISHERS&apos; ADDRESSES. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011495</dc:identifier>
<dc:title>CURRICULUM GUIDE IN READING. DEVELOPMENTAL READING, GRADES 1-8.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Independent Reading</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Study Skills</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>FAY, LEO C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CURRICULUM GUIDE TO REMEDIAL READING FOR GRADES 3-12 PREPARED BY THE INDIANA STATE COMMITTEE ON READING IS PRESENTED. EIGHT MAJOR AREAS ARE DISCUSSED IN THE GUIDE--(1) THE PURPOSE OF THE REMEDIAL PROGRAM AND ITS RELATIONSHIP TO OTHER PROGRAMS, (2) THE ORGANIZATION OF THE SUMMER REMEDIAL READING PROGRAM, (3) THE DIAGNOSTIC PROCEDURES IN REMEDIAL READING, (4) REMEDIAL READING INSTRUCTION, (5) WORD ATTACK SKILLS, (6) COMPREHENSION AND LEISURE READING, (7) STUDY SKILLS AND CONTENT READING, AND (8) EVALUATION, REPORTING, AND FOLLOWUP OF THE REMEDIAL PROGRAM. SAMPLE LESSONS, CHECKLISTS, INFORMAL TESTS, AND SPECIFIC SUGGESTIONS FOR TEACHING ARE INCLUDED. A SELECTED BIBLIOGRAPHY PROVIDES BACKGROUND IN THE PHILOSOPHICAL AND RESEARCH FOUNDATIONS OF THE READING PROCESS AND READING  INSTRUCTION, READING MATERIALS AND EQUIPMENT FOR GRADES 1-12, STANDARDIZED TESTS, SUGGESTED FORMS TO BE USED IN A READING PROGRAM, AND PUBLISHERS&apos; ADDRESSES. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011496</dc:identifier>
<dc:title>CURRICULUM GUIDE IN READING. REMEDIAL READING, GRADES 3-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>HANSON, JOSEPH T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>California (Pasadena)</eric:keywords>
<eric:keywords>PHONOVISUAL READING METHOD</eric:keywords>
<eric:keywords_geo>California (Pasadena)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEX DIFFERENCES IN READING ACHIEVEMENT AND THE EFFECTIVENESS OF THE PHONOVISUAL METHOD OF READING INSTRUCTION IN GRADES 1 TO 3 WHEN USED AS A SUPPLEMENT TO THE STATE-ADOPTED CO-BASAL READING SERIES WERE STUDIED IN TWO ELEMENTARY SCHOOLS IN PASADENA, CALIFORNIA. SUBJECTS IN THE EXPERIMENTAL SCHOOL (60 IN GRADE 1, 68 IN GRADE 2, 54 IN GRADE 3) WERE MATCHED WITH CONTROL SCHOOL SUBJECTS ON THE BASIS OF CHRONOLOGICAL AGE, SEX, AND SCHOLASTIC APTITUDE AS MEASURED BY THE METROPOLITAN READINESS TESTS, CALIFORNIA SHORT-FORM TEST OF MENTAL MATURITY, AND THE LORGE-THORNDIKE INTELLIGENCE TESTS. EXPERIMENTAL SUBJECTS WERE GIVEN DAILY INSTRUCTION BY THE PHONOVISUAL METHOD 100 MINUTES PER WEEK WHILE CONTROL SUBJECTS WERE GIVEN AN EQUIVALENT AMOUNT OF INSTRUCTION WITH OTHER SUPPLEMENTARY  MATERIALS. ACHIEVEMENT WAS TESTED BY THE CALIFORNIA READING TEST AND CALIFORNIA ACHIEVEMENT TESTS, READING AND SPELLING. MEAN TEST SCORES OF THE EXPERIMENTAL GROUP WERE FOUND TO BE SIGNIFICANTLY HIGHER AT THE .01 LEVEL OF ALL TESTS IN ALL GRADES EXCEPT SPELLING IN GRADE 3, WHICH WAS SIGNIFICANT AT THE .05 LEVEL. GIRLS&apos; ACHIEVEMENT WAS FOUND TO BE HIGHER THAN BOYS&apos; EXCEPT IN GRADE 3 OF THE EXPERIMENTAL GROUP. THE AUTHOR CONCLUDED THAT THE ADDITIONAL PHONICS INSTRUCTION WITH THE PHONOVISUAL METHOD INCREASED READING AND SPELLING ACHIEVEMENT. THIS PAPER WAS READ AT THE ANNUAL MEETING OF THE NATIONAL COUNCIL ON MEASUREMENT IN EDUCATION (NEW YORK, FEBRUARY 1967). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011497</dc:identifier>
<dc:title>THE USE OF STANDARDIZED TESTS IN EVALUATING A METHOD OF TEACHING READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:type></dc:type>
<eric:keywords>PHONOVISUAL READING METHOD</eric:keywords>
<eric:keywords>California (Pasadena)</eric:keywords>
<eric:keywords_geo>California (Pasadena)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pasadena City Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ACHIEVEMENT TEST PERFORMANCES OF TWO GROUPS OF CHILDREN FOR GRADES 1, 2, AND 3 IN TWO PASADENA, CALIFORNIA, SCHOOLS WERE COMPARED TO EVALUATE THE EFFECTIVENESS OF A 3-YEAR EXPERIMENTAL PROGRAM USING THE PHONOVISUAL METHOD OF READING INSTRUCTION. PUPILS WERE MATCHED ON SEX, IQ, AND CHRONOLOGICAL AGE. DIFFERENCES OBSERVED BETWEEN THE MEAN SCORES OF GROUPS AT EACH GRADE LEVEL AND FOR EACH SEX WITHIN THE RESPECTIVE GROUPS ON ACHIEVEMENT TESTS IN READING VOCABULARY, READING COMPREHENSION, AND SPELLING WERE ANALYZED. CORRELATION ANALYSES WERE MADE BETWEEN THE SCORES OBTAINED IN SEPTEMBER BY THE FIRST-GRADE CHILDREN ON A MEASURE OF LEARNING READINESS AND END-OF-YEAR READING TEST SCORES. CHILDREN IN THE EXPERIMENTAL SCHOOL WERE FOUND TO BE SUPERIOR TO THEIR COUNTERPARTS IN THE  CONTROL SCHOOL IN EACH ANALYSIS OF TEST PERFORMANCE. ALTHOUGH THE GIRLS&apos; PERFORMANCE WAS GENERALLY SUPERIOR TO THE BOYS&apos;, BOYS EXPOSED TO THE PHONOVISUAL METHOD WERE AIDED SUBSTANTIALLY IN ACHIEVING HIGHER LEVELS OF PROFICIENCY IN READING SKILLS. A DETAILED ANALYSIS OF DATA IS INCLUDED IN THE REPORT. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011498</dc:identifier>
<dc:title>AN EVALUATION OF THE PHONOVISUAL METHOD, GRADES 1-3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Individual Reading</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>NICHOLS, MARGUERITE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Science Research Associates</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:creator scheme='institution'>Colorado Western States Small Schools Project, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INDIVIDUALIZED READING PROGRAM FOR GRADES 2, 4, AND 5 WAS INITIATED AT PLATEAU VALLEY SCHOOL IN COLLBRAN, COLORADO, IN AN EFFORT TO RAISE THE ACHIEVEMENT LEVEL OF CULTURALLY DISADVANTAGED YOUTH IN RURAL AREAS. THE PROGRAM AT EACH GRADE LEVEL IS DESCRIBED IN TERMS OF THE METHODS USED TO GATHER PRELIMINARY DATA, IN THE SELECTION AND USE OF MATERIALS, IN PLANNING AND CONDUCTING CLASS ACTIVITIES, IN TRYING NEW METHODS AND TECHNIQUES, AND IN EVALUATING THE RESULTS. EXAMPLES OF PUPIL READING RECORD BOOKS, TESTS, READING INVENTORIES, READING PROFILES, CLASS-SHARING IDEAS, QUESTIONS USED WITH INDEPENDENT READING, AND BOOK REVIEW FORMS ARE INCLUDED. USES OF THE SCIENCE RESEARCH ASSOCIATES (SRA) READING LABS, WEEKLY READER, AND BASAL READER MATERIALS ARE DESCRIBED. THE PROGRAM WAS  EVALUATED ON THE BASIS OF (1) STUDENT ACHIEVEMENT ON THE SRA ACHIEVEMENT TESTS, SCOTT FORESMAN TESTS, IOWA TESTS OF BASIC SKILLS, WEEKLY READER TESTS, AND ANECDOTAL RECORDS AND STUDENT BEHAVIOR CHANGES, (2) TEACHER CHANGES IN METHODS OF TEACHING AND ATTITUDES TOWARD JOB AND INTEREST OF NONPROJECT TEACHERS, AND (3) EFFECTS ON SCHOOL AND COMMUNITY AS INDICATED BY CHANGES IN SCHOOL OPERATIONS AND COMMUNITY INVOLVEMENT, ACCEPTANCE, AND INTEREST. TEST SCORES FOR THE THREE CLASSES ARE GIVEN. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011499</dc:identifier>
<dc:title>INDIVIDUALIZED READING PROGRAM FOR ELEMENTARY GRADES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Consultants</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>ROTH, LOIS H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESULTS OF A READING WORK CONFERENCE HELD IN DENVER, COLORADO, IN FEBRUARY 1966, TO DEVELOP GUIDELINES FOR PLANNING AND IMPLEMENTING DIAGNOSTIC READING PROGRAMS, ARE PRESENTED. TOPICS DISCUSSED INCLUDE A DEFINITION OF READING, THE PROCESSES OF READING, THE ROLES OF THE TEACHER, READING CONSULTANT, AND PRINCIPAL, THE RESPONSIBILITY OF THE SCHOOL, PATTERNS OF SUCCESS IN READING CLASSROOM OBSERVATIONS OF PUPILS, THE CAUSES OF READING PROBLEMS, SPECIAL DIAGNOSTIC STUDY, AND RECOMMENDATIONS FOR TEACHERS. CHECKLIST RECORDS OF CLASSROOM OBSERVATION OF PUPILS&apos; READING DURING ORAL REPORTS, ORAL READING AND GROUP INSTRUCTION PERIODS, DRAMATIZATION OF STORIES, SILENT READING SITUATION, AND LISTENING TO A STORY READ ALOUD ARE INCLUDED IN ADDITION TO A SCHOOL RECORD DATA SHEET AND A  TEACHER REPORT OF OBSERVATIONS. CONFERENCE PARTICIPANTS ARE LISTED ALONG WITH A SELECTED BIBLIOGRAPHY ON THE TEACHING OF READING. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011500</dc:identifier>
<dc:title>READING PROBLEMS--DIAGNOSIS AND INSTRUCTION, DESIGN FOR DEVELOPING COLORADO READING PROGRAMS, INVITATIONAL READING WORK CONFERENCE (DENVER, FEBRUARY 20-23, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Developmental Reading</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>School Readiness</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BROWN, JUDITH</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PORTLAND</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Reading Association, Portland, OR. Portland Oregon Council.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROCEEDINGS OF THE 1966 ANNUAL FALL CONFERENCE OF THE PORTLAND, OREGON, COUNCIL OF THE INTERNATIONAL READING ASSOCIATION, INCLUDED TWO ADDRESSES BY DR. MORTON BOTEL AND 27 DISCUSSION SESSIONS CENTERED AROUND THE THEME &amp;quot;DEVELOPING THE MATURE READER.&amp;quot; BOTEL&apos;S ADDRESSES FOCUSED ON THE DEFINITION OF A MATURE READER, THE ROLE OF THE TEACHER IN DEVELOPING READING MATURITY, AND THE NECESSITY OF TEACHER KNOWLEDGE OF LINGUISTICS IN TEACHING READING. DISCUSSION SESSIONS WERE ORGANIZED FOR FIVE GENERAL AREAS--(1) PRESCHOOL AND PRIMARY--INITIAL TEACHING ALPHABET, MAKING READING FUN, LANGUAGE-EXPERIENCE APPROACH, THE NEW EDMONDS READING APPROACH, TABLE TOYS IN PRESCHOOL, KINDERGARTEN AND READINESS, ECONOMIC UNDERSTANDINGS FOR CHILDREN, AND PERCEPTUAL-MOTOR DEVELOPMENT AND READINESS (2)  INTERMEDIATE--CREATIVE READING, NONGRADED LANGUAGE ARTS PROGRAM, USING THE SCHOOL LIBRARY, AND THE DISADVANTAGED CHILD, (3) HIGH SCHOOL AND ADULT--EFFECTIVE READING, THE LAY TEACHER OF READING, FASTER READING, AND READING AND THE WAR ON POVERTY, (4) CORRECTIVE AND REMEDIAL TECHNIQUES--DEVELOPMENT OF LANGUAGE SKILLS, PSYCHOLOGICAL TESTS, FROSTIG&apos;S VISUAL DEVELOPMENT PROGRAM, THE ROLE OF THE DIAGNOSTICIAN AND CLASSROOM CONSULTANT, DRAW-A-PERSON TECHNIQUES, PRACTICES AND TRENDS IN REMEDIAL EDUCATION, AND THE GILLINGHAM METHOD, AND (5) RESEARCH AND FIELD STUDIES--REMEDIAL CLASSES IN JUNIOR HIGH, SCHOOL READINESS, EACH ONE TEACH ONE, AND THE JOB CORPS. REFERENCE LISTS ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011501</dc:identifier>
<dc:title>DEVELOPING THE MATURE READER, PROCEEDINGS OF THE ANNUAL FALL CONFERENCE OF THE PORTLAND, OREGON COUNCIL OF THE INTERNATIONAL READING ASSOCIATION (PORTLAND, OCTOBER 8, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>116</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Phonetic Analysis</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Sequential Learning</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>ROMER, ROBERT D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS, READINESS, BASIC VOCABULARY, THE TEACHER&apos;S ROLE, AND A BALANCED PROGRAM, (2) PHONIC AND STRUCTURAL ANALYSIS, INCLUDING DEFINITIONS OF RELATED TERMS, (3) SUGGESTED SEQUENTIAL DEVELOPMENT OF PHONIC AND STRUCTURAL ANALYSIS IN CHART FORM, (4) SUGGESTED SEQUENTIAL DEVELOPMENT OF WORD RECOGNITION SKILLS AND GENERALIZATIONS WITH EMPHASIS ON LEVEL OF INTRODUCTION, (5) SUGGESTIONS FOR INTRODUCING LEARNING EXPERIENCES AND ADDITIONAL ACTIVITIES FOR RHYMING  WORDS, INITIAL CONSONANTS, FINAL CONSONANTS, CONSONANT DIGRAPHS AND BLENDS, LONG VOWEL SOUNDS, VOWEL DIGRAPHS AND VARIANT SOUNDS, AND WORD STRUCTURE, AND (6) CHECK SHEETS FOR EVALUATION OF PUPIL PROGRESS FROM PRIMER LEVEL THROUGH GRADE 6 LEVEL. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011502</dc:identifier>
<dc:title>TEACHING READING IN THE ELEMENTARY SHCOOL--PHONIC AND OTHER WORD PERCEPTION SKILLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>129</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:creator scheme='personal author'>OREM, EDWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>ERIC</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE HUNDRED THIRTY-FIVE PROJECTS IN THE UNITED STATES AND GREAT BRITAIN ARE DESCRIBED IN THE SECOND ISSUE OF THE INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH, MAY 1967. SIX TYPES OF RESEARCH AND APPLICATION ACTIVITIES ARE INCLUDED--(1) ACTION PROGRAMS EXPLOITING ADVANCES IN LINGUISTIC SCIENCE AND RELATED FIELDS, (2) PROJECTS AND ACTIVITIES EXPLORING WAYS OF HANDLING THE SPECIAL LANGUAGE PROBLEMS OF SPEAKERS OF NONSTANDARD VARIETIES OF ENGLISH, (3) SCHOOL-BASED COMPARATIVE EXPERIMENTS, (4) STUDIES OF LANGUAGE ARTS AND ENGLISH CURRICULUMS DESIGNED TO PROMOTE MODIFICATION OR REVISION, (5) PROJECTS TO PREPARE NEW TEACHING MATERIALS AND TESTS, AND (6) PROJECTS TO EXPLOIT AUDIOVISUAL AIDS. PROJECT DESCRIPTIONS ARE ORGANIZED ACCORDING TO THE STATE OR COUNTRY OF INITIATION  AND THE LEVEL OF INSTRUCTION (ELEMENTARY, SECONDARY, OR ADULT). A TOPICAL INDEX, AN ALPHABETICAL LISTING OF RESEARCHERS, AND A TENL (TEACHING ENGLISH AS A NATIVE LANGUAGE) DIRECTORY OF INFORMATION SOURCES IN THE UNITED STATES AND GREAT BRITAIN ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011503</dc:identifier>
<dc:title>INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH, NUMBER 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Black Dialects</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRAMS, PROJECTS, AND ACTIVITIES DESIGNED TO EVALUATE AND TO IMPROVE THE TEACHING OF READING AND ENGLISH IN SCHOOLS AND COLLEGES ARE DESCRIBED BRIEFLY. THE DESCRIPTIONS OF PROGRAMS ARE ARRANGED BY STATE AND BY LEVEL OF INSTRUCTION. THE NAMES AND AFFILIATIONS OF RESPONSIBLE PERSONNEL ARE INDICATED CLEARLY. THE INVENTORY INCLUDES INFORMATION ON THE FOLLOWING KINDS OF ACTIVITIES--(1) ACTION PROGRAMS TO EXPLOIT ADVANCES IN LINGUISTIC SCIENCE AND RELATED FIELDS, (2) PROJECTS AND ACTIVITIES TO EXPLORE WAYS OF HANDLING THE SPECIAL LANGUAGE PROBLEMS OF SPEAKERS OF NONSTANDARD VARIETIES OF ENGLISH, (3) SCHOOL-BASED COMPARATIVE EXPERIMENTS, (4) STUDIES OF LANGUAGE ARTS AND ENGLISH CURRICULA WITH A VIEW TO MODIFICATION OR REVISION, (5) PROJECTS TO PREPARE NEW TEACHING MATERIALS AND/OR  TESTS, (6) PROJECTS TO EXPLOIT AUDIOVISUAL AIDS, AND (7) SCHOLARLY RESEARCH DIRECTLY RELATED TO ANY OF THE ABOVE. PROJECTS INCLUDED WERE NOT COMPLETED PRIOR TO AUGUST 1965. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011504</dc:identifier>
<dc:title>INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>KLINE, LOREN E., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COMMERCE</eric:keywords>
<eric:keywords>TEXAS EDUCATION AGENCY</eric:keywords>
<eric:keywords>EARTH SCIENCE CURRICULUM PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>East Texas State Univ., Commerce.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY WAS (1) TO DETERMINE THE READING DIFFICULTY OF THE EIGHTH-GRADE SCIENCE TEXTBOOKS ADOPTED FOR USE IN TEXAS PUBLIC SCHOOLS AND (2) TO DETERMINE THE ADEQUACY OF TEACHER PREPARATION, EQUIPMENT, AND SCHOOL FACILITIES FOR PRESENTING A COURSE IN EARTH SCIENCE BASED UPON THE TEXTBOOKS ADOPTED IN 1964. DATA FOR THE READABILITY STUDY INCLUDED DIFFICULTY DETERMINATIONS OBTAINED THROUGH USE OF THE DALE-CHALL FORMULA. DATA CONCERNING TEACHER PREPARATION AND EQUIPMENT FOR TEACHING EARTH SCIENCE WERE OBTAINED THROUGH THE USE OF QUESTIONNAIRES FROM 491 PARTICIPATING JUNIOR HIGH SCHOOL AND ELEMENTARY TEACHERS. THE WRITER FELT THAT NONE OF THE EARTH SCIENCE TEXTBOOKS EXAMINED IN THE STUDY WERE FOUND SUITABLE FOR EIGHTH-GRADE SCIENCE CLASSES. OF THE 491 TEACHERS  RESPONDING TO THE QUESTIONNAIRE, ONLY 4.5 PERCENT MET THE MINIMUM STANDARDS OF ACADEMIC PREPARATION SUGGESTED BY THE EARTH SCIENCE CURRICULUM PROJECT. MOST SCHOOLS HAD LESS THAN 50 PERCENT OF THE EARTH SCIENCE EQUIPMENT SUGGESTED IN THE ADOPTED TEXTBOOKS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011505</dc:identifier>
<dc:title>EIGHTH-GRADE EARTH SCIENCE. TEXTBOOK READABILITY AND OTHER FACTORS WHICH COULD INFLUENCE THE SUCCESS OF THE EIGHTH-GRADE EARTH SCIENCE COURSE IN THE TEXAS PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>279</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Science Materials</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>GROBMAN, ARNOLD B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL DEFENSE EDUCATION ACT</eric:keywords>
<eric:keywords>Biological Sciences Curriculum Study</eric:keywords>
<eric:keywords>Colorado (Boulder)</eric:keywords>
<eric:keywords_geo>Colorado (Boulder)</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Biological Sciences Curriculum Study, Boulder, CO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION FOR TEACHERS AND PRINCIPALS IMPLEMENTING BIOLOGICAL SCIENCE CURRICULUM STUDY (BSCS) BIOLOGY IN THE SCHOOL PROGRAM IS INCLUDED IN THIS GUIDE. THE RATIONALE AND CONTENT OF THE BSCS VERSIONS ARE EXPLAINED. PHYSICAL FACILITIES, LABORATORY EQUIPMENT, AND LABORATORY MATERIALS THAT FACILITATE TEACHING BSCS BIOLOGY ARE ANALYZED. ADMINISTRATIVE PROCEDURES AND ARRANGEMENTS FOR IMPLEMENTING BSCS BIOLOGY ARE PRESENTED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011506</dc:identifier>
<dc:title>BSCS BIOLOGY--IMPLEMENTATION IN THE SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>COREY, ARTHUR F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>EDUCATIONAL POLICIES COMMISSION</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL DEFENSE EDUCATION ACT</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EDUCATIONAL POLICIES COMMISSION REPORTED IN ITS POSITION PAPER THAT A MAJOR OBJECTIVE OF OUR SCHOOLS SHOULD BE TO DEVELOP THE SPIRIT OF SCIENCE IN STUDENTS. SUCH A SPIRIT OF RATIONAL INQUIRY SHOULD INCLUDE SUCH VALUES AS (1) A DESIRE TO KNOW AND UNDERSTAND, (2) QUESTIONING OF ALL THINGS, (3) SEARCH FOR DATA AND THEIR MEANING, (4) DEMAND FOR VERIFICATION, (5) CONSIDERATION OF PREMISES, AND (6) CONSIDERATION OF CONSEQUENCES. THESE VALUES CAN BE LEARNED IN CONNECTION WITH MANY KINDS OF INTELLECTUAL ACTIVITY. POTENTIAL BENEFITS TO A SOCIETY WHICH PLACES EMPHASIS ON THESE VALUES INCLUDE HIGHER STANDARDS OF LIVING AND GREATER PERSONAL FREEDOM. SUCH A COMMON SYSTEM OF VALUES MIGHT PROVIDE THE BASIS FOR STRENGTHENED INTERNATIONAL LEGAL AND POLITICAL ORDER, AND PROMOTE INTERNATIONAL  STABILITY AND PROGRESS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, $1.25 FOR A CLOTHBOUND EDITION AND $0.35 FOR A PAPER BOUND EDITION. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011507</dc:identifier>
<dc:title>EDUCATION AND THE SPIRIT OF SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords>USSR</eric:keywords>
<eric:keywords>UNESCO</eric:keywords>
<eric:keywords>INTERNATIONAL UNION OF PURE AND APPLIED PHYSICS</eric:keywords>
<eric:keywords>West Germany</eric:keywords>
<eric:keywords>UNITED KINGDOM</eric:keywords>
<eric:keywords>CZECHOSLOVAKIA</eric:keywords>
<eric:keywords>UNITED STATES</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:keywords_geo>United Kingdom</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:keywords_geo>USSR</eric:keywords_geo>
<eric:keywords_geo>West Germany</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PHYSICS TEACHING PRACTICES IN SELECTED UNIVERSITIES IN CZECHOSLOVAKIA, THE FEDERAL REPUBLIC OF GERMANY, FRANCE, THE UNITED STATES, THE UNITED KINGDOM, AND THE UNION OF SOVIET SOCIALIST REPUBLICS ARE COMPARED. REPORTS FOR EACH COUNTRY WERE PREPARED AND SUBMITTED BY A NATIONAL REPRESENTATIVE FROM EACH OF THE COUNTRIES. THE REPORTS WERE REVIEWED BY REPRESENTATIVES OF UNESCO AND BY OTHER GROUPS. THE INFORMATION INCLUDES DEVELOPMENTS WHICH OCCURRED BY THE END OF 1963. UNDERGRADUATE PROGRAMS FOR THE PREPARATION OF PROFESSIONAL PHYSICISTS, ENGINEERS, AND TEACHERS ARE DESCRIBED. GRADUATE STUDY, ACADEMIC RESEARCH, AND SPECIAL PROGRAMS IN PHYSICS ARE REVIEWED, AND EFFORTS TO IMPROVE PHYSICS TEACHING ARE DESCRIBED. SYLLABUSES, LISTS OF EXPERIMENTS, AND BOOKLISTS ARE INCLUDED. THIS DOCUMENT  IS AVAILABLE FROM UNESCO PUBLICATIONS CENTER, 317 EAST 34TH STREET, NEW YORK, NEW YORK 10016, 396 PAGES, $6.50. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011508</dc:identifier>
<dc:title>A SURVEY OF THE TEACHING OF PHYSICS AT UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GLASER, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>American Association for Advancement of Science</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Society for the Study of Education, Chicago, IL.</dc:creator>
<dc:creator scheme='institution'>Pittsburgh Univ., PA. Learning Research and Development Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE THEORY AND THE RESEARCH RELEVANT TO INSTRUCTIONAL DESIGN ARE DISCUSSED IN THIS PAPER, A CHAPTER FROM THE 65TH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART II. GENERALIZATION, CONCEPT FORMATION, AND &amp;quot;PROCESS&amp;quot; OBJECTIVES ARE DISCUSSED IN A SECTION DEVOTED TO THE ANALYSIS OF SUBJECT-MATTER OBJECTIVES OF INSTRUCTION. THE IMPORTANCE OF ADEQUATELY ASSESSING PREINSTRUCTIONAL STUDENT BEHAVIOR IS TREATED. KINDS OF BEHAVIORAL OPERATIONS IN LEARNING AS WELL AS SOME CONDITIONS THAT INFLUENCE LEARNING ARE DISCUSSED. PROCEDURES FOR EVALUATING ACHIEVEMENT ARE ANALYZED. THE AUTHOR CONCLUDED THAT MODERN EXPERIMENTAL PSYCHOLOGY HAS RARELY BEEN A SIGNIFICANT INFLUENCE IN THE DEVELOPMENT OF TEACHING MATERIALS AND TEACHING PROCEDURES. IN ADDITION, HE HYPOTHESIZED THAT THE  EDUCATIVE PROCESS AND INSTRUCTIONAL PROCEDURES WILL BE INFLUENCED BY RESEARCH AND MARKED CHANGES WILL OCCUR IN SCHOOL OPERATIONS. CHANGES THAT ARE LIKELY TO OCCUR ARE THE ROLE OF THE TEACHER, INDIVIDUALIZING INSTRUCTION, CAREFUL EXAMINATION OF INSTRUCTIONAL MATERIALS FOR EDUCATION EFFECTIVENESS, AND IMPROVEMENT IN EVALUATION INSTRUMENTS AND TECHNIQUES. THIS ARTICLE IS PUBLISHED IN THE SIXTY-FIFTH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART II. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011509</dc:identifier>
<dc:title>THE DESIGN OF INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Laboratory Equipment</dc:subject>
<dc:subject>Laboratory Safety</dc:subject>
<dc:subject>Laboratory Techniques</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BARTHELEMY, RICHARD E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Boulder)</eric:keywords>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Biological Sciences Curriculum Study</eric:keywords>
<eric:keywords_geo>Colorado (Boulder)</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Inst. of Biological Sciences, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LABORATORY TECHNIQUES AND EQUIPMENT APPROPRIATE FOR TEACHING BIOLOGICAL SCIENCE CURRICULUM STUDY BIOLOGY ARE EMPHASIZED. MAJOR CATEGORIES INCLUDE (1) LABORATORY FACILITIES, (2) EQUIPMENT AND TECHNIQUES FOR CULTURE OF MICRO-ORGANISMS, (3) LABORATORY ANIMALS AND THEIR HOUSING, (4) TECHNIQUES FOR STUDYING PLANT GROWTH, (5) TECHNIQUES FOR STUDYING PHYSIOLOGY, (6) TEMPERATURE AND HEAT CONTROL EQUIPMENT, (7) LIGHT AND LIGHT CONTROL EQUIPMENT, AND (8) THE CONSTRUCTION AND USE OF MODELS AND SPECIAL EQUIPMENT. DETAILED, ILLUSTRATED INSTRUCTIONS FOR THE CONSTRUCTION OF DEMONSTRATION DEVICES AND LABORATORY EQUIPMENT ARE PRESENTED. MANY SUGGESTIONS FOR THE USE OF INEXPENSIVE, READILY AVAILABLE MATERIALS IN SCIENCE ACTIVITIES ARE INCLUDED. THIS BOOK WAS PUBLISHED BY D. C. HEATH AND COMPANY,  285 COLUMBUS AVENUE, BOSTON, MASSACHUSETTS 02116, 116 PAGES. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011510</dc:identifier>
<dc:title>INNOVATIONS IN EQUIPMENT AND TECHNIQUES FOR THE BIOLOGY TEACHING LABORATORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>International Education</dc:subject>
<dc:subject>Nuclear Physics</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science History</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>BROWN, SANBORN C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Brazil (Rio de Janeiro)</eric:keywords>
<eric:keywords_geo>Brazil</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Union of Pure and Applied Physics.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BOOK CONTAINS A SURVEY OF THE PROCEEDINGS OF THE CONFERENCE ON PHYSICS IN GENERAL EDUCATION, HELD IN RIO DE JANEIRO IN JULY 1963. THIS WAS THE SECOND CONFERENCE OF THE INTERNATIONAL UNION OF PURE AND APPLIED PHYSICS. CONFERENCE ADDRESSES, CONSTITUTING THE MAJOR PORTION OF THE TEXT, CONSIDER THE TEACHING OF SECONDARY SCHOOL GENERAL EDUCATION PHYSICS. PARTICIPANTS EXPRESS THE BELIEF THAT PHYSICS SHOULD BE TAUGHT TO ALL STUDENTS FOR ITS CULTURAL VALUE RATHER THAN FOR ITS TECHNOLOGICAL USEFULNESS. SPEECHES RECORDED IN THE VOLUME CONSIDER (1) TEACHING PHYSICS IN UNDERDEVELOPED NATIONS, (2) EDUCATION FOR INTERPRETING THE SCIENTIFIC ENTERPRISE AND EQUIPPING INDIVIDUALS FOR A CHANGING SOCIETY, (3) GOALS OF PHYSICS TEACHING, (4) PLANNING PHYSICS, (5) METHODS FOR TEACHING PHYSICS, (6)  RECENT DEVELOPMENTS AND CURRICULUM REFORM IN PHYSICS, (7) ATOMIC PHYSICS IN GENERAL EDUCATION, (8) UNESCO AND SCIENCE TEACHING, AND (9) APPARATUS FOR TEACHING PHYSICS. THERE ARE CONTRIBUTIONS FROM BRAZIL, THE UNITED STATES, THE NETHERLANDS, THE UNITED KINGDOM ITALY, CZECHOSLOVAKIA, SWEDEN, AND FRANCE. THE BOOK WAS PUBLISHED BY THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY PRESS IN 1964, 97 PAGES, $5.00. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011511</dc:identifier>
<dc:title>WHY TEACH PHYSICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Equipment Manufacturers</dc:subject>
<dc:subject>Foundation Programs</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Science Education History</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Teaching Centers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>GATEWOOD, CLAUDE W.</dc:creator>
<dc:creator scheme='personal author'>OBOURN, ELLSWORTH S.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER SUMMARIZES THE CURRENT STATE OF SCIENCE EDUCATION IN THE UNITED STATES WITH SPECIAL EMPHASIS ON CURRICULUM DEVELOPMENT ORGANIZATIONS AND ACTIVITIES SINCE 1950. THE SEQUENCE OF TOPICS INCLUDES (1) HISTORY OF SCIENCE EDUCATION IN THE UNITED STATES, (2) RATIONALE FOR CURRICULUM CHANGE, (3) COURSE CONTENT IMPROVEMENT GROUPS AND THEIR ACTIVITIES, (4) PURPOSES AND NEED FOR SCIENCE EDUCATION, (5) CHARACTERISTICS OF SCHOOLS AND TEACHERS, (6) PRIVATE AND POLITICAL AGENCIES AND THEIR ACTIVITIES TO IMPLEMENT CURRICULUM FORM, AND (6) TRENDS AND THE OUTLOOK FOR THE FUTURE. THIS PAPER WAS PRESENTED AT THE COMMONWEALTH CONFERENCE ON THE TEACHING OF SCIENCE IN SCHOOLS (CEYLON, DECEMBER 9-21, 1963), AND IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 1, ISSUE 4,  1963. (RS) SCIENCE TEACHING,&amp;quot; VOLUME 1, ISSUE 4, 1963. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011512</dc:identifier>
<dc:title>IMPROVING SCIENCE EDUCATION IN THE UNITED STATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>GRAHAM, KATHRYN A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Board of Education, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 7 AND 8 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. SEVEN UNITS OF STUDY ARE INCLUDED FOR GRADE 7--(1) THE NATURE OF THE ATMOSPHERE, (2) SIMPLE MECHANICS OF SOLIDS, LIQUIDS, AND GASES, (3) MODERN VIEWS REGARDING MATTER AND ENERGY, (4) SIMPLE CHEMICAL CHANGES, (5) HEAT ENERGY AND ITS APPLICATION, (6) HUMAN BODY SYSTEMS, AND (7) THE INTERRELATEDNESS OF HUMAN BODY SYSTEMS. SEVEN UNITS OF STUDY ARE ALSO PRESENTED FOR GRADE 8--(1) SIMILARITIES AND DIFFERENCES BETWEEN THE LIFE PROCESSES OF PLANTS AND MAN, (2) MODERN VIEWS CONCERNING LIGHT, (3) SOUND ENERGY, (4) ENERGY, FORCE, WORK, POWER, FRICTION, AND  MACHINES, (5) BENEFIT OF ELECTRICITY, (6) RADIOACTIVITY AND ATOMIC ENERGY, AND (7) PROBLEMS OF SPACE EXPLORATION. THE APPENDIXES INCLUDE INFORMATION ABOUT FIELD TRIPS, SCIENCE FAIRS, SAFETY, CLASSROOM ANIMALS, RECORDING EXPERIMENTS, AND AQUARIUMS OR TERRARIUMS. FOR EACH STUDY UNIT, THERE ARE A TEACHER PREVIEW, AN ANNOTATED LIST OF REFERENCES, A LIST OF MATERIALS AND EQUIPMENT, A VOCABULARY LIST, A LIST OF CONCEPTS TO BE DEVELOPED, SUGGESTED ACTIVITIES, AND AUDIOVISUAL AND OTHER TEACHING AIDS. THE ACTIVITIES ARE ASSIGNED A LEVEL OF DIFFICULTY, SUITABLE FOR SLOW, AVERAGE, OR ABLE LEARNERS. THIS VOLUME IS AVAILABLE THROUGH THE CHICAGO BOARD OF EDUCATION, CHICAGO, ILLINOIS, 377 PAGES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011513</dc:identifier>
<dc:title>CURRICULUM GUIDE FOR SCIENCE FOR GRADES 7 AND 8.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>School Statistics</dc:subject>
<dc:subject>Science Clubs</dc:subject>
<dc:subject>Science Consultants</dc:subject>
<dc:subject>Science Fairs</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>ROGERS, LOLA ERIKSEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>National Defense Education Act Title III</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION RELATED TO SCHOOL ORGANIZATION, PROCEDURES, PRACTICES, AND CONDITIONS AFFECTING SCIENCE INSTRUCTION IN THE PUBLIC JUNIOR HIGH SCHOOLS IS PRESENTED. QUESTIONNAIRES SENT TO THE PRINCIPALS OF A RANDOM SAMPLE OF SCHOOLS WHICH INCLUDED GRADES 7, 8, AND 9 WERE USED TO OBTAIN INFORMATION. CATEGORIES OF INFORMATION INCLUDED (1) ENROLLMENT AND ORGANIZATION, (2) INSTRUCTIONAL RESOURCES, (3) BUDGET, (4) SCIENCE CLUBS AND FAIRS, (5) INSERVICE TEACHER EDUCATION, AND (6) CONSULTANT SERVICE. FOR ANALYSIS OF DATA, SCHOOLS WERE CLASSIFIED AS SMALL, MIDDLE-SIZED, OR LARGE. ALL SCHOOLS OFFERED SCIENCE COURSES AT SOME GRADE LEVEL, BUT NOT ALL SCHOOLS OFFERED THEM AT EACH GRADE LEVEL. THERE WAS AN INCREASE IN THE NUMBER OF SCHOOLS OFFERING SCIENCE AS THE GRADE LEVEL INCREASED. GENERAL  SCIENCE WAS THE MOST COMMON SCIENCE COURSE. THE LARGEST SCHOOLS HAD PROPORTIONATELY FEWER SCIENCE TEACHERS THAN THE NATIONAL AVERAGE. NEARLY ALL SCHOOLS USED SCIENCE TEXTBOOKS, BUT ONLY 80 PERCENT USED THEM AT ALL THREE GRADE LEVELS. SUPPLEMENTARY MATERIALS WERE USED PROGRESSIVELY MORE AT HIGHER GRADE LEVELS. COMBINATION CLASSROOM LABORATORIES WERE THE MOST COMMON FACILITY. MORE THAN 25 PERCENT OF THE SCHOOLS, HOWEVER, DID NOT PROVIDE ANY TYPE OF LABORATORY. OVER 80 PERCENT OF THE SCHOOLS USED NATIONAL DEFIENSE EDUCATION ACT (NDEA) FUNDS TO PURCHASE SCIENCE EQUIPMENT, AND APPROXIMATELY 33 PERCENT OF THE SCHOOLS USED NDEA FUNDS FOR REMODELING BUILDINGS. ABOUT 50 PERCENT OF THE SCHOOLS SPONSORED SCIENCE CLUBS AND SCIENCE FAIRS. THIS DOCUMENT IS AVAILABLE AS CATALOG NO-5.229--29067 FROM THE  SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.45. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011514</dc:identifier>
<dc:title>SCIENCE TEACHING IN THE PUBLIC JUNIOR HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conference Reports</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Supervision</dc:subject>
<dc:subject>Scientific Enterprise</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>STOLLBERG, ROBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT TAKES THE POSITION THAT SCIENCE SHOULD BE TAUGHT TO DEVELOP STUDENTS WITH BEHAVIORS WHICH INDICATE (1) AN ABILITY TO ENGAGE IN SCIENTIFIC THOUGHT, (2) AN UNDERSTANDING OF THE RELATIONS BETWEEN SCIENCE, SOCIETY, AND TECHNOLOGY, (3) THE DEVELOPMENT OF PERSONAL SCIENCE INTERESTS AND APPRECIATIONS, AND (4) AN UNDERSTANDING OF THE MAJOR PRINCIPLES AND CONCEPTUAL SCHEMES OF SCIENCE. MOST HIGH SCHOOL STUDENTS SHOULD TAKE A BALANCED PROGRAM OF BIOLOGY AND PHYSICAL SCIENCE IN WHICH THE PROCESS OF SCIENCE AND THE NATURE OF THE SCIENTIFIC ENTERPRISE ARE STRESSED. CURRENT SHORTCOMINGS OF SECONDARY SCIENCE PROGRAMS INCLUDE (1) A LACK OF CONTINUITY, (2) THE COVERAGE OF TOO MUCH MATERIAL AND TOO MANY AREAS WITHIN DISCIPLINES, (3) THE PRESENTATION OF A DISTORTED PICTURE OF HOW  SCIENCE IS PRACTICED, (4) AN OVEREMPHASIS ON CONTENT AND TECHNOLOGY, (5) THE USE OF LABORATORY EXPERIENCES THAT ARE NOT DISCOVERY-ORIENTED, AND (6) A FAILURE TO CHALLENGE THE INTELLECTUAL RESOURCES OF STUDENTS. SUGGESTIONS FOR THE IMPROVEMENT OF SCIENCE SUPERVISION, TEACHER COMPETENCE, AND TEACHER PREPARATION ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $1.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011515</dc:identifier>
<dc:title>PLANNING FOR EXCELLENCE IN HIGH SCHOOL SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>76</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conference Reports</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Supervision</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:creator scheme='personal author'>ALEXANDER, UHLMAN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPEECHES AND REPORTS FROM A U.S. OFFICE OF EDUCATION CONFERENCE FOR STATE DEPARTMENT OF EDUCATION SCIENCE SUPERVISORS CONSTITUTE THIS BOOKLET. THE CONTENT IS DIVIDED INTO THREE MAJOR SECTIONS WITH SEVERAL SPEECHES OR REPORTS IN EACH. SECTION 1, &amp;quot;EDUCATION IN AN AGE OF SCIENCE,&amp;quot; CONSISTS OF THREE PRESENTATIONS CONCERNED WITH SUCH TOPICS AS THE QUALITY OF AMERICAN EDUCATION, MANPOWER NEEDS IN OUR CULTURE, AND REQUISITES FOR A SCIENCE PROGRAM. SECTION 2, &amp;quot;SCIENCE IN THE CURRICULUM,&amp;quot; IS COMPRISED OF EIGHT REPORTS, TWO REPORTS EACH ON EARTH SCIENCE, BIOLOGY, CHEMISTRY, AND PHYSICS. THE FIRST REPORT ON EACH OF THE FOUR SUBJECT AREAS RELATES TO THE MAJOR FORCES IMPINGING UPON THE PARTICULAR SCIENCE AND THE TEACHING OF THAT SCIENCE AND THE SECOND REPORT FOR EACH SUBJECT AREA RELATES TO  MATERIALS AND TEACHING RESOURCES. IN THE FINAL SECTION, &amp;quot;SUPERVISION FOR THE IMPROVEMENT OF SCIENCE INSTRUCTION,&amp;quot; SEVERAL PAPERS ARE PRESENTED ON THE GOALS OF SCIENCE EDUCATION AND DESIRABLE CHANGES IN TEACHING PRACTICES. INCLUDED IN THIS SECTION ARE BRIEF REPORTS OF CURRICULAR ACTIVITIES IN FLORIDA, GEORGIA, MISSOURI, AND PENNSYLVANIA. THIS BOOKLET IS AVAILABLE AS FS 5.229--29039 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.65. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011516</dc:identifier>
<dc:title>SUPERVISION FOR QUALITY EDUCATION IN SCIENCE, REPORT ON A CONFERENCE ARRANGED BY THE SPECIALISTS FOR SECONDARY SCIENCE (JUNE 25-29, 1962).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>178</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Geometry</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>GIBB, E. GLENADINE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Des Moines)</eric:keywords>
<eric:keywords_geo>Iowa (Des Moines)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Coll. of Iowa, Cedar Falls.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PROVIDE ELEMENTARY SCHOOL TEACHERS WITH AN OVERVIEW OF SOME OF THE IDEAS OF MATHEMATICS BEFORE THEY UNDERTAKE MORE INTENSIVE STUDY, 12 VIDEO TAPES, A CONSULTANT&apos;S GUIDE, AND A TEXTBOOK ON FOUNDATIONS OF MATHEMATICS WERE PREPARED. THE MATERIAL COVERS WHOLE-NUMBER OPERATIONS AND SYSTEMS, NONMETRIC GEOMETRY, FRACTIONAL NUMBERS, COMPUTATION AND MEASUREMENT, INTEGERS, PROBLEM SOLVING, COORDINATE SYSTEMS, AND REAL NUMBERS. THE TEXT, GUIDE, AND TAPES WERE TO HAVE BEEN MADE AVAILABLE TO SCHOOLS BY JUNE, 1966. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011517</dc:identifier>
<dc:title>FOUNDATIONS OF MATHEMATICS FOR ELEMENTARY TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-19</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:creator scheme='personal author'>BENSON, ARTHUR L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL TEACHER EXAMINATIONS</eric:keywords>
<eric:keywords_test>National Teacher Examinations</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FUNCTIONS OF PROFESSIONALLY PREPARED, OBJECTIVE, STANDARDIZED TESTS FOR TEACHERS AND PROSPECTIVE TEACHERS, FOR NATIONWIDE USE, ARE DESCRIBED. THESE ARE (1) ADVANCING THE PRESERVICE PREPARATION OF TEACHERS BY DEMONSTRATING SIGNIFICANT TEST-SCORE DIFFERENCES AMONG STUDENTS FROM VARIOUS INSTITUTIONS, (2) IMPROVING CERTIFICATION OR LICENSING POLICIES AND PRACTICES IN ORDER TO EVALUATE THE COMPETENCIES OF EACH PROSPECTIVE TEACHER ON BASES APART FROM MERE COMPLETION OF COURSE WORK, (3) SELECTION OF TEACHING AND ADMINISTRATIVE PERSONNEL AT THE LOCAL DISTRICT LEVEL ON A BASIS BEYOND THAT FURNISHED BY STATE CERTIFICATION, (4) IMPROVING THE INSERVICE EDUCATION OF TEACHERS BY IDENTIFYING THE EXPERIENCED TEACHERS THE STATE WISHES TO ENCOURAGE TO REMAIN IN THE PROFESSION AND TO INCREASE THEIR  JOB COMPETENCIES, AND (5) REALIZING TEACHERS&apos; ASPIRATIONS FOR TRUE PROFESSIONAL STATUS THROUGH PROFESSIONAL CONTROL OVER TEACHER EXAMINATIONS. THIS PAPER WAS READ AT THE EDUCATIONAL TESTING SERVICE WESTERN REGIONAL CONFERENCE ON TESTING PROBLEMS (1964). (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011518</dc:identifier>
<dc:title>EXAMINATIONS AND THE ADVANCEMENT OF TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Contract Salaries</dc:subject>
<dc:subject>Employer Employee Relationship</dc:subject>
<dc:subject>Mass Media</dc:subject>
<dc:subject>Sanctions</dc:subject>
<dc:subject>Strikes</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:creator scheme='personal author'>SCHNAUFER, PETE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Federation of Teachers, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USES OF TEACHER POWER IN INFLUENCING THE WORK CONDITIONS, REWARDS, AND ACTIVITIES OF TEACHERS ARE DISCUSSED. THE STRENGTHS, WEAKNESSES, AND APPROPRIATE USES OF VARIOUS TACTICS FOR THE EXERCISE OF THIS POWER ARE DESCRIBED. PARTICULAR ATTENTION IS GIVEN TO SANCTIONS, STRIKES, INJUNCTIONS, AND MASS RESIGNATIONS. PICKETING, SCHOOL BOARD ELECTIONS, SIT-INS, AND PACKING A BOARD MEETING ROOM ARE ALSO MENTIONED. APPENDIX TABLES CONTAIN INFORMATION ON WORK STOPPAGES AMONG TEACHERS (NUMBER OF STOPPAGES, NUMBER OF WORKERS INVOLVED, NUMBER OF IDLE MAN-DAYS) EACH YEAR DURING THE 1940-1965 PERIOD. THIS DOCUMENT (ITEM 184) IS ALSO AVAILABLE FROM THE AMERICAN FEDERATION OF TEACHERS, 716 NORTH RUSH STREET, CHICAGO, ILLINOIS 60611, FOR $0.50. (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011519</dc:identifier>
<dc:title>THE USES OF TEACHER POWER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Reliability</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>BROWN, BOB BURTON</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords>TEACHER PRACTICES OBSERVATION RECORD</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PORTION OF AN &amp;quot;INVESTIGATION OF OBSERVER-JUDGE RATINGS OF TEACHER COMPETENCE&amp;quot; WAS PRIMARILY DEVOTED TO STATISTICAL ISSUES IN ASSESSING THE RELIABILITY OF OBSERVATIONS OF TEACHERS&apos; CLASSROOM BEHAVIOR. FROM 67 TO 130 STUDENT TEACHING SUPERVISORS, ACADEMIC PROFESSORS, AND EDUCATION PROFESSORS FROM TWO LARGE MIDWESTERN UNIVERSITIES AND TWO &amp;quot;TEACHERS COLLEGE-TYPE&amp;quot; INSTITUTIONS VIEWED FIVE 10-MINUTE FILMS OF CLASSROOM TEACHING ON ONE OCCASION AND TWO OF THE FIVE FILMS AGAIN A YEAR LATER. AFTER EACH OF THE TWO VIEWINGS, SUBJECTS RESPONDED TO THE 62-ITEM TEACHER PRACTICES OBSERVATION RECORD, ON WHICH THE OBSERVER CHECKED THOSE OF THE LISTED PRACTICES OBSERVED DURING THE FILM VIEWING. RELIABILITY FINDINGS WERE THAT CORRELATIONS (1) OF OBSERVERS&apos; TOTAL SCORES WITHIN A GIVEN FILM  VIEWING WERE VERY GOOD, (2) OF OBSERVERS&apos; TOTAL SCORES BETWEEN REPEAT FILM VIEWINGS ONE YEAR APART WERE POOR TO FAIR, (3) BETWEEN-OBSERVER RELIABILITY WERE FAIR, (4) WITHIN-OBSERVER RELIABILITY WERE FAIR, AND (5) OF INTERNAL CONSISTENCY RELIABILITY WERE VERY GOOD. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011520</dc:identifier>
<dc:title>THE RELIABILITY OF OBSERVATIONS OF TEACHERS&apos; CLASSROOM BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Public Policy</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:creator scheme='personal author'>BROWNELL, SAMUEL M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Academy for Educational Development, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ON THE BASIS OF A 10- TO 15-YEAR PROJECTION OF THE NEED FOR TEACHERS IN CONNECTICUT, A CONSULTANT PANEL RECOMMENDED THAT THE COMMISSION FOR HIGHER EDUCATION WORK TO (1) PROVIDE ALL NEW TEACHERS NEEDED RATHER THAN THE TWO-THIRDS PRESENTLY SUPPLIED, (2) INCREASE THE POOL OF PROSPECTIVE TEACHERS BY ADMITTING ALL QUALIFIED HIGH SCHOOL GRADUATES WHO APPLY TO PUBLIC INSTITUTIONS OF HIGHER LEARNING, (3) GIVE FIRM STATEWIDE DIRECTION AND FINANCIAL SUPPORT FOR PRE- AND IN-SERVICE TRAINING, (4) ESTABLISH A STATE COUNCIL FOR RESEARCH AND EXPERIMENTATION IN TEACHER EDUCATION TO ENCOURAGE AND FINANCIALLY SUPPORT INNOVATIONS IN EDUCATION, (5) STUDY OTHER WAYS TO ENCOURAGE AND ASSIST PRIVATE INSTITUTIONS WHICH PROVIDE PUBLIC SCHOOL TEACHERS, (6) DELEGATE DIFFERENT AND PARTICULAR PROGRAMS TO THE  STATE UNIVERSITY, THE STATE COLLEGES, AND THE COMMUNITY COLLEGES, (7) MODIFY TEACHER CERTIFICATION BY ESTABLISHING STATEWIDE CRITERIA, ADMINISTERED BY TEACHERS, AND AWARD A PERMANENT CERTIFICATE AT THE SATISFACTORY COMPLETION OF 3 YEARS OF TEACHING SUPERVISED BY &amp;quot;CLINICAL TEACHERS,&amp;quot; (8) TRAIN &amp;quot;CLINICAL TEACHERS&amp;quot; AT STATE-FINANCED WORKSHOPS AND PROVIDE ADDITIONAL COLLEGE AND UNIVERSITY PERSONNEL TO INSTRUCT THEM, (9) PROVIDE FACILITIES AND ESTABLISH TUITION RATES FOR GRADUATE TEACHER EDUCATION EQUAL TO THOSE FOR UNDERGRADUATE PROGRAMS, (10) INCREASE SCHOLARSHIP AID TO BOTH UNDERGRADUATE AND GRADUATE TEACHER EDUCATION STUDENTS, AND (11) EXPAND SPECIAL EDUCATION PROGRAMS. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011521</dc:identifier>
<dc:title>TEACHER EDUCATION--AN URGENT MATTER. A REPORT TO THE COMMISSION FOR HIGHER EDUCATION, STATE OF CONNECTICUT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>120</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MERRIFIELD, PHILIP R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Observation Schedule and Record</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS FACTOR ANALYTIC STUDY OF OSCAR (OBSERVATION SCHEDULE AND RECORDS) SCORES FOR CLASSROOM BEHAVIOR EMPLOYED RATINGS BY SUPERVISING FACULTY MEMBERS OF THE CLASSROOM BEHAVIORS OF 115 STUDENT TEACHERS AND THEIR PUPILS ON THREE OCCASIONS APPROXIMATELY 1 MONTH APART. FIVE FACTORS WHICH COULD BE INTERPRETED AS INDEPENDENT ASPECTS OF TEACHER AND PUPIL CLASSROOM BEHAVIOR WERE ISOLATED--(1) SEAT WORK, TYPICALLY QUIET, (2) AFFECTION, (3) TEACHER NONVERBAL SUPPORT OF LEARNER, (4) TEACHER VERBAL SUPPORT OF LEARNER, AND (5) &amp;quot;TEACHER-TALK-TOTAL,&amp;quot; WHICH PLACES EMPHASIS ON PROBLEM-STRUCTURING. FACTOR MEANS ACROSS THE THREE OBSERVATION OCCASIONS SHOWED THAT (1) TEACHERS ASSIGNED GREATER AMOUNTS OF SEAT WORK AS THE QUARTER PROGRESSED AND THAT (2) &amp;quot;TEACHER-TALK-TOTAL&amp;quot; INCREASED FROM THE EARLY TO  THE MIDDLE PORTIONS OF THE QUARTER BUT DECLINED TOWARDS THE END, WHILE SEAT WORK CONTINUED TO INCREASE SLOWLY. FACTOR LOADINGS ON THE OSCAR VARIABLES ARE GIVEN. THIS IS AN ABSTRACT OF A PAPER PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (CHICAGO, 1966). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011522</dc:identifier>
<dc:title>FACTORS IN OSCAR RATINGS OF SECONDARY LEVEL STUDENT-TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:creator scheme='personal author'>LAWRENCE, G.H.</dc:creator>
<dc:creator scheme='personal author'>LONG, L.M.K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Teacher Corps</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NATIONAL TEACHER CORPS INTERNS ENROLLED IN A PROGRAM FOR TEACHING THE DISADVANTAGED (TYPICAL NUMBER OF 35 TO 40 PERSONS) WERE RATED BY FACULTY MEMBERS AT EIGHT UNIVERSITIES ON (1) ACADEMIC PERFORMANCE, (2) TEACHING AND FIELD PERFORMANCE, (3) RELATIONSHIP WITH THE DISADVANTAGED, (4) PERSONAL STABILITY AND STRENGTH, (5) INTERPERSONAL EFFECTIVENESS, AND (6) COMMITMENT AND GENERAL PROMISE. DIFFERENCES IN RATINGS WERE EXAMINED AMONG INTERNS WHO VARIED IN DURATION AND TYPE OF PREVIOUS POVERTY EXPERIENCE, THAT IS, (1) NO POVERTY AREA EXPERIENCE, (2) LESS THAN 1 YEAR OF EXPERIENCE IN A POVERTY AREA, (3) AT LEAST 1 YEAR OF HAVING WORKED IN A POVERTY AREA OR LIVED IN A POVERTY AREA, OR BOTH LIVED AND WORKED IN POVERTY AREAS. ALL RAW SCORES WERE CONVERTED TO STANDARD SCORES WITHIN EACH  PROGRAM. THE GROUP WITH LESS THAN 1 YEAR OF POVERTY AREA EXPERIENCE SCORED SIGNIFICANTLY HIGHER THAN EACH OF THE OTHER GROUPS. THE AUTHORS HYPOTHESIZED THAT THOSE WITH LESS THAN A YEAR OF POVERTY EXPERIENCE WERE LARGELY MIDDLE-CLASS, WELL-EDUCATED COLLEGE GRADUATES WHO HAVE SUFFICIENT MOTIVATION, IDEALISM, AND INITIATIVE TO SPEND A LONG VACATION IN VOLUNTEER POVERTY WORK AND THAT SINCE RATINGS WERE OF PERFORMANCE IN THE PROGRAM RATHER THAN ON THE JOB, THIS GROUP WOULD BE EXPECTED TO DO BETTER. NEVERTHELESS, THEY FELT THAT IT IS STILL POSSIBLE THAT ONE OF THE OTHER GROUPS WOULD BE MORE EFFECTIVE IN ACTUAL WORK WITH THE DISADVANTAGED BECAUSE OF THEIR GREATER EXPERIENCE WITH SUCH PERSONS. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011523</dc:identifier>
<dc:title>THE EFFECT OF PREVIOUS POVERTY EXPERIENCE ON SUCCESS IN TEACHER CORPS PRESERVICE PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>BRODE, E. LELAND</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE IF A TEACHER&apos;S INCIDENTAL IMITATION OF THE VERBAL BEHAVIOR PATTERNS OF HIS SUPERVISOR INFLUENCES HIS OWN CLASSROOM BEHAVIOR AND IF CERTAIN TEACHERS ARE MORE SUSCEPTIBLE THAN OTHERS TO THIS INFLUENCE, THE MINNESOTA TEACHER ATTITUDE INVENTORY AND THE PRELIMINARY SITUATION TEST (AN INSTRUMENT DESIGNED TO MEASURE THE PREFERENCE FOR INDIRECT VERSUS DIRECT RESPONSES) WERE ADMINISTERED TO 193 GRADE 1 THROUGH 9 TEACHERS. INDIRECT VERBAL BEHAVIOR IS DEFINED AS THAT WHICH EXPANDS THE STUDENTS&apos; FREEDOM OF ACTION, WHEREAS DIRECT VERBAL BEHAVIOR RESTRICTS ACTION. ON THE BASIS OF SIGNIFICANTLY SIMILAR SCORES ON THESE INSTRUMENTS, EACH OF TWO TREATMENT GROUPS (GROUP A AND GROUP B), APPROXIMATELY EQUAL IN AGE, SEX, LEVEL OF TRAINING, AND NUMBER OF YEARS OF EXPERIENCE, ENGAGED IN A  DISCUSSION PERIOD IN WHICH ALL THE CONDITIONS WERE IDENTICAL EXCEPT FOR THE VERBAL BEHAVIOR OF THE EXPERIMENTER (SIMULATED SUPERVISOR), WHERE GROUP A WAS PREDOMINANTLY INDIRECT, AND GROUP B PREDOMINANTLY DIRECT. THE TAPED SITUATION TEST (14 TAPE RECORDED EPISODES OF A SIXTH-GRADE SOCIAL STUDIES CLASS) WAS THEN ADMINISTERED AND THE TWO GROUPS WERE ASKED TO RATE, ON A FIVE-POINT SCALE, THE APPROPRIATENESS OF TWO INDIRECT AND TWO DIRECT RESPONSES THE CLASSROOM TEACHER MIGHT HAVE MADE TO SITUATIONS IN EACH EPISODE. GROUP A&apos;S RESPONSES WERE SIGNIFICANTLY MORE INDIRECT, VERIFYING THE HYPOTHESIS THAT A SUPERVISOR&apos;S VERBAL BEHAVIOR PATTERNS MAY AFFECT THE TEACHER&apos;S BEHAVIOR. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011524</dc:identifier>
<dc:title>IMITATION OF SUPERVISORS AS A FACTOR IN TEACHERS&apos; CLASSROOM BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Dogmatism</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Teaching Styles</dc:subject>
<dc:creator scheme='personal author'>OHNMACHT, FRED W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California F Scale (Adorno et al)</eric:keywords>
<eric:keywords>EMBEDDED FIGURES TEST</eric:keywords>
<eric:keywords>Concealed Figures Test (Thurstone)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>ROKEACH D.SCALE</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_test>Embedded Figures Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE STUDIES EXPLORED THE RELATIONSHIP OF TWO COGNITIVE STYLES (FIELD DEPENDENCE AND DOGMATISM) TO ANTICIPATED AND ACTUAL TEACHING STYLE. FACTOR ANALYSIS OF SCORES ON A BATTERY OF TESTS (TEACHER CHARACTERISTIC SCHEDULE AND MEASURES OF CLOSED-MINDEDNESS AND FIELD INDEPENDENCE) ADMINISTERED IN THE FIRST STUDY TO 57 MALE SECONDARY EDUCATION MAJORS (AND, IN A REPLICATION, TO 70 MALES) LED TO FIVE STYLE FACTORS--(1) PLANNED, ORGANIZED, DYNAMIC TEACHING STYLE, (2) FAVORABLE ATTITUDES TOWARD SCHOOL PERSONNEL AND SYMPATHETIC ATTITUDES TOWARD PUPILS, (3) OPEN-MINDEDNESS, (4) ANALYTIC SET, AND (5) LEARNING-CENTERED VIEWPOINTS AND LOW EMOTIONAL STABILITY. CLOSED-MINDED, FIELD DEPENDENT SUBJECTS WERE FOUND LEAST LIKELY TO BE SURGENT (RESPONSIVE, SOCIABLE) TEACHING PERSONALITIES. IN THE  THIRD STUDY, LESSONS FOR EACH OF 46 STUDENT TEACHERS WERE TAPED IN AN 8-WEEK STUDENT TEACHING EXPERIENCE. CONTRARY TO EXPECTATION, INTERACTION ANALYSIS OF THE CLASSROOM BEHAVIORS DID NOT SUPPORT THE HYPOTHESIS THAT FIELD DEPENDENT, CLOSED-MINDED TEACHERS WOULD MANIFEST MORE DIRECT BEHAVIORS. MOREOVER, THERE WAS A SLIGHT TENDENCY FOR FIELD INDEPENDENT SUBJECTS TO BE MORE DIRECT THAN DEPENDENT SUBJECTS IN ATTEMPTS TO INFLUENCE PUPILS. AMONG THOSE HIGH ON INDIRECT BEHAVIORS, MALES SHOWED MORE ALOOF CLASSROOM BEHAVIOR AND SUBJECT CENTERED ATTITUDES, BUT LESS VERBAL UNDERSTANDING, EMOTIONAL STABILITY, AND FIELD INDEPENDENCE. FEMALES SHOWED MORE SURGENT BEHAVIOR AND VERBAL UNDERSTANDING. THIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (NEW YORK, FEBRUARY 16-18,  1967). (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011525</dc:identifier>
<dc:title>RELATIONSHIPS AMONG FIELD INDEPENDENCE, DOGMATISM, TEACHER CHARACTERISTICS AND TEACHING BEHAVIOR OF PRE-SERVICE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>ZAHORIK, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO INVESTIGATE MODES OF VERBAL FEEDBACK EMPLOYED BY TEACHERS AND THE EFFECTS OF VARIOUS TYPES OF FEEDBACK ON STUDENTS, TAPE RECORDINGS OF A CURRENT EVENTS DISCUSSION LESSON IN EIGHT 3D-GRADE AND SEVEN 6TH-GRADE CLASSES WERE ANALYZED BY JUDGES. FROM TRANSCRIPTS OF THESE LESSONS, TEACHERS RATED THE ACCEPTABILITY OF PUPIL RESPONSES. FROM SEGMENTS OF THE TRANSCRIPTS, PUPILS RATED THE ADEQUACY AND THE EMOTIONAL EFFECTS ON THEM OF THE TEACHER&apos;S FEEDBACK BEHAVIOR. THROUGH THE USE OF A 25-CATEGORY FEEDBACK INSTRUMENT (13 DIRECT-FEEDBACK, 11 INDIRECT-FEEDBACK, AND ONE MISCELLANEOUS CATEGORY), IT WAS FOUND THAT (1) 175 TYPES OF FEEDBACK WERE USED BY THE TEACHERS 16 OF WHICH WERE USED WITH FREQUENCY AND REGULARITY, (2) THE 16 TYPES WITH HIGH FREQUENCIES OF USE MOSTLY PROVIDED SIMPLE  POSITIVE FEEDBACK AND RESPONSE AND LESSON-DEVELOPMENT FEEDBACK, (3) SEVERAL OTHER LESS-USED TYPES (SIMPLE NEGATIVE, ELABORATE, CLUE, EXPLANATION) PROVIDED CONSIDERABLE REINFORCEMENT-MOTIVATION AND CORRECTNESS INFORMATION AND ALSO A GREAT DEAL OF EXPLANATION AND DIRECTION INFORMATION. RESULTS INDICATED THAT (1) IMMEDIATE LEARNING MAY NOT BE A PRIMARY CONCERN OF THE TEACHER, THAT WHAT THE CHILD SAYS AND DOES DURING THE INTERACTIVE SITUATION MAY BE OF MAJOR IMPORTANCE, (2) DIRECT NEGATIVE, ELABORATE, CLUE, AND EXPLANATION FEEDBACK SHOULD BE USED MORE OFTEN, AND (3) TEACHERS SHOULD KNOW WHAT THEY INTEND FEEDBACK TO MEAN AND USE ONLY THOSE MODES THAT CONVEY THE INTENDED MEANING. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (NEW YORK, FEBRUARY 16-18,  1967). (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011526</dc:identifier>
<dc:title>THE NATURE AND VALUE OF TEACHER VERBAL FEEDBACK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Black Youth</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Geographic Distribution</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Scholarships</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Vocabulary Skills</dc:subject>
<dc:creator scheme='personal author'>NICHOLS, ROBERT C.</dc:creator>
<dc:creator scheme='personal author'>ROBERTS, ROY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Merit Scholarship Corp., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA ON THE PARTICIPANTS IN THE 1964 NATIONAL ACHIEVEMENT SCHOLARSHIP PROGRAM (NASP) FOR NEGRO YOUTH WERE COLLECTED AND COMPARISONS MADE BETWEEN NOMINEES, FINALISTS, WINNERS, NATIONAL MERIT SCHOLARSHIP FINALISTS, OTHER NONWHITE STUDENTS, AND THE SCHOOL POPULATION GENERALLY. THE AIM OF NASP IS TO FIND THE MOST ABLE NEGRO YOUTH AND TO HELP THEM FINANCIALLY TO ATTEND COLLEGE. DATA WERE OBTAINED ON THE YOUTHS&apos; SECONDARY SCHOOLS, ASPIRATIONS, FAMILY AND SOCIOECONOMIC BACKGROUNDS, AND ON THEIR SCORES ON CERTAIN TESTS. AMONG THE FINDINGS OF THIS STUDY WERE THE FOLLOWING-- (1) ALMOST ALL OF THE FINALISTS&apos; VOCABULARY TEST SCORES WERE ABOVE THE AVERAGE SCORE OF COLLEGE FRESHMEN, (2) THE GOALS OF NASP WERE GENERALLY HIGHER THAN NATIONAL MERIT FINALISTS AND MUCH ABOVE THOSE OF AVERAGE  STUDENTS, (3) THE MEDIAN FAMILY INCOME OF FINALISTS WAS HIGHER THAN THAT OF ALL OTHER NONWHITE FAMILIES AND IN THE OPINION OF THE JUDGES SHOWED A SMALL POSITIVE RELATIONSHIP TO ABILITY, (4) THE PARENTS OF NOMINATED STUDENTS HAD MORE EDUCATION THAN THOSE OF OTHER NONWHITE STUDENTS AND PARENTS&apos; EDUCATION WAS FELT TO BE RELATED TO THE ABILITY OF THE NOMINEES, (5) NOMINATED STUDENTS MORE FREQUENTLY CAME FROM INTACT FAMILIES THAN DID OTHER NONWHITE STUDENTS, AND MORE FINALISTS AND WINNERS CAME FROM INTACT FAMILIES THAN DID THOSE NOT SELECTED, AND (6) FINALISTS TENDED TO BE AMONG THE OLDER CHILDREN IN THEIR FAMILIES. (EF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011527</dc:identifier>
<dc:title>PARTICIPANTS IN THE NATIONAL ACHIEVEMENT SCHOLARSHIP PROGRAM FOR NEGROES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Teachers</dc:subject>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>De Facto Segregation</dc:subject>
<dc:subject>Demonstrations (Civil)</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Housing Discrimination</dc:subject>
<dc:subject>Neighborhood Integration</dc:subject>
<dc:subject>Northern Schools</dc:subject>
<dc:subject>School Boycotts</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>School Zoning</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:subject>Tokenism</dc:subject>
<dc:subject>Transfer Policy</dc:subject>
<dc:creator scheme='personal author'>ROSE, ARNOLD</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Conference of Christians and Jews, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A WIDE RANGE OF ISSUES INVOLVED IN DE FACTO SCHOOL SEGREGATION ARE DISCUSSED IN THIS MONOGRAPH. A SECTION ON THE BACKGROUND AND NATURE OF THE PROBLEM DEALS WITH THE HISTORY OF SEGREGATION LAWS, RESTRICTIVE COVENANTS, RESIDENTIAL SEGREGATION, AND THE MANIPULATION OF PUPIL TRANSFERS AS AVOIDANCE MANEUVERS. ANOTHER SECTION DISCUSSES THE SOCIAL-PSYCHOLOGICAL ILLS OF SEGREGATION, THE TECHNIQUES OF TOKEN DESEGREGATION IN THE SOUTH, AND VARIOUS REASONS FOR WHITE NORTHERN RESISTANCE TO DESEGREGATION. SOME COURT CASES INVOLVING DE FACTO SEGREGATION ARE DETAILED AND INTERPRETED IN A THIRD SECTION. A FOURTH DESCRIBES VARIOUS METHODS OF ABOLISHING DE FACTO SCHOOL SEGREGATION WHERE THERE IS RESIDENTIAL SEGREGATION--DIVISION BY GRADES (PRINCETON PLAN), REZONING SCHOOL BOUNDARIES AND SCHOOL  RELOCATION, AND VOLUNTARY AND COMPULSORY TRANSFERS. THE FINAL CHAPTER DEALS WITH EFFORTS TO ELIMINATE DE FACTO SEGREGATION, THROUGH BOYCOTTS AND PROTESTS, SCHOOL BOARD POLICIES, STATE LAWS AGAINST RACIALLY UNBALANCED SCHOOLS, AND COMPENSATORY AND ENRICHMENT PROGRAMS. THE AUTHOR CONCLUDES THAT DESPITE THE VARIETY OF MANIPULATIONS USED TO ACHIEVE SCHOOL DESEGREGATION THE ULTIMATE SOLUTION DEPENDS UPON RESIDENTIAL DESEGREGATION, WHICH IS AT THE HEART OF THE NATIONAL SEGREGATION PROBLEM. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL CONFERENCE OF CHRISTIANS AND JEWS, 43 WEST 57TH STREET, NEW YORK, NEW YORK 19, FOR $0.75. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011528</dc:identifier>
<dc:title>DE FACTO SCHOOL SEGREGATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>African Culture</dc:subject>
<dc:subject>American History</dc:subject>
<dc:subject>Black Achievement</dc:subject>
<dc:subject>Black History</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Civil War (United States)</dc:subject>
<dc:subject>Colonial History (United States)</dc:subject>
<dc:subject>Constitutional History</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Political Power</dc:subject>
<dc:subject>Reconstruction Era</dc:subject>
<dc:subject>Slavery</dc:subject>
<dc:subject>United States History</dc:subject>
<dc:creator scheme='personal author'>COHEN, IRVING S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STATED PURPOSE OF THIS CURRICULUM BULLETIN IS TO PROVIDE AN ACCOUNT OF THE NEGRO AS A PARTICIPANT IN THE HISTORY OF THE UNITED STATES TO AID TEACHERS IN RECOGNIZING AND RESPONDING TO OPPORTUNITIES IN THE SCHOOL CURRICULUMS FOR GIVING INSTRUCTION ABOUT THE CONTRIBUTIONS OF MINORITY GROUPS TO AMERICAN LIFE. IT SPECIFICALLY DEALS WITH SOCIAL AND HISTORICAL FORCES WITHIN THE NEGRO COMMUNITY AND THEIR IMPACT ON NATIONAL AND WORLD EVENTS, WITH AN EMPHASIS ON THE HISTORY OF NEGROES IN NEW YORK CITY. INFORMATION BASED ON THE CURRENT SCHOLARLY CONSENSUS IS OFFERED ON SLAVERY IN THE OLD WORLD, THE AFRICAN BACKGROUND OF SLAVERY, THE SLAVE TRADE, AND THE NEGRO IN LATIN AMERICA. THE BULK OF THE BULLETIN IS DEVOTED TO A HISTORY OF THE AMERICAN NEGRO FROM 1619 TO THE PRESENT. A BIBLIOGRAPHY  LISTS GENERAL WORKS AND STUDIES RELEVANT TO EACH CHAPTER OF THE BULLETIN. THIS DOCUMENT IS ALSO AVAILABLE FROM BOARD OF EDUCATION OF THE CITY OF NEW YORK, PUBLICATIONS SALES OFFICE, 110 LIVINGSTON ST., BROOKLYN, NEW YORK 11201, FOR $1.00. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011529</dc:identifier>
<dc:title>THE NEGRO IN AMERICAN HISTORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>172</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acculturation</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:subject>Social Status</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>MEXICAN AMERICAN STUDY PROJECT</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MEXICAN-AMERICAN STUDY PROJECT IS CONDUCTING INTERDISCIPLINARY, ANALYTICAL, AND DESCRIPTIVE RESEARCH TO EXAMINE THE SOCIOECONOMIC STATUS OF MEXICAN, SPANISH, AND MIXED INDIAN PEOPLE IN THE URBAN SOUTHWEST (IN 1960 SOME 3 1/2 MILLION). THERE ARE PLANS FOR AN EXTENSIVE INVESTIGATION OF THE EXTENT THAT THESE GROUPS ARE INTEGRATED INTO AMERICAN LIFE AND OF THEIR INDIVIDUAL RESPONSES TO SOCIAL CHANGES DURING THE PROCESS OF INTEGRATION. WORK HAS BEGUN ON A REVIEW OF RELEVANT LITERATURE, A COMPREHENSIVE ANALYSIS OF 1950 AND 1960 CENSUS DATA, AND ON FIELD STUDIES OF DIFFERENT COMMUNITIES TO INVESTIGATE HOW THESE COMMUNITIES FUNCTION FOR THEIR MEXICAN-AMERICAN POPULATION. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011530</dc:identifier>
<dc:title>MEXICAN-AMERICAN STUDY PROJECT. REVISED PROSPECTUS AND INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-25</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Advantaged</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Lunch Programs</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Libraries</dc:subject>
<dc:subject>School Maintenance</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:creator scheme='personal author'>MARTYN, KENNETH A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>California (Watts)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SCHOOLS IN DISADVANTAGED AND NONDISADVANTAGED AREAS OF LOS ANGELES WERE COMPARED IN THIS EXTENSIVE STUDY IN TERMS OF THE ACHIEVEMENT OF THE STUDENTS, THE CHARACTERISTICS OF THE SCHOOLS, AND PARENT AND TEACHER ATTITUDES. THE DATA, GATHERED THROUGH QUESTIONNAIRES AND INTERVIEWS, ARE SUMMARIZED IN 71 TABLES. THE MAJOR FINDINGS OF THE STUDY ARE THAT (1) THE STUDENTS IN THE DISADVANTAGED SCHOOLS HAD LOWER IQ AND ACHIEVEMENT SCORES AND LOWER RATES OF PERFORMANCE, (2) ALTHOUGH CLASS SIZE WAS SMALLER IN DISADVANTAGED SCHOOLS, THE BETTER-PREPARED TEACHERS TAUGHT IN THE OTHER SCHOOLS, WHICH ALSO HAD THE GREATER PROPORTION OF PERMANENT TEACHERS. THE PERCENTAGE OF SUBSTITUTES WAS GREATEST IN WATTS, THE SCENE OF RIOTS IN 1965. SCHOOLS IN BOTH AREAS HAD BEEN TREATED EQUALLY IN BUILDING  MAINTENANCE AND IN AVAILABILITY OF INSTRUCTIONAL MATERIAL, AND ALTHOUGH MORE SPECIAL SCHOOL SERVICES WERE AVAILABLE IN DISADVANTAGED SCHOOLS, ALL OF THE SCHOOLS WITHOUT OPERATING CAFETERIAS WERE LOCATED IN DISADVANTAGED AREAS, AND (3) A HIGHER PERCENTAGE OF TEACHERS IN DISADVANTAGED SCHOOLS WERE EAGER TO CHANGE THEIR ASSIGNMENTS, FELT THEIR STUDENTS TO BE UNMOTIVATED, RATED PARENTS AS UNINVOLVED, AND FELT THAT THE CENTRAL ADMINISTRATION WAS UNINTERESTED. SOME RECOMMENDATIONS FOR IMPROVING THE EDUCATION OF THE DISADVANTAGED ARE GIVEN, AND 67 PAGES OF APPENDIXES ARE INCLUDED. (BD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011531</dc:identifier>
<dc:title>REPORT ON EDUCATION TO THE GOVERNOR&apos;S COMMISSION ON THE LOS ANGELES RIOTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>146</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Bus Transportation</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Free Choice Transfer Programs</dc:subject>
<dc:subject>Friendship</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Open Enrollment</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>FOX, DAVID J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS EVALUATIVE REPORT OF A FREE CHOICE-OPEN ENROLLMENT PROGRAM, IN WHICH MINORITY GROUP CHILDREN HAD THE OPPORTUNITY TO TRANSFER TO SCHOOLS OUTSIDE THEIR NEIGHBORHOODS, RECORDED THE RESPONSES OF THE ELEMENTARY SCHOOL STUDENTS AND TEACHERS IN THE RECEIVING AND SENDING SCHOOLS. ASSESSMENT OF THE PROGRAM WAS BASED ON 2-DAY VISITS TO 63 SCHOOLS TO GATHER OBSERVATIONAL, INTERVIEW, SOCIOMETRIC, AND SCHOOL RECORDED DATA. BECAUSE OF LIMITED TIME, MATERIAL ON THE PARENTS&apos; ATTITUDE TOWARD THE PROGRAM AND THEIR EVALUATION OF ITS EFFECTIVENESS WAS NOT OBTAINED. GENERAL FINDINGS INDICATED LITTLE CHANGE IN THE READING ABILITY OF THE PROGRAM CHILDREN WHEN COMPARED WITH THAT OF STUDENTS REMAINING IN THE SENDING SCHOOLS. GAINS WERE OBSERVED, HOWEVER, IN SOCIAL RELATIONS, AS THERE WAS FRIENDLY  INTERACTION AMONG ETHNIC GROUPS IN MOST RECEIVING SCHOOLS. BOTH PROGRAM CHILDREN AND THOSE IN THE RECEIVING SCHOOLS HAD POSITIVE IMPRESSIONS OF SCHOOL, CLASS, AND SOCIAL SITUATIONS, BUT THE STAFF FELT THAT THEIR JOB HAD BECOME MORE DIFFICULT AND THAT SCHOOL DISCIPLINE HAD DECLINED. THE PROGRAM HAD SUCH ADMINISTRATIVE DIFFICULTIES AS LACK OF BUS SUPERVISION, INSUFFICIENT ORIENTATION FOR PARTICIPANTS (PARENTS AND CHILDREN), POOR COORDINATION BETWEEN RECEIVING AND SENDING SCHOOLS, AND NOT ENOUGH PERSONNEL FOR REMEDIAL WORK IN THE RECEIVING SCHOOLS. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011532</dc:identifier>
<dc:title>FREE CHOICE OPEN ENROLLMENT - ELEMENTARY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attendance</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Homework</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords>PROJECT BEACON</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mobilization for Youth, Inc., New York, NY.</dc:creator>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A REPORT ON THE CURRENT STATUS OF PROGRAMS BEING COOPERATIVELY DEVELOPED BY MOBILIZATION FOR YOUTH AND THE NEW YORK CITY BOARD OF EDUCATION, THE FOLLOWING ACTIVITIES ARE DESCRIBED--(1) INSERVICE EDUCATION COURSES FOR TEACHERS, (2) DEVELOPMENTS IN TEACHER TRAINING, (3) CURRICULUM PLANNING AND DEVELOPMENT, (4) CORRECTIVE READING PROGRAMS, (5) THE HOMEWORK HELPER PROGRAM, (6) EARLY CHILDHOOD AND PRESCHOOL PROGRAMS, (7) GUIDANCE AND ATTENDANCE PROGRAMS, (8) SCHOOL SOCIAL WORK PROGRAMS, (9) THE EDUCATIONAL GUIDANCE AND TUTORING PROGRAM, AND (10) LIAISON WITH BOARD OF EDUCATION GROUPS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011533</dc:identifier>
<dc:title>THE WORLD OF EDUCATION AND THE BOARD OF EDUCATION, CITY OF NEW YORK. PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-03-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Art</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Middle Schools</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Student Mobility</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Typewriting</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>LONG, CHARLES M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BOARD OF EDUCATION TASK FORCE REPORTS ON THE DEVELOPMENT OF CURRICULUMS FOR INTERMEDIATE (MIDDLE) SCHOOLS ARE EVALUATED IN THIS STUDY. A TEAM OF EDUCATORS AND CONTENT SPECIALISTS EXAMINED THE MATERIAL WITHIN THE FRAMEWORK OF SPECIALLY PREPARED GUIDELINES AND THE PREVIOUSLY STATED OBJECTIVES FOR MIDDLE SCHOOLS--TO DEVELOP THE INSIGHTS, UNDERSTANDINGS, AND APPRECIATIONS NECESSARY FOR THE UNDERPRIVILEGED CHILD TO LIVE COMPETENTLY IN A LARGE CITY AND TO PLAN EFFECTIVE CURRICULUMS IN MATHEMATICS, SCIENCE, FOREIGN LANGUAGES, TYPEWRITING, ENGLISH, LANGUAGE ARTS, HISTORY, SOCIAL SCIENCES, ART, MUSIC, URBAN LIVING, INDUSTRIAL ARTS, AND HEALTH EDUCATION. IN ADDITION, THE CURRICULUMS ARE APPRAISED IN RELATION TO THE IDEAS AND PRACTICES OF FIVE SELECTED, DESEGREGATED NEW YORK CITY  SCHOOLS WHICH SERVE DISADVANTAGED CHILDREN AND ARE MEETING MIDDLE SCHOOL OBJECTIVES SUCCESSFULLY. COMPARISONS ARE MADE ALSO WITH CURRICULUM DEVELOPMENTS IN LOS ANGELES, CHICAGO, AND PHILADELPHIA. RECOMMENDATIONS FOR IMPROVING THE CURRICULUM PROJECT AND THE IMPLEMENTATION OF THE MIDDLE SCHOOL CONCEPT ARE INCLUDED. THE APPENDIXES CONTAIN A STUDY OF THE ACADEMIC ACHIEVEMENT OF THE PUPILS IN THE FIVE INTEGRATED SCHOOLS, THE SUGGESTED GUIDELINES FOR USE BY SPECIALISTS IN DEVELOPING THE NEW CURRICULUMS, AND THE ACTUAL EVALUATIONS OF THE AVAILABLE TASK FORCE REPORTS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011534</dc:identifier>
<dc:title>A PROJECT TO DEVELOP A CURRICULUM FOR DISADVANTAGED STUDENTS IN THE INTERMEDIATE SCHOOL (MIDDLE SCHOOL).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Ethnic Distribution</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Library Services</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Distribution</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Transitional Schools</dc:subject>
<dc:creator scheme='personal author'>HELLER, BARBARA</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROGRAM WHICH PROVIDED SUPERIOR EDUCATIONAL SERVICES TO ELEMENTARY AND JUNIOR HIGH SCHOOLS WAS EVALUATED. THE SPECIAL SERVICES WERE PROVIDED SO THAT THE WHITE MIDDLE CLASS EXODUS FROM THESE SCHOOLS, IN WHICH EDUCATIONAL ACHIEVEMENT STANDARDS MAY HAVE FALLEN, WOULD BE CURTAILED. AS PART OF THE PROGRAM, ADDITIONAL PROFESSIONAL PERSONNEL WERE ALLOTTED TO 116 SELECTED SCHOOLS TO REDUCE CLASS SIZE, OFFER CORRECTIVE READING PROGRAMS, PROVIDE TEACHING BY SUBJECT SPECIALISTS, SET UP GUIDANCE CLASSES AND INCREASE COUNSELING SERVICES, EXPAND THE LIBRARIES, AND FACILITATE SPECIAL CLASSES AND CLUBS. THE PROGRAM EVALUATION WAS BASED ON MATERIAL PROVIDED BY THE BOARD OF EDUCATION--PRINCIPALS&apos; QUESTIONNAIRES, SCALES FOR TEACHERS&apos; RATING OF PUPILS, AND SCHOOL DATA ON ETHNIC COMPOSITION,  READING AND ARITHMETIC ACHIEVEMENT, CLASS SIZE, AND ATTENDANCE. MOST OF THE PRINCIPALS AND TEACHERS FELT POSITIVELY ABOUT THE PROGRAM&apos;S EFFECTIVENESS (THE IMPROVED READING PERFORMANCE, DEVELOPMENT OF A MUSIC PROGRAM, SMALLER CLASSES, AND MORE PREPARATION TIME FOR TEACHERS), ALTHOUGH THE AUTHOR FELT THAT INTERIM DATA DID NOT APPEAR TO JUSTIFY SUCH OPTIMISM. LACKING 1966 ETHNIC CENSUS FIGURES, THE AUTHOR WAS UNABLE TO EVALUATE THE SUCCESS OF THE PRIMARY GOAL--TO STEM THE WHITE MIDDLE-CLASS EXODUS. IN ADDITION, THE INSTRUMENTS USED IN THE STUDY WERE NOT SUFFICIENTLY INCLUSIVE AND THE TEST DATA LACKED ADEQUATE CONTROL FEATURES. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011535</dc:identifier>
<dc:title>A SPECIAL ENRICHMENT PROGRAM GEARED TO EXCELLENCE FOR SCHOOLS IN TRANSITIONAL AREAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>67</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Size</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:subject>Extended School Day</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:creator scheme='personal author'>O&apos;DALY, ELIZABETH C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>MORE EFFECTIVE SCHOOLS PROGRAM</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Public Schools, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PLAN IS PROPOSED BY REPRESENTATIVES OF THE SCHOOL SUPERINTENDENT, THE TEACHERS&apos; UNION, AND SUPERVISOR ORGANIZATIONS FOR A PROGRAM THAT WILL PROVIDE IMPROVED, INTEGRATED EDUCATION FOR DISADVANTAGED PUPILS. THE PROGRAM, TO BE ESTABLISHED IN VARIOUS CITY AREAS, WILL OFFER PREKINDERGARTEN CLASSES, AN EXTENDED SCHOOL DAY, AND REDUCED CLASS SIZE. INNOVATIVE METHODS, MODERN MATERIALS, AND ENRICHMENT WILL BE OFFERED BY AN EXPANDED STAFF WHO WILL BE GIVEN OPPORTUNITIES FOR PROFESSIONAL GROWTH. SPECIAL PROVISIONS WILL BE MADE FOR EXCEPTIONAL CHILDREN. CITY AGENCIES AND SCHOOL ADMINISTRATORS WILL BE ENCOURAGED TO COOPERATE IN OVERCOMING THE EFFECTS OF FAMILY MOBILITY ON EDUCATION BY ENCOURAGING PUPILS TO REMAIN IN THEIR ORIGINAL SCHOOLS. THE SCHOOL PLANT WILL BE MAXIMALLY USED AND LOCATED  SO AS TO ACHIEVE INTEGRATION, AND OUTSIDE FACILITIES WILL BE AVAILABLE IF THEY ARE NEEDED. A SPECIALIST AT EACH SCHOOL WILL HELP TO PROMOTE GOOD HUMAN RELATIONS AMONG PUPILS, STAFF, AND COMMUNITY, AND PARENT ASSOCIATIONS AND COMMUNITY ORGANIZATIONS WILL HELP TO MOBILIZE COMMUNITY INVOLVEMENT. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011536</dc:identifier>
<dc:title>REPORT OF JOINT PLANNING COMMITTEE FOR MORE EFFECTIVE SCHOOLS TO THE SUPERINTENDENT OF SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Program Divisions</dc:subject>
<dc:subject>Middle Schools</dc:subject>
<dc:subject>School Construction</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Urban Renewal</dc:subject>
<dc:creator scheme='personal author'>FERRER, TERRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Connecticut (New Haven)</eric:keywords>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Facilities Labs., Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SPECIFIC ARCHITECTURAL PLANS FOR NEW SCHOOLS TO BE BUILT AS PART OF AN URBAN RENEWAL PROJECT IN NEW HAVEN ARE BRIEFLY DISCUSSED. OVER A 9-YEAR PERIOD 14 OBSOLETE SCHOOLS WILL BE REPLACED, TWO OTHERS AND ONE ANNEX WILL BE ABANDONED, AND 15 NEW SCHOOLS WILL BE BUILT. THESE CHANGES WILL BE BROUGHT ABOUT THROUGH COOPERATIVE PLANNING AMONG CITY OFFICIAL, THE COMMUNITY, AND THE BOARD OF EDUCATION, WHICH, COMBINED WITH FEDERAL URBAN RENEWAL PROJECTS, WILL ALLOW ONE OUT OF EVERY THREE SCHOOLS TO BE BUILT &amp;quot;FREE.&amp;quot; THIS WILL BE POSSIBLE BECAUSE FUNDS SAVED BY PURCHASING SITES LOCATED IN RENEWAL AREAS WILL BE USED FOR THE CONSTRUCTION OF MORE SCHOOLS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE OFFICES OF EDUCATIONAL FACILITIES LABORATORIES, 477 MADISON AVENUE, NEW YORK, NEW YORK 22.  (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011537</dc:identifier>
<dc:title>THE SCHOOLS AND URBAN RENEWAL, A CASE STUDY FROM NEW HAVEN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Housing</dc:subject>
<dc:subject>City Government</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Federal Government</dc:subject>
<dc:subject>Ghettos</dc:subject>
<dc:subject>Housing Discrimination</dc:subject>
<dc:subject>Housing Industry</dc:subject>
<dc:subject>Housing Opportunities</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Low Rent Housing</dc:subject>
<dc:subject>Middle Income Housing</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Neighborhood Improvement</dc:subject>
<dc:subject>Public Housing</dc:subject>
<dc:subject>Slums</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:creator scheme='personal author'>FISHER, MARGARET</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>California (San Francisco Bay Area)</eric:keywords>
<eric:keywords>VIRGINIA</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Virginia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Committee Against Discrimination in Housing, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DECIDING THAT THE PROBLEMS OF THE RACIAL GHETTO ARE AT THE CORE OF THE CURRENT URBAN AMERICAN CRISIS, THIS CONFERENCE EXAMINED AND EVALUATED CURRENT ACTION PROGRAMS TO ACHIEVE INTEGRATED HOUSING AND EXPLORED NEW WAYS TO SPEED MINORITY GROUPS OUT OF GHETTOS INTO ALL URBAN AND SUBURBAN AREAS. THE CONFEREES CITED SEVERAL RECOMMENDATIONS FROM THE DISCUSSIONS--(1) THERE SHOULD BE AN INCREASE IN THE SUPPLY OF LOW AND MIDDLE INCOME HOUSING IN WHITE NEIGHBORHOODS, (2) REHABILITATION PROGRAMS SHOULD BE INSTITUTED IN OLDER NEIGHBORHOODS ABOUT TO BECOME SLUMS, (3) GOVERNMENT AT ALL LEVELS SHOULD INSURE THAT PUBLIC HOUSING PROJECTS ARE LOCATED ON SITES WHICH WILL FURTHER INTEGRATION, (4) STANDARD MUNICIPAL SERVICES SHOULD BE AVAILABLE IN NONWHITE NEIGHBORHOODS, (5) PROFIT-MAKING SHOULD BE  TAKEN OUT OF GHETTO REAL ESTATE DEALINGS BY ENFORCING HOUSING CODES, AND (6) THE NEGRO SHOULD BE EDUCATED TO BELIEVE THAT GOOD HOUSING IS INTEGRATED HOUSING. PRESENTLY, OPEN HOUSING PROGRAMS, WITH THE SUPPORT OF FAIR HOUSING LEGISLATION, ARE OPERATING IN BALTIMORE, BOSTON, NEW YORK CITY, SAN FRANCISCO BAY AREA, WASHINGTON, AND ELSEWHERE. THESE PROGRAMS OFFER PROFESSIONAL AID AND INFORMATION TO PEOPLE SEEKING HOUSES AND HELP IN THE FORMATION OF FAIR HOUSING COMMITTEES IN WHITE NEIGHBORHOODS. IT WAS AGREED THAT GOVERNMENT AGENCIES SHOULD TAKE A MORE ACTIVE ROLE IN ENCOURAGING OPEN HOUSING, BUT UNTIL THEY DO SO PRIVATE AGENCIES MUST MAKE THIS EFFORT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL COMMITTEE AGAINST DISCRIMINATION IN HOUSING, CENTER FOR FAIR HOUSING, 323 LEXINGTON AVENUE,  NEW YORK, NEW YORK 10016, FOR $0.50. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011538</dc:identifier>
<dc:title>THE 1965 CAPAHOSIC HOUSING CONFERENCE REPORT. (HOLLY KNOLL, CAPAHOSIC, MAY 26-28, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Ethnic Distribution</dc:subject>
<dc:subject>Feeder Patterns</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Minority Group Teachers</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Zoning</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEW YORK CITY BOARD OF EDUCATION HAS SEVERAL PLANS FOR ACHIEVING BETTER ETHNIC DISTRIBUTION IN THE SCHOOLS--(1) TRANSFERRING EIGHTH GRADERS IN 10 JUNIOR HIGH SCHOOLS TO MORE INTEGRATED HIGH SCHOOLS, (2) SHIFTING SIXTH GRADERS TO THE 10 JUNIOR HIGH SCHOOLS, (3) PAIRING ELEMENTARY SCHOOLS UNDER COMMUNITY ZONING PLANS, (4) CHANGING FEEDER PATTERNS, (5) INSTITUTING SOME DISTRICT-DEVELOPED RATHER THAN COMMUNITY ZONING PLANS (WHERE THE LATTER WERE NOT APPROVED LOCALLY), (6) CONTINUING FREE CHOICE TRANSFERS, AND (7) CLOSING ONE HIGH SCHOOL AND REDESIGNING FOUR OTHERS AS COMPREHENSIVE HIGH SCHOOLS. ADDITIONAL SERVICES WILL BE SUPPLIED TO THE PRIMARY AND JUNIOR HIGH SCHOOLS. OTHER EFFORTS INVOLVE A NEWLY CREATED PROFESSIONAL &amp;quot;COMMITTEE ON SECONDARY EDUCATION&amp;quot; TO SCRUTINIZE THE ENTIRE  PATTERN OF JUNIOR AND SENIOR HIGH SCHOOL EDUCATION, A REEXAMINATION OF CURRENT AND PROJECTED BUILDING PLANS, THE DEVELOPMENT OF SCHEMES FOR AN EDUCATIONAL PARK, AND THE RECRUITMENT AND ADVANCEMENT OF MINORITY GROUP TEACHERS. QUALITY EDUCATION FURTHER WILL BE ENCOURAGED BY INCREASING CLASS TIME, ADDING KINDERGARTENS AND PREKINDERGARTENS, CREATING FIVE EDUCATIONAL COMPLEXES, PROVIDING ADDITIONAL STAFF AND SUPPLIES FOR PAIRED SCHOOLS AND FOR JUNIOR HIGH SCHOOLS WITH CHANGED FEEDER PATTERNS, AND STRENGTHENING COOPERATION BETWEEN THE SCHOOL SYSTEM AND LOCAL TEACHER TRAINING SCHOOLS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011539</dc:identifier>
<dc:title>ACTION TOWARD QUALITY INTEGRATED EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Family Relationship</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Group Therapy</dc:subject>
<dc:subject>Mothers</dc:subject>
<dc:subject>One Parent Family</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Slum Environment</dc:subject>
<dc:creator scheme='personal author'>FAUNCE, R. W.</dc:creator>
<dc:creator scheme='personal author'>MURTON, BONNIE J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BIG SISTERS AGENCY</eric:keywords>
<eric:keywords>Aid to Families with Dependent Children</eric:keywords>
<eric:keywords>YOUTH DEVELOPMENT PROJECT</eric:keywords>
<eric:keywords_law>Aid to Families with Dependent Children</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Community Health and Welfare Council of Hennepin County Inc., Minneapolis, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SERVICE PROGRAM FOR MOTHER-DAUGHTER GROUPS WHICH WAS ESTABLISHED AS PART OF A DELIQUENCY PREVENTION PROGRAM IS DESCRIBED AND EVALUATED IN THIS REPORT. THE PROGRAM WAS SET UP TO REDUCE COMMUNICATION BARRIERS BETWEEN THE MOTHERS AND DAUGHTERS AND TO HELP THE MOTHERS COPE WITH THE CHILD-REARING PROBLEMS OF POOR, ONE-PARENT FAMILIES. ALL OF THE MOTHERS EXCEPT ONE WERE RECEIVING AID TO FAMILIES OF DEPENDENT CHILDREN (AFDC) AND ALL OF THE GIRLS WERE IN EITHER THE FIFTH OR SIXTH GRADE. ONE SET OF MOTHERS AND DAUGHTERS WAS REFERRED BY THE SCHOOLS BECAUSE THE GIRLS HAD BEHAVIOR PROBLEMS (THE SCHOOL GROUP), AND THE OTHER SET WAS SUGGESTED BY THE AFDC CASEWORKER (THE AFDC GROUP). THE GROUP WORKER FOR THE SCHOOL GROUP USED A RECREATION-ACTIVITY THERAPY APPROACH, WHEREAS THE CASEWORKER FOR  THE AFDC GROUP USED A METHOD SIMILAR TO A FAMILY EDUCATION APPROACH. OPERATIONAL DIFFICULTIES MADE IT IMPRACTICAL TO EVALUATE SYSTEMATICALLY THE HYPOTHESIS THAT IMPROVING COMMUNICATION WOULD BENEFIT FAMILY RELATIONSHIPS. DISCUSSIONS OF THE PROBLEM, THE PURPOSE AND METHODS OF THE PROGRAM, RESULTS, AND RECOMMENDATIONS AND OBSERVATIONS ARE INCLUDED IN A GENERAL SECTION, WHILE ASPECTS OF ADMINISTRATION, STAFFING, BUDGET, OPERATING STATISTICS, COMMUNITY INVOLVEMENT, AND EVALUATION METHODS MAKE UP A SECOND PART. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011540</dc:identifier>
<dc:title>GROUP WORK WITH AFDC MOTHERS AND THEIR DAUGHTERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Nonprofessional Personnel</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:subject>Social Welfare</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:subject>Welfare Agencies</dc:subject>
<dc:creator scheme='personal author'>DENHAM, WILLIAM H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE THERE IS A MANPOWER SHORTAGE IN SOCIAL WORK, THE AUTHOR CONCLUDED THAT INDIGENOUS NONPROFESSIONALS SHOULD BE USED TO PERFORM BOTH TRADITIONAL AND NEW SOCIAL WELFARE FUNCTIONS. THE AUTHOR FELT THAT, ALTHOUGH WIDELY USED, THE TERM &amp;quot;NONPROFESSIONAL&amp;quot; IS INADEQUATE AND IMPLIES THE OCCUPATIONAL STATUS GAP BETWEEN MIDDLE CLASS SUBPROFESSIONALS AND LOWER CLASS AUXILIARIES. THERE IS A NEED FOR A CLASSIFICATION OF THE CAPACITIES AND THE DEVELOPMENT POTENTIAL OF THE NONPROFESSIONAL POPULATION AND OF THE REQUIREMENTS FOR JOBS. SOCIAL WORK POLICY PLANNING MUST REALISTICALLY RECOGNIZE THE NEED FOR &amp;quot;RISK REDUCTION&amp;quot; RATHER THAN &amp;quot;RISK ELIMINATION&amp;quot; IN THE QUANTITY AND QUALITY OF SERVICE SO THAT IT CAN CONTINUE TO BE GIVEN. THERE ARE FOUR STRUCTURAL FEATURES RELEVANT TO A PROGRAM FOR  NONPROFESSIONALS--(1) GOAL FORMULATION, WHOSE OBJECTIVES ARE DEVELOPING EMPLOYABILITY, PROVIDING EMPLOYMENT, AND STIMULATING INSTITUTIONAL (INTRA-AGENCY) CHANGE, (2) JOB DEVELOPMENT, WHICH INCLUDES THE DEFINITIONS OF ROLES AND FUNCTIONS AT THE ENTRY POINT AND AFTER TRAINING AS WELL AS THE INSTITUTIONALIZATION OF THESE ROLES, (3) RECRUITMENT AND SELECTION, WHICH IS ESPECIALLY DIFFICULT AMONG THE HARD CORE POOR, WHOSE JOB NEEDS ARE GREATEST, AND (4) TRAINING, WHICH IS RELATED TO GOALS AND REQUIRES DEVELOPING A PROGRAM WITH APPROPRIATE METHODS. THIS WORKING PAPER WAS PREPARED FOR THE INSTITUTE ON THE NEW NONPROFESSIONAL, MASSACHUSETTS STATE CONFERENCE OF SOCIAL WELFARE, BOSTON, DECEMBER 2, 1966. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011541</dc:identifier>
<dc:title>THE NONPROFESSIONAL IN SOCIAL WELFARE--DIMENSIONS AND ISSUES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Development</dc:subject>
<dc:subject>Community Attitudes</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Indigenous Personnel</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Middle Class Standards</dc:subject>
<dc:subject>Nonprofessional Personnel</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject>Peer Acceptance</dc:subject>
<dc:subject>Social Welfare</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:subject>Visiting Homemakers</dc:subject>
<dc:creator scheme='personal author'>BRAGER, GEORGE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mobilization for Youth, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF LOW INCOME NONPROFESSIONAL WORKERS IN SOCIAL SERVICES WAS FOUND TO BENEFIT BOTH THE WORKER AND THE SOCIAL WELFARE AGENCY. FIRST, IT INCREASES THE VOCATIONAL OPPORTUNITIES FOR THE SLUM DWELLER AND PROVIDES HIM WITH THE PSYCHOLOGICAL SUPPORT OF A SATISFYING JOB. SECOND, THE LOW INCOME NONPROFESSIONAL AS A &amp;quot;SOCIAL CLASS MEDIATOR&amp;quot; FACILITATES EASIER COMMUNICATION AND, CONSEQUENTLY, THE GREATER INVOLVEMENT OF OTHER URBAN SLUM RESIDENTS IN A SOCIAL WELFARE PROGRAM. MOBILIZATION FOR YOUTH (MFY) IN NEW YORK CITY EMPLOYS NONPROFESSIONALS IN THREE PROGRAMS--THE PARENT EDUCATION AIDE UNIT, THE COMMUNITY DEVELOPMENT PROGRAM, AND THE VISITING HOMEMAKER SERVICE. MFY&apos;S CRITERIA IN HIRING NONPROFESSIONALS ARE (1) EXPERTISE IN THE ACTIVITIES OF A PARTICULAR PROGRAM, (2) IDENTIFICATION  WITH OTHER LOWER CLASS PEOPLE, AND (3) AN ACTION-ORIENTATION, THAT IS, A BELIEF IN GROUP SOLUTIONS TO THE PROBLEMS OF MINORITY GROUP STATUS AND POVERTY. SHARING MUTUAL INTERESTS WITH THE CLIENTS, AND UNENCUMBERED BY PROFESSIONAL ROLES, THE NONPROFESSIONAL TENDS TO BE MORE DIRECT AND REALISTIC IN DEALING WITH CLIENTS THAN THE PROFESSIONAL. CAREFUL ORGANIZATION CAN MINIMIZE THE COMPETITION BETWEEN THE NONPROFESSIONAL AND HIS HIGHER STATUS COLLEAGUES AND CAN DISCOURAGE THE FORMER FROM BECOMING POOR COPIES OF THEIR PROFESSIONAL SUPERVISORS. ALTHOUGH INSTITUTIONAL RIGIDITIES HAVE SOMETIMES LIMITED THEIR USEFULNESS, NONPROFESSIONALS HAVE CONTRIBUTED SUBSTANTIALLY TO MFY PROGRAMS. (TD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011542</dc:identifier>
<dc:title>THE LOW-INCOME NON-PROFESSIONAL, AN OVERVIEW OF HIS ROLE IN THE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Family Relationship</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Migrant Problems</dc:subject>
<dc:subject>Music Activities</dc:subject>
<dc:subject>Poverty Programs</dc:subject>
<dc:subject>Puerto Rican Culture</dc:subject>
<dc:subject>Racial Attitudes</dc:subject>
<dc:subject>Racial Characteristics</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>BONILLA, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WRITER TOOK THE POSITION THAT ANY ACTION PROGRAM TO CHANGE THE POVERTY CONDITIONS OF NEW YORK CITY PUERTO RICANS SHOULD BE BASED ON KNOWLEDGE OF THEIR CULTURAL LIFE. THERE EXISTS AMONG PUERTO RICANS A SENSE OF ETHNIC IDENTIFICATION AND UNITY WHICH AFFECTS THEIR BEHAVIOR WITHIN THE LARGER COMMUNITY. ONE FACTOR WHICH FIGURES IMPORTANTLY IN NEW YORK CITY PUERTO RICAN CULTURE IS THE PROBLEM OF CULTURAL DUALITIES, WHICH ARE A RESULT OF THE STRESS OF ADAPTATION FROM THE ISLAND TO THE MAINLAND CULTURE. FOR EXAMPLE, ALTHOUGH THE FAMILY RELATIONSHIP STILL IS A STRONGLY EXTENDED NETWORK OF KINSHIP WHICH OFFERS A SENSE OF MUTUAL OBLIGATION, THE RELATIONSHIP BETWEEN THE SEXES HAS BECOME MORE EQUALITARIAN, AND CONFLICT HAS ARISEN BETWEEN THE ELDER&apos;S CULTURALLY ROOTED BELIEF IN HIS OWN  SELF-WORTH, DESPITE HIS REALISTIC AWARENESS OF HIS DISADVANTAGED POSITION, AND THE ADOLESCENT&apos;S FEELING OF POWER IN THE FAMILY BECAUSE OF HIS BETTER EDUCATION. AN ADDITIONAL IMPORTANT FACTOR IN THE PUERTO RICAN&apos;S BEHAVIOR, ESPECIALLY IN HIS FEELINGS ABOUT DISCRIMINATION, IS HIS COMPLEX RACIAL ATTITUDE. IF PUERTO RICANS CAN BE MADE TO FEEL THAT THEIR CULTURE IS RECOGNIZED AND AFFIRMED, THEY WILL BE ABLE TO PROVIDE THE IMPORTANT LEADERSHIP TO BRING ABOUT THE NECESSARY CHANGES TO REMOVE THE EFFECTS OF POVERTY IN THEIR COMMUNITY. THIS PAPER WAS PREPARED FOR THE PUERTO RICAN FORUM, OCTOBER 1964. (EF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011543</dc:identifier>
<dc:title>RATIONALE FOR A CULTURALLY BASED PROGRAM OF ACTION AGAINST POVERTY AMONG NEW YORK PUERTO RICANS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Italian Americans</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Urban Environment</dc:subject>
<dc:creator scheme='personal author'>COVELLO, LEONARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Benjamin Franklin High School NY</eric:keywords>
<eric:keywords>Intermediate School 201 NY</eric:keywords>
<eric:keywords>New York (Harlem)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HIGHLIGHTED IN THESE REMARKS ARE THE EXPERIENCES OF BENJAMIN FRANKLIN HIGH SCHOOL, A COMMUNITY-CENTERED SCHOOL IN EAST HARLEM, FROM ITS BEGINNINGS IN 1934 TO THE PRESENT. AT THE OUTSET, A COMMUNITY ADVISORY COUNCIL WAS FORMED TO DEAL WITH PROBLEMS OF CITIZENSHIP, PARENT EDUCATION, RACE, AND JUVENILE AID, AND, AT ONE POINT IN THE SCHOOL&apos;S HISTORY, IT CAMPAIGNED SUCCESSFULLY FOR A LOW INCOME HOUSING PROJECT AND FOR ADDITIONAL PERSONNEL FOR THE SCHOOL. DURING THIS TIME THE SCHOOL&apos;S MANY AUXILIARY ACTIVITIES (YEAR-ROUND DAY SCHOOL AND EDUCATIONAL AND RECREATIONAL PROGRAMS) WERE MADE POSSIBLE WITH THE ADDITIONAL PERSONNEL ASSIGNED TO THE SCHOOL BY THE WORKS PROGRESS ADMINISTRATION AND THROUGH THE RESOURCES OF THE SCHOOL AND THE COMMUNITY. AT A LATER TIME, STORE FRONTS NEAR THE SCHOOL  WERE RENTED FOR COMMUNITY ACTIVITIES, INCLUDING THE HISPANIC-AMERICAN BUREAU, WHICH, ALONG WITH OTHER SERVICES, SERVED THE EDUCATIONAL AND SOCIAL NEEDS OF THE GROWING NEIGHBORHOOD PUERTO RICAN COMMUNITY. IN CONTRAST WITH BENJAMIN FRANKLIN&apos;S ENCOURAGING COMMUNITY INVOLVEMENT, IN THE CURRENT CASE OF INTERMEDIATE SCHOOL 201 IN EAST HARLEM THE PROPOSAL FOR A SCHOOL-COMMUNITY COMMITTEE TO ADMINISTER THE SCHOOL WAS COMMUNITY-INITIATED. THIS PROPOSAL, IT IS FELT, AFFORDS THE OPPORTUNITY FOR THE SCHOOL AND THE COMMUNITY TO COOPERATE TO FIND SOLUTIONS TO EXISTING EDUCATIONAL PROBLEMS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011544</dc:identifier>
<dc:title>REMARKS OF DR. LEONARD COVELLO UPON ACCEPTANCE OF THE MERITORIOUS SERVICE MEDAL OF THE DEPARTMENT OF STATE OF THE STATE OF NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>SHAFFER, EARL W.</dc:creator>
<dc:creator scheme='personal author'>WENRICH, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRINCIPALS IN 106 LARGE HIGH SCHOOLS IN MICHIGAN WERE INTERVIEWED TO DETERMINE HOW THEY WOULD USE AN ASSISTANT WHO WOULD BE RESPONSIBLE FOR DEVELOPING OCCUPATIONALLY ORIENTED PROGRAMS FOR EMPLOYMENT-BOUND YOUTH. DUTIES, RESPONSIBITIES, AND RELATIONSHIPS WHICH THE ASSISTANT MIGHT BE EXPECTED TO ASSUME OR DEVELOP WERE ALSO STUDIED. THE AREAS RANKED IN ORDER OF THE PRINCIPALS&apos; RESPONSES WERE (1) PUPIL PERSONNEL, (2) SCHOOL-COMMUNITY RELATIONS, (3) INSTRUCTIONAL PROGRAM, (4) BUSINESS FUNCTIONS, AND (5) TEACHING PERSONNEL. THE TOP THREE OF 27 ACTIVITIES LISTED AND RANKED BY PERCENTAGE OF RESPONSES FOR MAJOR RESPONSIBILITIES OF THE ASSISTANT WERE -- (1) LOCATING AND ORGANIZING INSTRUCTIONAL MATERIALS, (2) DETERMINING LOCAL OCCUPATIONAL EDUCATION NEEDS, AND (3) OPERATING A STUDENT  JOB-PLACEMENT PROGRAM. IT WAS CONCLUDED THAT MOST PRINCIPALS OF LARGE HIGH SCHOOLS IN MICHIGAN WERE INTERESTED IN EXPANDING VOCATIONAL OR OCCUPATIONAL PROGRAMS, AND THEY SAW THE NEED FOR AN ASSISTANT TO GIVE HELP AND LEADERSHIP. THE ASSISTANT SHOULD BE TRAINED IN BOTH SCHOOL ADMINISTRATION AND OCCUPATIONAL EDUCATION, AND SHOULD WORK WITH THE PRINCIPAL, OTHER SCHOOL PERSONNEL, AND LOCAL CIVIC, BUSINESS, INDUSTRIAL, AND PROFESSIONAL GROUPS TO IMPROVE THE HIGH SCHOOL&apos;S ABILITY TO PREPARE YOUNG PEOPLE FOR EMPLOYMENT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011545</dc:identifier>
<dc:title>HIGH SCHOOL PRINCIPALS&apos; PERCEPTIONS OF THE ROLES AND RESPONSIBILITIES OF PERSONS WHO WOULD BE CHARGED WITH THE RESPONSIBILITY FOR LEADERSHIP IN THE DEVELOPMENT OF OCCUPATIONALLY ORIENTED PROGRAMS IN HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, ROBERT E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WAS ONE OF FOUR SEMINARS CONDUCTED TO IMPROVE THE QUALITY AND QUANTITY OF RESEARCH AND DEVELOPMENT IN VOCATIONAL EDUCATION. OBJECTIVES WERE TO DEVELOP (1) A CONCEPT OF THE ROLE AND THE ESSENTIAL CONDITIONS FOR RESEARCH AND DEVELOPMENT IN STATE PROGRAMS, (2) AN UNDERSTANDING OF A FUNCTIONAL ORGANIZATIONAL STRUCTURE FOR CONDUCTING A PROGRAM OF RESEARCH AND DEVELOPMENT, (3) COMPETENCIES FOR ADMINISTERING SUCH A PROGRAM, (4) AN UNDERSTANDING OF THE DYNAMICS OF PLANNED CHANGE, (5) EMPATHY AND SUPPORT FOR RESEARCH AND DEVELOPMENT IN VOCATIONAL EDUCATION, AND (6) TECHNIQUES FOR CLARIFYING INDIVIDUAL AND ORGANIZATIONAL ROLES AND RELATIONSHIPS. TEXTS OF PRESENTATIONS BY THE CONSULTANT STAFF ARE GIVEN. THEY WERE (1) &amp;quot;THE ROLE OF RESEARCH AND DEVELOPMENT IN VOCATIONAL EDUCATION,&amp;quot; (2)&amp;quot;A PHILOSOPHY OF RELATIONSHIPS IN STATE RESEARCH AND DEVELOPMENT,&amp;quot; (3) &amp;quot;A RATIONALE FOR THE ESTABLISHMENT OF A VOCATIONAL EDUCATION RESEARCH STRUCTURE,&amp;quot; (4) &amp;quot;OCCUPATIONAL EDUCATION IN RESEARCH--THE NEW YORK STATE EDUCATION DEPARTMENT&apos;S STRUCTURE,&amp;quot; (5) &amp;quot;ADMINISTRATIVE CONCERNS IN ASSESSING DEVELOPMENT AND DEMONSTRATION PROJECTS,&amp;quot; (6) &amp;quot;PROCEDURES AND TECHNIQUES FOR THE ADMINISTRATION OF RESEARCH,&amp;quot; (7) &amp;quot;THE ANATOMY OF A FUNDED PROPOSAL,&amp;quot; AND (8) &amp;quot;DIFFUSING EDUCATIONAL INNOVATIONS.&amp;quot; (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011546</dc:identifier>
<dc:title>REPORT OF A NATIONAL VOCATIONAL EDUCATION SEMINAR ON THE ADMINISTRATION OF RESEARCH (COLUMBUS, MAY 24-27, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>107</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Farmer Education</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Young Farmer Education</dc:subject>
<dc:creator scheme='personal author'>MILLER, TEXTON R.</dc:creator>
<dc:creator scheme='personal author'>PASOUR, HENRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AT NORTH CAROLINA STATE UNIVERSITY, THE STUDENT TEACHER SEMESTER CONSISTS OF A PERIOD OF 7 WEEKS ON CAMPUS AND 10 WEEKS OFF CAMPUS IN A STUDENT TEACHING CENTER. FROM 1960 TO 1965, ALL AGRICULTURAL EDUCATION SENIORS (166) WHO UNDERWENT STUDENT TEACHING WERE GIVEN A 29-ITEM ATTITUDE INVENTORY AT THE BEGINNING AND END OF THE SEMESTER. THE STUDY FINDINGS SHOWED THAT (1) EACH OF THE 6-YEAR GROUPS SHOWED A GAIN IN FAVORABLE ATTITUDE TOWARD ADULT EDUCATION AS A FUNCTION OF THE PUBLIC SCHOOL, (2) STUDENT ATTITUDE SCORES AT THE BEGINNING OF THE SEMESTER WERE LOWER DURING THE LAST HALF OF THE STUDY, (3) END OF THE SEMESTER SCORES WERE HIGHER DURING THE LAST 3 YEARS, AND (4) BEFORE THEIR TEACHING SEMESTER, STUDENTS FELT TEACHERS SHOULD DEVOTE FROM 31 TO 43.7 PERCENT OF THEIR TIME TO ADULT  EDUCATION. AFTER STUDENT TEACHING, THE RANGE BECAME 35.9 TO 48.3 PERCENT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011547</dc:identifier>
<dc:title>ATTITUDINAL CHANGES TOWARD ADULT EDUCATION DURING STUDENT TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CLARY, JOSEPH RAY</dc:creator>
<dc:type></dc:type>
<eric:keywords>RALEIGH RESEARCH COORDINATING UNIT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Dept. of Public Instruction, Raleigh.</dc:creator>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING THE ACADEMIC YEAR 1963-64, NORTH CAROLINA SCHOOLS INTRODUCED A NINTH-GRADE COURSE WHICH PROVIDED OCCUPATIONAL INFORMATION AS A BASIS FOR VOCATIONAL PLANNING. AFTER 4 YEARS, 366 TEACHERS AND ADMINISTRATORS WHO HAD AT LEAST 2 YEARS EXPERIENCE WITH THE PROGRAM WERE SURVEYED BY QUESTIONNAIRES. EIGHTY PERCENT RESPONDED. AREAS COVERED WERE NEED FOR THE COURSE, APPROPRIATENESS OF OBJECTIVES AND THE EXTENT TO WHICH THEY WERE MET, RELATIONSHIP TO OTHER COURSES, APPROPRIATENESS OF CONTENT AND GRADE LEVEL, REQUIRED TEACHER QUALIFICATIONS, MOST EFFECTIVE TEACHING METHODS, AND SUGGESTIONS FOR AND BARRIERS TO IMPROVEMENT. THE WRITER CONCLUDED THAT (1) SUCH A COURSE IS NEEDED, (2) THE OBJECTIVES ARE SATISFACTORILY ATTAINED IN MOST SCHOOLS, (3) THE STUDENTS&apos; DECISIONS SHOULD DETERMINE  LATER COURSE OFFERINGS, (4) SUCCESSFUL COMPLETION OF THE COURSE SHOULD RESULT IN FEWER DROPOUTS, (5) MORE STUDY IS NEEDED TO LEARN IF THE COURSE SHOULD BE REQUIRED OR ELECTIVE, (6) BOTH BOYS AND GIRLS SHOULD TAKE THE COURSE, (7) RESOURCE PERSONS AND FIELD TRIPS SHOULD BE USED EXTENSIVELY, (8) THERE SHOULD BE ADEQUATE TEACHING MATERIALS, SUPPLIES, AND EQUIPMENT, (9) MORE ATTENTION SHOULD BE GIVEN TO TEACHER PREPARATION, AND (10) MORE ADEQUATE BUDGETS SHOULD BE PROVIDED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011548</dc:identifier>
<dc:title>ATTITUDES OF PUBLIC SCHOOL PERSONNEL TOWARDS THE INTRODUCTION TO VOCATIONS PROGRAM IN NORTH CAROLINA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Regional Laboratories</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LEE, ARTHUR M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Phoenix)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act</eric:keywords>
<eric:keywords>Economic Opportunity Act 1964</eric:keywords>
<eric:keywords>MANPOWER DEVELOPMENT AND TRAINING ACT</eric:keywords>
<eric:keywords>Vocational Education Act 1963</eric:keywords>
<eric:keywords_geo>Arizona (Phoenix)</eric:keywords_geo>
<eric:keywords_law>Economic Opportunity Act 1964</eric:keywords_law>
<eric:keywords_law>Elementary and Secondary Education Act</eric:keywords_law>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:keywords_law>Vocational Education Act 1963</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northern Arizona Univ., Flagstaff.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH COORDINATING UNIT PERSONNEL MET TO CONSIDER THE FUNDING OF VOCATIONAL RESEARCH. THE PURPOSE WAS TO EXPLORE ALTERNATE SOURCES OF FUNDS BECAUSE OF DECREASED APPROPRIATIONS. PARTICIPANTS REPRESENTED LOGICAL STATE AND FEDERAL SOURCES OF RESEARCH FUNDING. QUESTIONS CONSIDERED WERE -- (1) HOW MUCH MONEY WILL BE AVAILABLE FOR RESEARCH THIS YEAR AND NEXT, (2) HOW WILL IT BE DISTRIBUTED, (3) WHAT PROCEDURES SHOULD BE FOLLOWED IN REQUESTING FUNDS, (4) WHAT CRITERIA WILL BE USED IN EVALUATING REQUESTS, (5) WHAT PROCEDURES WILL BE FOLLOWED IN PROCESSING REQUESTS, AND (6) HOW MAY THESE FUNDS BE USED. THE SESSION TOPICS WERE--(1) DIRECTED RESEARCH UNDER TITLE IV(C) OF THE VOCATIONAL EDUCATION ACT, (2) RESEARCH FUNDS ADMINISTERED BY THE STATES, (3) SMALL GRANTS FROM RESEARCH  DEVELOPMENT UNDER TITLE IV(C) OF THE VOCATIONAL EDUCATION ACT, (4) COORDINATION OF TITLE III PROGRAMS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT WITH STATE RESEARCH COORDINATING UNITS, (5) COORDINATING VOCATIONAL RESEARCH WITH THE REGIONAL EXPERIMENTAL LABORATORIES, (6) RESEARCH FUNDING AVAILABLE UNDER THE ECONOMIC OPPORTUNITY PROGRAM, AND (7) FUNDING RESEARCH UNDER TITLE I OF THE MANPOWER DEVELOPMENT AND TRAINING ACT. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011549</dc:identifier>
<dc:title>WESTERN REGIONAL RCU CONFERENCE IN VOCATIONAL RESEARCH FUNDING (PHOENIX, DECEMBER 15-16, 1966). SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Univ., Ft. Collins.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH STUDIES AND ARTICLES WERE SCANNED TO SELECT INFORMATION WITH IMPLICATIONS FOR TRADE AND INDUSTRIAL EDUCATION. THE ANNOTATIONS CONVEY THE GENERAL PURPOSES OF THE STUDIES, MAJOR FINDINGS, AND CONCLUSIONS. THEY ARE DIVIDED INTO FOUR MAJOR GROUPINGS--(1) EXPERIMENTAL AND COMPARATIVE STUDIES, (2) STUDIES CONCERNING THE STUDENT, (3) STUDIES INVOLVING THE VOCATIONAL EDUCATION STAFF, AND (4) STUDIES OF A GENERAL NATURE. THERE ARE 38 ITEMS PUBLISHED FROM 1960 TO 1966. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011550</dc:identifier>
<dc:title>ANNOTATED BIBLIOGRAPHY OF CURRENT RESEARCH RELATED TO TRADE AND INDUSTRIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Engineering</dc:subject>
<dc:subject>Animal Husbandry</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>Horticulture</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio Vocational Agriculture Instructional Materials Service, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TITLE, IDENTIFICATION NUMBER, DATE OF PUBLICATION, PAGINATION, A BRIEF DESCRIPTION, AND PRICE ARE GIVEN FOR EACH OF THE INSTRUCTIONAL MATERIALS AND AUDIOVISUAL AIDS INCLUDED IN THIS CATALOG. TOPICS COVERED ARE FIELD CORPS, HORTICULTURE, ANIMAL SCIENCE, SOILS, AGRICULTURAL ENGINEERING, AND FARMING PROGRAMS. AN ORDER FORM IS INCLUDED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011551</dc:identifier>
<dc:title>INSTRUCTIONAL MATERIALS CATALOG.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Coll. of Agriculture.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MATERIALS LISTED INCLUDE (1) MAINTENANCE KITS, ELECTRICAL CODES, AND SAFETY CHARTS FOR AGRICULTURAL MECHANICS, (2) PROGRAMED INSTRUCTION MATERIALS FOR 33 UNITS IN AGRICULTURE, (3) SLIDEFILMS FOR ANIMAL SCIENCE, DAIRY SCIENCE, FARM MANAGEMENT AND ECONOMICS, AND AGRICULTURAL MECHANICS, (4) AGRONOMY FACT SHEETS, LAND-USE SELECTION CARDS, &amp;quot;PH&amp;quot; KITS, AND OTHER CROP, SOIL, AND FERTILIZER MATERIALS, (5) ANALYSIS CHARTS, TABULATION SHEETS, REPORT FORMS, AND COURSE MATERIALS FOR FARM MANAGEMENT, (6) SUBJECT MATTER UNITS FOR ANIMAL AND DAIRY SCIENCE, AGRICULTURAL MECHANICS, AND CROP AND SOIL SCIENCE, AND (7) MISCELLANEOUS MATERIALS SUCH AS TAPE RECORDINGS ON CAREERS IN AGRICULTURE AND APPROVED CROP PRACTICES. PRICES ARE LISTED FOR ALL MATERIALS. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011552</dc:identifier>
<dc:title>1967-68 CATALOG OF TEACHING MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS LIST OF INSTRUCTIONAL MATERIALS FOR COOPERATIVE EDUCATION CLASSES INCLUDES (1) GENERAL RELATED STUDY GUIDES AND STUDY GUIDES FOR SPECIFIC OCCUPATIONS IN COOPERATIVE CLASSES, (2) STUDENT MANUALS AND INSTRUCTOR&apos;S GUIDES FOR PREPARATORY CLASSES, AND (3) COMPREHENSIVE COURSE OF STUDY FOR INSTRUCTORS&apos; USE ONLY. PUBLICATION DATES ARE SHOWN, AND PRICES FOR STUDENT MANUALS AND CORRESPONDING TEACHER&apos;S KEY OR GUIDES ARE LISTED. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011553</dc:identifier>
<dc:title>INSTRUCTIONAL MATERIALS FROM MISSOURI CURRICULUM MATERIALS LABORATORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>NEW BRUNSWICK</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Jersey State Dept. of Education, Trenton.</dc:creator>
<dc:creator scheme='institution'>Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MATERIALS ARE LISTED BY 36 TOPICS ARRANGED IN ALPHABETICAL ORDER. TOPICS INCLUDE APPRENTICE TRAINING, BAKING, DRAFTING, ENGLISH, GLASSBLOWING, HOME ECONOMICS, INDUSTRIAL CHEMISTRY, MACHINE SHOP, NEEDLE TRADES, REFRIGERATION, AND UPHOLSTERY. PRICES ARE GIVEN FOR EACH ITEM. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011554</dc:identifier>
<dc:title>CURRICULUM MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Apprenticeships</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COURSES OF INSTRUCTION, WORKBOOKS, TESTBOOKS, AND EXAMINATIONS ARE LISTED FOR AUTO MECHANICS, CABINET MAKING, CARPENTRY, DRYWALL CONSTRUCTION, RADIO SERVICES, AND 30 OTHER AREAS OF APPRENTICE TRAINING. A SYLLABUS FOR TRAINING PART-TIME TRADE AND TECHNICAL TEACHERS IS INCLUDED WITH TECHNICAL EDUCATION MATERIALS. PRICES ARE LISTED FOR ALL MATERIALS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011555</dc:identifier>
<dc:title>INSTRUCTIONAL MATERIALS CATALOG. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tennessee State Dept. of Education, Nashville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRICES ARE GIVEN FOR MATERIALS FOR AGRICULTURE EDUCATION, HEALTH OCCUPATIONS EDUCATION, DISTRIBUTIVE EDUCATION, MANPOWER DEVELOPMENT AND TRAINING PROGRAMS, AND TRADE AND INDUSTRIAL EDUCATION. THESE INCLUDE COURSES OF STUDY, LESSON PLANS, TEST AND ANSWER BOOKLETS, ASSIGNMENT SHEETS, AND TEACHER HANDBOOKS. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011556</dc:identifier>
<dc:title>LIST OF INSTRUCTIONAL MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject>State Colleges</dc:subject>
<dc:subject weight='MAJOR'>Technical Education</dc:subject>
<dc:subject weight='MAJOR'>Trade and Industrial Education</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi State Univ., State College.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRICES AND PUBLICATION DATES ARE GIVEN FOR 14 STUDY GUIDES FOR PART-TIME COOPERATIVE TRAINING, SIX INSTRUCTOR&apos;S GUIDES FOR VOCATIONAL TRAINING, FIVE BASIC PLANS FOR ORGANIZATION AND MANAGEMENT OF INSTRUCTION, THREE INSTRUCTOR&apos;S GUIDES FOR TECHNICAL TRAINING, AND FOUR PROFESSIONAL HANDBOOKS AND MANUALS. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011557</dc:identifier>
<dc:title>STUDY GUIDES FOR USE IN PART-TIME COOPERATIVE TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:42:14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LESSON PLANS, INFORMATIVE MATERIALS FOR INSTRUCTORS, AND ASSIGNMENT SHEETS FOR LEARNERS ARE LISTED UNDER THE FOLLOWING HEADINGS--(1) INDUSTRIAL OCCUPATIONS, (2) SERVICE OCCUPATIONS, (3) HEALTH OCCUPATIONS, (4) RESEARCH AND PROGRAM EVALUATION, (5) SUPERVISORY TRAINING, (6) TEACHER IMPROVEMENT, (7) DIVERSIFIED COOPERATIVE TRAINING, AND (8) MISCELLANEOUS. EACH ITEM IS DESCRIBED, AND THE AVAILABILITY OF ANSWER BOOKS IS INDICATED FOR ASSIGNMENT SHEETS. A PRICE LIST IS INCLUDED. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011558</dc:identifier>
<dc:title>1967 INSTRUCTIONAL MATERIALS FOR TRADE INDUSTRIAL AND TECHNICAL OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Review (Reexamination)</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Technical Education</dc:subject>
<dc:creator scheme='personal author'>LARSON, MILTON E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MATERIALS FROM LIBRARIES, INDIVIDUAL RESEARCHERS, UNIVERSITIES, AND STATE AND FEDERAL AGENCIES WERE REVIEWED IN ORDER TO PRESENT A DEVELOPMENTAL PICTURE OF TECHNICAL EDUCATION. MOST OF THE 284 ITEMS WERE PUBLISHED IN 1961-66. EARLIER ONES WERE INCLUDED IF THEY PROVIDED A BASIS FOR TRENDS OR LATER ACTIVITIES. TOPICS COVERED ARE -- (1) PHILOSOPHY AND OBJECTIVES, (2) MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, (3) CURRICULUM DEVELOPMENT, (4) EDUCATIONAL PROGRAMS, (5) INSTRUCTIONAL MATERIALS AND DEVICES, (6) LEARNING PROCESSES AND TEACHING METHODS, (7) STUDENT PERSONNEL SERVICES, (8) FACILITIES AND EQUIPMENT, (9) TEACHER EDUCATION, (10) ADMINISTRATION AND SUPERVISION, (11) EVALUATION, AND (12) RESEARCH. IT WAS CONCLUDED THAT -- (1) MUCH OF THE RESEARCH REPORTED IS &quot;ACTION TYPE&quot;  RESEARCH, (2) QUESTIONNAIRES OR OPINIONNAIRES WERE FREQUENTLY USED, AND (3) USE OF THE EXPERIMENTAL METHOD WAS PRACTICALLY NONEXISTENT. HIGH QUALITY RESEARCH WAS RECOMMENDED IN THE AREAS OF -- (1) INSTRUCTIONAL MATERIALS AND DEVICES, (2) LEARNING PROCESSES AND TEACHING METHODS, (3) FACILITIES AND EQUIPMENT, (4) TEACHER EDUCATION, (5) ADMINISTRATION AND SUPERVISION, AND (6) RESEARCH. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011559</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:42:17</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Review (Reexamination)</dc:subject>
<dc:subject>Student Welfare</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>SCHAEFER, CARL J.</dc:creator>
<dc:creator scheme='personal author'>TUCKMAN, BRUCE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>ERIC</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PERIODICALS, BOOKS, PAPERS, DISSERTATIONS, AND RESEARCH REPORTS FROM 1954 TO 1966 WERE REVIEWED IN ORDER TO ESTABLISH A BASE FOR CURRENT RESEARCH. THE TOPICS REPORTED ON ARE (1) PHILOSOPHY AND OBJECTIVES, (2) MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, (3) CURRICULUM DEVELOPMENT, (4) EDUCATIONAL PROGRAMS, (5) INSTRUCTIONAL MATERIALS AND DEVICES, (6) LEARNING PROCESSES AND TEACHING METHODS, (7) STUDENT PERSONNEL SERVICES, (8) FACILITIES AND EQUIPMENT, (9) TEACHER EDUCATION, (10) ADMINISTRATION AND SUPERVISION, (11) EVALUATION, AND (12) RESEARCH. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011560</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN TRADE AND INDUSTRIAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>91</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Apprenticeships</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Office Occupations Education</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Louisiana (Natchitoches)</eric:keywords>
<eric:keywords_geo>Louisiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Louisiana State Vocational Curriculum Development and Research Center, Natchitoches.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MATERIALS ARE DESCRIBED FOR 42 TRADE PREPARATORY TRAINING COURSES, SEVEN APPRENTICE TRAINING COURSES, TWO TRADE EXTENSION TRAINING COURSES, AND 13 SUPERVISORY PERSONNEL DEVELOPMENT COURSES. INFORMATION FOR EACH INCLUDES A LISTING OF THE MATERIALS (STUDY ASSIGNMENTS, JOB SHEETS, TEST BOOKS, ANSWER BOOKS, INSTRUCTOR&apos;S AIDS), REQUIRED REFERENCES, AND A DETAILED OUTLINE OF THE COURSE. (EL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011561</dc:identifier>
<dc:title>STATE VOCATIONAL-TECHNICAL AND TRADE SCHOOLS OF LOUISIANA CATALOG.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>345</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Occupations</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Review (Reexamination)</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Supervised Farm Practice</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>PHIPPS, LLOYD J.</dc:creator>
<dc:creator scheme='personal author'>WARMBROD, J. ROBERT</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OVER 400 STUDIES WERE CONSIDERED IN PREPARING THIS REPORT ON AGRICULTURAL EDUCATION RESEARCH CONCLUSIONS, TRENDS, METHODOLOGY, AND NEEDS. THOUGH EMERGENCE OF CORRELATIONAL AND EXPERIMENTAL RESEARCH IS EVIDENT, RESEARCH IN AGRICULTURAL EDUCATION HAS BEEN LARGELY DESCRIPTIVE. WEAKNESSES IN PROBABILITY SAMPLING AND SURVEY TECHNIQUES HAVE BEEN EVIDENT, ESPECIALLY RELATIVE TO NONRESPONSE. IMPLEMENTATION OF FINDINGS REMAINS A MAJOR PROBLEM, THOUGH PILOT PROGRAMS, POPULARIZED REPORTS, AND COORDINATED APPROACHES HOLD PROMISE OF ALLEVIATING THE PROBLEM. INDIVIDUAL GRADUATE RESEARCH STUDIES HAVE BEEN MOST PREVALENT, AND THESE HAVE BEEN LIMITED BY SHORT DURATION AND HAVE LACKED CUMULATIVE EFFECTS AND CHANCES OF IMPLEMENTATION. COORDINATED STUDIES HAVE BEEN CONDUCTED ON EMPLOYMENT  OPPORTUNITIES AND NEEDED COMPETENCIES. THE CURRENT RESEARCH REFLECTS NEW DEVELOPMENTS AND INTEREST IN CURRICULUM, POST-HIGH SCHOOL TECHNICAL EDUCATION, SUPERVISED EXPERIENCE, INNOVATIONS, EVALUATION, AND PERSONNEL ROLES. CONCLUSIONS AND FURTHER NEEDS WERE IDENTIFIED IN THESE AND SEVERAL OTHER AREAS INCLUDING (1) INSTRUCTIONAL MATERIALS, (2) TEACHING AND LEARNING, (3) STUDENT ORGANIZATIONS, (4) GENERAL AGRICULTURE, (5) PERSONNEL PREPARATION, (6) ADMINISTRATION AND SUPERVISION, AND (7) RESEARCH DESIGN. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011562</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN AGRICULTURAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>155</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Review (Reexamination)</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CHADDERDON, HESTER</dc:creator>
<dc:creator scheme='personal author'>FANSLOW, ALYCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROFESSIONAL MAGAZINES, RESEARCH REVIEWS, AND 500 THESES AND DISSERTATIONS WERE CONSIDERED IN SELECTING 159 RESEARCH STUDIES FOR REVIEW. STUDIES CONCERNED WITH TEACHER EDUCATION WERE INCLUDED BUT ADULT EDUCATION WAS EXCLUDED. THE PERIOD FROM 1959 TO 1966 IS COVERED. TOPICS ARE (1) PHILOSOPHY AND OBJECTIVES, (2) MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, (3) EDUCATIONAL PROGRAMS, (4) INSTRUCTIONAL MATERIALS AND DEVICES, (5) LEARNING PROCESSES AND TEACHING MATERIALS, (6) STUDENT PERSONNEL SERVICES, (7) FACILITIES AND EQUIPMENT, (8) TEACHER EDUCATION, (9) ADMINISTRATION AND SUPERVISION, (10) EVALUATION, AND (11) RESEARCH. THE AUTHORS CONCLUDED THAT PROGRESS HAS BEEN MADE IN COLLECTING AND ANALYZING DATA RELATING TO IMPORTANT PROBLEMS, BUT RESOURCES SHOULD BE USED TO BETTER  ADVANTAGE. MANY THESES HAVE ONLY LOCAL IMPLICATIONS. STATISTICAL CONSULTANTS AND RESEARCHERS IN OTHER AREAS OF VOCATIONAL EDUCATION SHOULD BE UTILIZED. THEORIES SHOULD BE REEXAMINED IN LIGHT OF THE RESEARCH FINDINGS IN EDUCATION, PSYCHOLOGY, AND SOCIOLOGY. THERE IS A NEED FOR GREATER CREATIVITY, LEADING TO EXPLORATORY STUDIES AS THE FIRST STEP IN PROBLEM SOLVING. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011563</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN HOME ECONOMICS EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>118</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Educational Trends</dc:subject>
<dc:subject weight='MAJOR'>Industrial Arts</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Review (Reexamination)</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>STREICHLER, JERRY</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DISSERTATIONS, THESES, STAFF STUDIES, PERSONAL RESEARCH, PERIODICAL ARTICLES, YEARBOOKS, AND SPEECHES FROM 1960 TO 1966 ARE REVIEWED. TOPICS DISCUSSED ARE (1) PHILOSOPHY AND OBJECTIVES, (2) CURRICULUM DEVELOPMENT, (3) INSTRUCTIONAL MATERIALS AND DEVICES, (4) LEARNING PROCESSES AND TEACHING METHODS, (5) STUDENT PERSONNEL SERVICES, (6) FACILITIES AND EQUIPMENT, (7) TEACHER EDUCATION, (8) ADMINISTRATION AND SUPERVISION, (9) EVALUATION, AND (10) RESEARCH. THE AUTHOR CONCLUDED THAT EXCELLENT EXAMPLES OF RESEARCH EXIST IN EXPERIMENTAL WORK, IN FOLLOWUP RESEARCH EMPLOYING CAUSAL-COMPARATIVE METHODS, AND IN SOME PHILOSOPHICAL STUDIES. HOWEVER, MUCH OF THE RESEARCH DONE BECAUSE OF DEGREE REQUIREMENTS WAS THOUGHT TO BE OF EXTREMELY POOR QUALITY. BY ACCEPTING LOW QUALITY STANDARDS,  INSTITUTIONS MAY BE PRODUCING INDIVIDUALS WHO ERRONEOUSLY CONCEIVE THEMSELVES ABLE AND ACCOMPLISHED RESEARCHERS. MAJOR QUESTIONS CONCERN INDUSTRIAL ARTS OBJECTIVES AND TEACHING METHODOLOGY. RESEARCH EFFORTS, IN THE NEAR FUTURE AT LEAST, WILL BE DIRECTED TO THE CONCERNS RAISED BY THE MAJOR CURRICULUM PROJECTS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011564</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN INDUSTRIAL ARTS EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:42:25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject weight='MAJOR'>Distributive Education</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Review (Reexamination)</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LOGAN, WILLIAM B.</dc:creator>
<dc:creator scheme='personal author'>MEYER, WARREN G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REVIEW AND SYNTHESIS OF THE LITERATURE ON DISTRIBUTIVE EDUCATION INCLUDES 59 DOCTORAL DISSERTATIONS WRITTEN SINCE 1930, 120 MASTERS STUDIES COMPLETED FROM 1957 THROUGH 1966, AND 71 OTHER STUDIES. TOPICS COVERED ARE (1) PHILOSOPHY AND OBJECTIVES, (2) MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, (3) CURRICULUM DEVELOPMENT, (4) EDUCATIONAL PROGRAMS, (5) INSTRUCTIONAL MATERIALS AND DEVICES, (6) LEARNING PROCESSES AND TEACHING METHODS, (7) STUDENT PERSONNEL SERVICES, (8) FACILITIES AND EQUIPMENT, (9) TEACHER EDUCATION, (10) ADMINISTRATION AND SUPERVISION, (11) EVALUATION, AND (12) RESEARCH. THE COMMENTARY ON THE STATE OF DISTRIBUTIVE EDUCATION RESEARCH IS ACCOMPANIED BY FIVE TABLES WHICH PRESENT CLASSIFICATION OF RESEARCH BY GRADUATE DEGREES, GRADUATE INSTITUTIONS, YEARS,  GEOGRAPHIC REGIONS, AND SUBJECTS. THE BIBLIOGRAPHY PROVIDES A CROSS-INDEX TO THE CONTENTS. THE CONCLUSIONS WERE THAT STUDIES HAVE DOMINATED RESEARCH IN DISTRIBUTIVE EDUCATION AND THAT LITTLE USE OF TESTS HAS BEEN MADE. STATISTICAL METHODS, ELECTRONIC DATA PROCESSING, AND BETTER RESEARCH TECHNIQUES ARE BEING USED INCREASINGLY. USE OF EXPERIMENTAL METHODS AND THE DEVELOPMENT OF TESTS DESIGNED TO MEASURE SPECIFIC EDUCATIONAL OUTCOMES ARE RECOMMENDED. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011565</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN DISTRIBUTIVE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>231</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:42:27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Business Education</dc:subject>
<dc:subject weight='MAJOR'>Business Education Facilities</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject weight='MAJOR'>Office Occupations Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Review (Reexamination)</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LANHAM, FRANK W.</dc:creator>
<dc:creator scheme='personal author'>TRYTTEN, J. M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH REPORTED ON IS PRIMARILY RELEVANT TO BUSINESS AND OFFICE PREPARATION IN SENIOR HIGH SCHOOLS, AREA VOCATIONAL SCHOOLS, COMMUNITY COLLEGES, OR YOUTH AND ADULT PROGRAMS OPERATED BY THESE PUBLIC INSTITUTIONS. REPORTS OF TEACHER PREPARATION FOR THESE AREAS AND INSTITUTIONS ARE ALSO INCLUDED. TOPICS OUTSIDE THE SCOPE OF BUSINESS AND OFFICE EDUCATION AS DEFINED IN THE VOCATIONAL ACT OF 1963 WERE OMITTED. STUDIES WERE INCLUDED IF THEY PROVIDED (1) SOME UNIQUE OR SYSTEMATIC METHOD OF ATTACKING PROBLEMS, (2) MORE THAN A TEMPORARY OR NARROW GEOGRAPHIC RESULT, AND (3) A REPRESENTATIVE PICTURE OF THE CURRENT STATUS OF RESEARCH WHICH COULD AID RESEARCHERS TO ASSESS GAPS IN SYSTEMATIC PROBLEM SOLVING. EXCEPT FOR CLASSICS OR EARLIER RESEARCH REVIEWS, THE LITERATURE COVERED THE  PERIOD FROM 1960-66. PHILOSOPHY AND OBJECTIVES, MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, CURRICULUM DEVELOPMENT, EDUCATIONAL PROGRAMS, INSTRUCTIONAL MATERIALS AND DEVICES, LEARNING PROCESSES AND TEACHING METHODS, STUDENT PERSONNEL SERVICES, FACILITIES AND EQUIPMENT, TEACHER EDUCATION, ADMINISTRATION AND SUPERVISION, EVALUATION, AND RESEARCH ARE THE TOPICS DISCUSSED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011566</dc:identifier>
<dc:title>REVIEW AND SYNTHESIS OF RESEARCH IN BUSINESS AND OFFICE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:42:29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEOCT1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Status</dc:subject>
<dc:creator scheme='personal author'>SMITH, ALFRED G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY OBSERVED AND ANALYZED THE INTERNAL COMMUNICATIONS OF A RESEARCH CENTER. THE GOAL WAS TO DETERMINE WHO SENDS WHAT MESSAGES, TO WHOM, OVER WHICH CHANNELS. FROM THE DATA THAT WAS GATHERED THROUGH INTERVIEWS THAT AVERAGED 3 HOURS EACH, IT WAS FOUND THAT THE MEMBERS OF THE GROUP GENERALLY PERCEIVED DISCRETE STATUSES RATHER THAN STATUS-SETS. THE STUDY THEN GROUPED THE INDIVIDUAL MEMBERS OF THE CENTER IN TERMS OF THEIR SHARED STATUSES. MOST COMMUNICATION TAKES PLACE WITHIN THESE GROUPS, AND LITTLE TAKES PLACE ACROSS GROUP BOUNDARIES. THESE DIVISIONS AND GROUPINGS REGULATE COMMUNICATION WITHIN THE CENTER. AS THE CENTER HAS GROWN AND BECOME BUREAUCRATIZED, IT HAS DEVELOPED MORE AND MORE DISTINCTIONS OF RANK AND DIVISIONS OF LABOR. THESE HIERARCHIES AND SPECIALTIES ERECT SOME  BARRIERS TO THE FREE FLOW OF INFORMATION, BUT THEY ALSO PROVIDE SHIELDING AND PREVENT JAMMING IN THE COMMUNICATION NETWORK. THE STUDY ALSO FOUND THAT MANY OF THE COMMUNICATION PRACTICES OF THE CENTER CAN BE ANALYZED IN TERMS OF TWO OVERALL STATUS CATEGORIES--THE ORGANIZATION MAN AND THE RESEARCH MAN. THESE STATUS-SETS CUT ACROSS THE OFFICIALLY ESTABLISHED RANKS AND FUNCTIONAL DIVISIONS OF THE CENTER. AN EMPHASIS ON THE ORGANIZATION AND AN EMPHASIS ON RESEARCH REFLECTS A BASIC DIVISION WITHIN THE CENTER. THIS PUBLICATION IS AVAILABLE FROM THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON, 58 PAGES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011567</dc:identifier>
<dc:title>COMMUNICATION AND STATUS--THE DYNAMICS OF A RESEARCH CENTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Sociology</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Social Psychology</dc:subject>
<dc:creator scheme='personal author'>CHARTERS, W.W., JR.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPERS IN THIS PUBLICATION WERE PRESENTED AT A 3-DAY STAFF CONFERENCE OF THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION. THE OBJECTIVES OF THE CONFERENCE WERE TO (1) ASSESS THE ACTUAL AND POTENTIAL CONTRIBUTIONS OF VARIOUS ACADEMIC DISCIPLINES TO THE PROGRAM AREA OF THE CENTER, (2) EVALUATE THE FIELD OF ADMINISTRATION AS AN AREA OF ACADEMIC INTEREST, (3) DISCUSS EXISTING DEFICIENCIES IN RESEARCH AND PRACTICE, AND (4) EXAMINE THE RELATIONSHIPS OF EDUCATIONAL INSTITUTIONS TO THE LARGER SOCIAL AND CULTURAL ENVIRONMENTS IN WHICH THEY ARE EMBEDDED. THE SEVEN PAPERS THAT CONTRIBUTED TO THE ACHIEVEMENT OF THESE OBJECTIVES PRESENTED THE FOLLOWING TOPICS--(1) THE EMERGING SCIENCE OF ADMINISTRATION AS REVEALED BY THE LITERATURE IN A VARIETY OF ACADEMIC DISCIPLINES, (2)  AN ANALYSIS OF THE DEFICIENCIES OF CURRENT RESEARCH IN EDUCATIONAL ADMINISTRATION AND THE CORRECTIVES NEEDED TO PRODUCE RESEARCH OF HIGH QUALITY, (3) EDUCATIONAL ADMINISTRATION AS VIEWED FROM THE PERSPECTIVE OF THE SOCIOLOGY OF EDUCATION, (4) MEANS TO DEVELOP A SOCIAL PSYCHOLOGY OF EDUCATIONAL ADMINISTRATION, (5) THE USE OF ANALYTICAL TECHNIQUES EMPLOYED IN ECONOMICS TO MAKE DECISION-MAKING IN EDUCATION MORE RATIONAL AND SYSTEMATIC, (6) CULTURAL FACTORS IN THE EDUCATIONAL PROCESS, AND (7) THE SCHOOLS AS TRANSMISSION AGENTS FOR POLITICAL VALUES. THIS PUBLICATION IS AVAILABLE FROM THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON, 120 PAGES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011568</dc:identifier>
<dc:title>PERSPECTIVES ON EDUCATIONAL ADMINISTRATION AND THE BEHAVIORAL SCIENCES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Change Agents</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:creator scheme='personal author'>FARNER, FRANK</dc:creator>
<dc:creator scheme='personal author'>GOLDHAMMER, KEITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A FACTUAL CASE STUDY OF SOCIAL CHANGE IN A LARGE SUBURBAN SCHOOL DISTRICT EXPERIENCING CONFLICT BETWEEN THE SCHOOL BOARD, THE ADMINISTRATIVE OFFICER OF THE SCHOOL SYSTEM, AND THE GENERAL PUBLIC DURING A PERIOD OF RAPID POPULATION GROWTH. THE STUDY TRACES THE HISTORY OF VARIOUS PROBLEMS ARISING FROM RAPID POPULATION GROWTH AND THE INTRODUCTION OF CURRICULUM CHANGES FACED BY JACKSON COUNTY SCHOOL BOARDS AND SCHOOL SUPERINTENDENTS FOR A PERIOD BEGINNING SOON AFTER WORLD WAR II THROUGH THE 1963-64 SCHOOL BUDGET FORMULATION. THE SIMILARITIES BETWEEN THE PROBLEMS OF JACKSON COUNTY AND THOSE OF MANY OTHER AREAS MAKE THIS STUDY SUITABLE FOR USE IN GRADUATE SEMINARS AND INSERVICE PROGRAMS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011569</dc:identifier>
<dc:title>THE JACKSON COUNTY STORY, A CASE STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrative Change</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Change Agents</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:creator scheme='personal author'>CARLSON, RICHARD O.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PUBLICATION IS A REPORT OF A SEMINAR ON PLANNED CHANGE CONDUCTED WITH PUBLIC SCHOOL OFFICIALS BY THE CENTER FOR ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION AT THE UNIVERSITY OF OREGON. THE MAIN OBJECTIVE WAS THE ENHANCEMENT OF THE SCHOOL OFFICIALS&apos; UNDERSTANDING OF THE PLANNED-CHANGE PROCESSES AND OF THEIR SKILL IN CARRYING OUT PLANNED CHANGES. THE SEMINAR REVOLVED AROUND TWO MAJOR ELEMENTS--(1) SMALL GROUP DISCUSSIONS OF PAPERS PRESENTED FOR THE SEMINAR BY FOUR CONSULTING SOCIAL SCIENTISTS, AND (2) WHAT WERE TERMED &amp;quot;CLINIC SESSIONS.&amp;quot; THESE SESSIONS BROUGHT TOGETHER SCHOOL OFFICIALS AND SOCIAL SCIENTISTS IN SMALL GROUPS WHERE ATTENTION WAS GIVEN TO SPECIFIC CHANGE PROBLEMS THAT HAD BEEN, AND WERE BEING ENCOUNTERED BY THE SCHOOL OFFICIALS. THE CONCLUSIONS DRAWN FROM THE  CONFERENCE WERE SUMMARIZED AS (1) HOW THE ADMINISTRATOR ACTS AND HOW SUCCESSFUL HE IS IN HIS DISTRICT MAKES AN IMPACT ON THE EDUCATIONAL ENTERPRISE OVER AND BEYOND THE AVAILABILITY OF RESOURCES, (2) THE INSIGHTS AND KNOWLEDGE OF THOSE WHO STUDY HUMAN BEHAVIOR AND HUMAN INSTITUTIONS ARE RELEVANT TO SCHOOL ADMINISTRATION, (3) EDUCATION HAS A GREAT DEAL OF GOAL AMBIGUITY AND THIS IS AN INTERFERING FACTOR IN EFFECTING CHANGES, (4) THERE IS NEED FOR RESEARCH TO GUIDE ADMINISTRATORS, AND (5) IN THE ABSENCE OF ADEQUATE RESEARCH, EDUCATORS MUST DO WHAT THEIR EXPERIENCE, TRAINING, AND PROFESSIONAL COMMITMENTS INDICATE IS THE BETTER OF THE ALTERNATIVES AVAILABLE. THIS PUBLICATION IS AVAILABLE FROM THE CENTER FOR ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON, 92  PAGES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011570</dc:identifier>
<dc:title>CHANGE PROCESSES IN THE PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Research</dc:subject>
<dc:creator scheme='personal author'>CARLSON, RICHARD O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INQUIRY WAS CONCERNED WITH (1) EXPLANATION OF THE RATES OF ADOPTION OF NEW EDUCATIONAL PRACTICES BY SCHOOL SYSTEMS, AND (2) EXPLANATION OF VARYING RATES OF DIFFUSION OF EDUCATIONAL INNOVATIONS. CHAPTER ONE PRESENTS THE EXPLANATORY FRAMEWORK TO BE EMPLOYED, AND THE SOURCES AND KINDS OF DATA TO BE INVOLVED. THE FOLLOWING CHAPTERS TRACE OUT PORTIONS OF THE NATURAL HISTORY OF INNOVATIONS. IN CHAPTER TWO, THE RELATIONSHIP BETWEEN A SUPERINTENDENT&apos;S POSITION IN THE SOCIAL STRUCTURE OF ADOPTERS AND HIS RATE OF ACCEPTANCE OF MODERN MATH WAS SCRUTINIZED. IN CHAPTER THREE, THE SUBJECT IS THE PATTERNS OF SEEKING ADVICE AND INFORMATION ABOUT NEW EDUCATIONAL PRACTICES AMONG SCHOOL SUPERINTENDENTS. PARTICULAR ATTENTION WAS PAID TO THE WAY IN WHICH ADVICE SEEKING AND GIVING IS RELATED TO  THE STATUS STRUCTURE OF SUPERINTENDENTS. CHAPTER FOUR EXPLORES THE RELATION OF ADAPTIVE PERFORMANCE OF SUPERINTENDENTS AS MEASURED BY ACCEPTANCE OF SEVERAL INNOVATIONS TO THE INNOVATIVENESS SCORE OF THE SUPERINTENDENTS AS MEASURED BY A SET OF INDEPENDENT VARIABLES. CHAPTER FIVE MOVES AWAY FROM THE ADOPTION STAGE OF THE LIFE CYCLE OF INNOVATIONS TO THE SPREAD OR DIFFUSION STAGE. CHAPTER SIX IS A CASE STUDY OF SOME OF THE UNANTICIPATED CONSEQUENCES IN THE USE OF ONE INNOVATION, PROGRAMED INSTRUCTION, IN ONE SCHOOL SYSTEM. THIS PUBLICATION IS AVAILABLE FROM THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON, 84 PAGES. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011571</dc:identifier>
<dc:title>ADOPTION OF EDUCATIONAL INNOVATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Development</dc:subject>
<dc:subject>Economic Research</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>School Support</dc:subject>
<dc:subject>School Taxes</dc:subject>
<dc:creator scheme='personal author'>INNES, JON T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS MONOGRAPH IS A SURVEY OF RECENT LITERATURE ON THE ECONOMIC RETURNS ON INVESTMENT IN EDUCATION. THE FIRST SECTION INTRODUCES THE READER TO THE CONCEPT OF HUMAN CAPITAL AND TO SOME WAYS IT CAN BE MEASURED. IN THE SECOND AND THIRD SECTIONS, DATA ARE PRESENTED ON THE RELATIONSHIP BETWEEN EDUCATION AND INCOME AND THE BENEFITS ACCRUING BOTH TO INDIVIDUALS AND TO THE NATION AS A WHOLE FROM INVESTMENT IN EDUCATION. SECTION FOUR DEALS WITH ESTIMATES OF EDUCATION&apos;S CONTRIBUTION TO ECONOMIC GROWTH. SECTION FIVE SUMMARIZES THE GENERALIZATIONS CONCERNING EDUCATION AS AN INVESTMENT. THESE STUDIES REINFORCE THE CONCLUSION PRESENTED BY OTHER STUDIES THAT THE SOCIAL RETURNS ON EDUCATIONAL INVESTMENT ARE VERY PROFITABLE, AS ARE PRIVATE RETURNS ON INDIVIDUAL INVESTMENT. THIS PUBLICATION IS  AVAILABLE FROM THE CENTER FOR ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON, 46 PAGES, $1.00. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011572</dc:identifier>
<dc:title>THE ECONOMIC RETURNS TO EDUCATION, A SURVEY OF THE FINDINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>REHBERG, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EDUCATIONAL AND CAREER ORIENTATIONS OF 2,852 SECONDARY-SCHOOL SOPHOMORE MALES IN BOTH PUBLIC AND PAROCHIAL SCHOOLS WERE SURVEYED BY A QUESTIONNAIRE. THE STUDY SOUGHT TO ASSESS THE RELATIONSHIPS OF SOCIAL STATUS TO TWO ALTERNATE DIMENSIONS OF CHOICE OF EDUCATIONAL AND CAREER GOALS, THE IDEALISTIC AND THE REALISTIC. THE INVESTIGATOR CONCLUDED FROM THE GATHERED DATA THAT BOTH DIMENSIONS OF BOTH EDUCATIONAL AND OCCUPATIONAL ORIENTATIONS VARY SIGNIFICANTLY AND POSITIVELY WITH SOCIAL STATUS, AND THERE IS A SLIGHTLY STRONGER ASSOCIATION BETWEEN STATUS AND THE REALISTIC DIMENSION THAN BETWEEN STATUS AND THE IDEALISTIC DIMENSION. THE RESULTS OF THIS STUDY WERE COMPARED TO THE RESULTS OF PREVIOUSLY PUBLISHED REPORTS. THE COMPARISON SHOWED THAT WHILE MOST PREVIOUS STUDIES HAVE FOUND  SIGNIFICANT POSITIVE VARIATIONS OF THE REALISTIC DIMENSION WITH STATUS FOR BOTH CAREER AND EDUCATIONAL GOALS, IN OTHER ASPECTS THE PREVIOUS STUDIES ARE INCONSISTENT. A RELATED REPORT IS AA 000 010. THIS PAPER WAS PRESENTED TO THE MIDWESTERN SOCIOLOGICAL SOCIETY ANNUAL MEETING, APRIL 21-23, 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011573</dc:identifier>
<dc:title>ADOLESCENT CAREER ORIENTATIONS--SOME SUPPORTIVE AND CONFLICTING DATA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>KITCHEL, JOANNE M.</dc:creator>
<dc:creator scheme='personal author'>RUNKEL, P.J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT WAS MADE OF THOSE PROJECTS UNDER WAY AND COMPLETED BY THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION. THE CENTER&apos;S RESEARCH EFFORTS FOCUS ON THE SOCIAL ENVIRONMENTS WITHIN WHICH THOSE WHO ADMINISTER SCHOOLS AND SYSTEMS MUST WORK. RESEARCH ACTIVITIES ARE LISTED UNDER SUCH HEADINGS AS COMPLETED PROJECTS FOR WHICH REPORTS ARE BEING PREPARED, PROJECTS IN PROGRESS, PROJECTS IN PRELIMINARY OR PLANNING STAGES, COMPLETED PROJECTS FOR WHICH REPORTS ARE AVAILABLE, DISSERTATIONS, AND OCCASIONAL PAPERS WRITTEN BY STAFF MEMBERS. PRICES ARE LISTED FOR THOSE PROJECT REPORTS THAT ARE AVAILABLE IN PAPERBACK PUBLICATIONS. THE CUT-OFF DATE FOR THIS INTERIM REPORT WAS MARCH, 1966. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011574</dc:identifier>
<dc:title>PROJECTS UNDER WAY AND COMPLETED, MARCH 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:creator scheme='personal author'>RUNKEL, P.J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT WAS MADE OF RESEARCH PROJECTS UNDERWAY AT THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION AS OF FEBRUARY, 1965. THE CENTER&apos;S RESEARCH EFFORTS FOCUS ON THE SOCIAL CONTEXT WITHIN WHICH THOSE WHO ADMINISTER SCHOOLS AND SYSTEMS MUST WORK. APPENDED TO THE REPORT IS A SERIES OF BRIEF DESCRIPTIONS OF THE PROJECTS. THESE PROJECTS DEAL WITH SUCH PROBLEMS AS ROLE EXPECTATIONS, EDUCATIONAL MARKET ANALYSIS, COMMUNITY POWER GROUPS, THE WORLD OF THE VOTER, SOCIAL INFLUENCES ON POLITICAL ORIENTATIONS, SCHOOL-BOARD ARENA OF ARGUMENTATION, PROFESSIONAL REFERENCE GROUPS, COMMUNICATION NETS WITHIN FACULTIES, AND MOTIVATIONAL SOURCES OF PROSPECTIVE SUPERINTENDENTS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011575</dc:identifier>
<dc:title>RESEARCH PROJECTS UNDER WAY, FEBRUARY 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Attendance</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Parent Aspiration</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:creator scheme='personal author'>REHBERG, RICHARD A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:keywords_test>Hollingshead Social Economic Status Measures</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO MODELS OF THE INTERACTION OF PARENTAL ENCOURAGEMENT AND EDUCATIONAL EXPECTATIONS WERE EVALUATED IN COMPARISON WITH DATA GATHERED FROM A SURVEY. PARENTAL ENCOURAGEMENT WAS DEFINED AS AN OVERT ATTEMPT BY PARENTS TO INFLUENCE THEIR SON TO GO TO COLLEGE. ONE MODEL REPRESENTED PARENTAL ENCOURAGEMENT AS AN INTERVENING VARIABLE BETWEEN EDUCATIONAL EXPECTATIONS AND THE FACTORS OF EDUCATION OF FATHER, OCCUPATION OF FATHER, AND EDUCATION OF MOTHER. IN THE SECOND MODEL, PARENTAL ENCOURAGEMENT AND THE OTHER THREE FACTORS WERE DEPICTED AS INDEPENDENT VARIABLES INTERACTING WITH EDUCATIONAL EXPECTATIONS. A QUESTIONNAIRE WAS USED TO GATHER DATA FROM 6,000 SOPHOMORE STUDENTS IN PUBLIC AND PAROCHIAL SECONDARY SCHOOLS IN SIX MIDDLE-SIZE PENNSYLVANIA CITIES. THE HOLLINGSHEAD SEVEN CATEGORY  OCCUPATIONAL RATING SCALE WAS USED TO MEASURE OCCUPATION OF FATHER AND THE HOLLINGSHEAD SEVEN CATEGORY EDUCATIONAL RATING SCALE WAS USED TO MEASURE EDUCATION OF FATHER AND EDUCATION OF MOTHER. STATISTICAL ANALYSIS WAS USED TO ESTABLISH THE NECESSARY FACTORS IN THE MODELS. A CRITICAL TEST WAS THEN MADE FOR AN INTERVENING VARIABLE. RESULTS OF THE TEST WERE NOT CONSIDERED TO ADEQUATELY ESTABLISH PARENTAL ENCOURAGEMENT AS AN INTERVENING VARIABLE. TO ACCOUNT FOR THE DISCREPANCIES BETWEEN THIS STUDY AND EARLIER STUDIES, SEVERAL ASSUMPTIONS WERE MADE THAT LED TO THE CONCLUSION THAT PARENTAL ENCOURAGEMENT ACTS AS AN INDEPENDENT VARIABLE. A RELATED REPORT IS AA 000 007. THIS PAPER WAS PRESENTED TO THE EASTERN SOCIOLOGICAL SOCIETY ANNUAL MEETING, APRIL 15-17, 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011576</dc:identifier>
<dc:title>EDUCATIONAL ORIENTATIONS AND PARENTAL ENCOURAGEMENT--AN INTERVENING OR AN INDEPENDENT VARIABLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Enrollment Influences</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Tuition</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, ROBERT</dc:creator>
<dc:creator scheme='personal author'>SIEGEL, BARRY N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STATISTICAL DEMAND ANALYSIS, WHICH EMPHASIZES THE INFLUENCE OF RELATIVE PRICES AND REAL INCOME UPON THE DEMAND FOR A COMMODITY, WAS USED TO DEVELOP A MODEL OF THE DEMAND FOR HIGHER EDUCATION. THE STUDY IS BASED ON THE FACT THAT COLLEGE ENROLLMENT REPRESENTS THE PURCHASE OF BOTH A PRODUCER AND CONSUMER DURABLE, AND IS AN ACT OF INVESTMENT. INVESTMENT RISKS APPEAR IN TWO FORMS--(1) THE RISK OF FAILURE TO COMPLETE THE EDUCATION, AND (2) THE RISK THAT EDUCATION, EVEN THOUGH COMPLETED, WILL NOT YIELD THE EXPECTED INCOME RETURN. ONLY THOSE REGARDED AS POTENTIAL INVESTORS, GRADUATE STUDENTS AND STUDENTS ENROLLED IN 2-YEAR INSTITUTIONS ARE EXCLUDED FROM THE STUDY. FROM THE ANALYSES MADE, THE PRINCIPLES THAT LIMIT EDUCATIONAL DEMAND BELOW THE TOTAL OF THOSE ELIGIBLE TO ENROLL WERE DEDUCED  TO BE (1) THOSE INDIVIDUALS WHOSE EXPECTED RATE OF RETURN OVER COST IS ZERO, OR BELOW, WILL HAVE A ZERO ENROLLMENT DEMAND, AND (2) ENROLLMENT DEMAND IS DIMINISHED BY EXCLUSION OF THOSE WHO MUST RELY ON LOANS TO ENROLL. THE MODEL DERIVED AS A MEASURE OF DEMAND WAS--THE RATIO OF ENROLLEES TO ELIGIBLES FOR A GIVEN YEAR IS A FUNCTION OF THE REAL DISPOSABLE INCOME PER HOUSEHOLD AND OF THE AVERAGE REAL TUITION IN THAT YEAR. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011577</dc:identifier>
<dc:title>A MODEL FOR THE DEMAND FOR HIGHER EDUCATION IN THE UNITED STATES, 1919-64.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Permissive Environment</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>FOSKETT, JOHN M.</dc:creator>
<dc:creator scheme='personal author'>WOLCOTT, HARRY F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SYSTEM OF RULES THAT GUIDES THE BEHAVIOR OF ELEMENTARY SCHOOL PRINCIPALS WAS INVESTIGATED. THIS BODY OF RULES, TERMED &amp;quot;THE NORMATIVE STRUCTURE OF THE COMMUNITY AS IT PERTAINS TO SCHOOL ADMINISTRATORS,&amp;quot; WAS STUDIED BY MEANS OF AN INSTRUMENT CALLED THE &amp;quot;ROLE NORM INVENTORY.&amp;quot; SEPARATE INVENTORIES WERE DEVELOPED FOR ELEMENTARY SCHOOL TEACHERS AND FOR ELEMENTARY SCHOOL PRINCIPALS. THE RESPONSE PATTERNS TO THE PRINCIPAL ROLE NORM INVENTORY WERE DISCUSSED IN THE FOLLOWING ORDER--(1) THE EXTENT OF AGREEMENT AMONG PRINCIPALS AND AMONG OTHER POPULATIONS REGARDING THE ROLE OF THE PRINCIPAL, (2) THE EXTENT OF PERMISSIVENESS AMONG PRINCIPALS AND AMONG OTHER POPULATIONS, (3) DIFFERENCES IN VIEWS OF THE ROLE OF THE PRINCIPAL, (4) THE PRINCIPAL&apos;S PERCEPTION OF THE VIEWS OF OTHERS, AND (5)  RANK ORDER AGREEMENT OF ITEMS BASED ON MEAN SCORES OBTAINED FROM THE VARIOUS POPULATIONS. RESPONSES WERE SCORED ON A SCALE OF PLUS 100 PERCENT FOR COMPLETE AGREEMENT TO MINUS 100 PERCENT FOR COMPLETE DISAGREEMENT. A SUMMARY OF THE SCORES REVEALED THAT THE LEVEL OF AGREEMENT FOR EACH SEGMENT OF THE COMMUNITY INVENTORIED RANGED FROM NEAR ZERO PERCENT TO APPROXIMATELY 80 PERCENT, THE AVERAGE FOR EACH GROUP BEING CLOSE TO 40 PERCENT. THE AUTHOR REPORTED (1) THE SCHOOL SYSTEM THAT WAS STUDIED APPEARED TO BE A STABLE, SMOOTH RUNNING ORGANIZATION OPERATING WITH A MINIMUM OF STRESS AND (2) THE SCHOOL SYSTEM APPEARED ABLE TO TOLERATE A WIDE RANGE OF VIEWS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011578</dc:identifier>
<dc:title>SELF IMAGES AND COMMUNITY IMAGES OF THE ELEMENTARY SCHOOL PRINCIPAL--FINDINGS AND IMPLICATIONS OF A SOCIOLOGICAL INQUIRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Laboratory Experiments</dc:subject>
<dc:subject>Perception Tests</dc:subject>
<dc:subject>Personality Change</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:creator scheme='personal author'>GREGOR, GARY L.</dc:creator>
<dc:creator scheme='personal author'>WRENCH, DAVID F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO TEST THE THEORY THAT LABORATORY GROUPS MAKING COMPLEX DECISIONS WILL DISTORT THEIR PERCEPTIONS OF EACH OTHER IN WAYS PREDICTABLE FROM NEWCOMB&apos;S A-B-X MODEL OF PERCEPTUAL DISTORTION IN WHICH &amp;quot;A&amp;quot; REPRESENTS THE PERCEIVING INDIVIDUAL, &amp;quot;B&amp;quot; REPRESENTS ANOTHER MEMBER OF THE GROUP, AND &amp;quot;X&amp;quot; THE ISSUES UNDER DISCUSSION. FOUR HYPOTHESES DEALING WITH PERCEPTUAL DISTORTION WERE TESTED IN SIMULATED SCHOOL BOARDS, EACH COMPOSED OF FOUR SUBJECTS AND A GRADUATE STUDENT, THE LATTER PLAYING THE ROLE OF A NONDIRECTIVE SUPERINTENDENT OF SCHOOLS. EACH SUBJECT RECEIVED COMMUNICATIONS FROM, AND REPRESENTED, AN INTEREST GROUP. EACH BOARD MET FOUR TIMES, AND, AT EACH MEETING, TWO DIFFERENT BUT INTERRELATED ISSUES WERE DISCUSSED AND DECIDED. SUBJECTS WERE ASKED TO RATE EACH  OTHER, THE SUPERINTENDENT, AND THEMSELVES AT THE START, MIDDLE, AND END OF EACH MEETING IN RELATION TO A HYPOTHETICAL NORMAL DISTRIBUTION OF A REFERENCE POPULATION. THE TWO TYPES OF RATINGS MADE WERE (1) POSITION ON ISSUE AND (2) SOUNDNESS OF JUDGMENT. MIXED RESULTS WERE OBTAINED. IN FACT, ONE HYPOTHESIS WAS SIGNIFICANT IN THE OPPOSITE DIRECTION TO THAT PREDICTED, SO THAT THE STATIC CORRELATION BETWEEN PERCEIVED POSITION DISCREPANCY AND EXPERTISE IS HIGH AND NEGATIVE. FURTHER SEARCH FOR THE CONDITIONS WHICH LED TO THESE RESULTS WAS RECOMMENDED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011579</dc:identifier>
<dc:title>BALANCING IN GROUP DECISION MAKING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>BRUMBAUGH, ROBERT B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Firo B Scale</eric:keywords>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE ASPECT OF THE PERCEPTUAL ACCURACY OF STUDENT TEACHERS AND THEIR SUPERVISORS IN JUDGING THEIR INTERPERSONAL RELATIONS WAS EXPLORED. A FIELD STUDY OF 40 STUDENT TEACHERS AND THEIR PUBLIC SCHOOL SUPERVISING TEACHERS EXPLORED THE POSSIBILITY OF SUBORDINATE ROLE BEING A CORRELATE TO THE ACCURACY OF THEIR INTERPERSONAL PERCEPTION. AT THE END OF 6 WEEKS OF WORKING CONTACT, THE SUBJECTS WERE ADMINISTERED THE &amp;quot;FIRO-B&amp;quot; SCALE INTENDED TO MEASURE THE DEGREE TO WHICH THE SUBJECT WANTS TO RECEIVE INCLUSION, CONTROL, AND AFFECTION. THE SUBJECTS WERE ASKED TO COMPLETE THE SCALE ONCE TO REVEAL THEIR FEELINGS AND ONCE TO REACT AS THEY THOUGHT THEIR RESPECTIVE SUPERVISOR OR STUDENT TEACHER WOULD REACT. ANALYSIS OF THE DATA SHOWED THAT SUPERVISING TEACHERS WERE SIGNIFICANTLY MORE ACCURATE THAN  STUDENT TEACHERS IN ESTIMATING THE PSYCHOLOGICAL CONTROL NEEDS OF THEIR COUNTERPARTS. THE AUTHOR CONCLUDED THAT FOR A SUPERORDINATE TO SUCCESSFULLY PERFORM THE ROLE, THAT PERSON MUST PERCEPTUALLY SELECT ONLY THOSE CUES FROM INTERACTION WITH IMMEDIATE SUBORDINATES THAT PERTAIN TO THE CONTROL NEEDS OF THE SUBORDINATES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011580</dc:identifier>
<dc:title>ACCURACY OF INTERPERSONAL PERCEPTION--A FUNCTION OF SUPERORDINATE ROLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>PELLEGRIN, ROLAND J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DESCRIPTION IS PRESENTED OF THE OBJECTIVES, ORGANIZATION, AND PERSONNEL OF THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION. THE EIGHT BASIC AREAS OF THE RESEARCH PROGRAMS ARE (1) THE STRUCTURE AND FUNCTIONING OF EDUCATIONAL ORGANIZATIONS AS SOCIAL AND CULTURAL SYSTEMS, (2) THE INTERRELATIONSHIPS AMONG SOCIETY, CULTURE, AND EDUCATION, (3) EDUCATOR ROLES, ROLE PERCEPTIONS, AND ROLE EXPECTATIONS, (4) CHANGE, INNOVATION, AND RESISTANCE TO INNOVATION IN EDUCATION, (5) DECISION-MAKING IN EDUCATION AT LOCAL AND STATE LEVELS, (6) COMMUNITY AND STATE SUPPORT FOR EDUCATIONAL PROGRAMS, (7) PUBLIC KNOWLEDGE OF AND ATTITUDES TOWARD EDUCATION, AND (8) PUBLIC PARTICIPATION IN EDUCATIONAL AFFAIRS. ALTHOUGH PRIMARY EMPHASIS HAS BEEN UPON THE ORGANIZATION OF THE RESEARCH PROGRAM,  STEPS ALSO HAVE BEEN TAKEN IN THE DISSEMINATION OF INFORMATION. THIS EFFORT INCLUDES THE ESTABLISHMENT OF A PUBLICATION PROGRAM. BY THE END OF THE FIRST YEAR OF OPERATIONS, FIVE CONFERENCES WILL HAVE BEEN CONDUCTED. TRAINING PROGRAMS FOR GRADUATE STUDENTS AND POSTDOCTORAL FELLOWS HAVE ALSO BEEN LAUNCHED. EXPERIMENTAL WORKSHOPS FOR ADMINISTRATORS ARE BEING PLANNED, AND THE PROGRAM OF THE CENTER AND THE RESEARCH EFFORTS HAVE BEEN REPORTED AT NUMEROUS CONFERENCES IN VARIOUS SECTIONS OF THE COUNTRY. THIS PAPER WAS PRESENTED AT THE MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, CHICAGO, FEBRUARY 10, 1965. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011581</dc:identifier>
<dc:title>THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Basic Skills</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL CONFERENCE ON RESEARCH IN ENGLISH</eric:keywords>
<eric:keywords>American Educational Research Association</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BASES OF READING RESEARCH AND THE FUNDAMENTAL PROCESSES OF READING WERE PRESENTED. FOLLOWING AN OVERVIEW OF RESEARCH IN READING FROM ABOUT 1916 TO THE PRESENT, THE AUTHOR DEFINED READING AS A BASIC BUT COMPLEX SKILL, AND EXAMINED SOME COMPONENTS WHICH MAKE UP THE SKILL. IDENTIFICATION OF THE PROCESS OF READING WAS DESCRIBED IN TERMS OF THE LINGUISTIC METHOD OF TEACHING READING WHICH DESCRIBES WRITTEN LANGUAGE AS A RENDITION, OR A CODE, OF SPOKEN LANGUAGE. VARIOUS ASPECTS OF THE DECODING PROCESS USED BY CHILDREN IN ACQUIRING READING SKILL WERE DISCUSSED. THE AUTHOR SHOWS THAT THE EMPIRICAL DESIGN FOR MOST READING RESEARCH OF THE PAST HAS BEEN THE COMPARISON OF TWO OR MORE TEACHING METHODS, A DESIGN HE BELIEVES TO BE CONTENTIOUS, COSTLY, AND UNINFORMATIVE. AN ALTERNATIVE  APPROACH FOR DEVELOPING AND EVALUATING READING CURRICULUMS WAS SUGGESTED THAT INCLUDED THE FOLLOWING STEPS--(1) AN INITIAL APPROXIMATION TO THE CURRICULUM, (2) INFORMAL OBSERVATION AND MANIPULATION, (3) A REVISION, FOLLOWED BY MORE FORMAL, CATEGORY-DIRECTED OBSERVATION, AND (4) REVISION AGAIN WITH LARGE-SCALE TESTING AND INTENSIVE OBSERVATION. THE OBJECTIVES AND INITIAL ACTIVITIES OF PROJECT LITERACY WERE DISCUSSED. THE PROGRAM WAS DESCRIBED AS AN INTERDISCIPLINARY APPROACH TO CURRICULUM DEVELOPMENT, COMBINING CLASSROOM RESEARCH WITH LABORATORY EXPERIMENTATION. THIS PAPER WAS PUBLISHED IN &amp;quot;ELEMENTARY ENGLISH,&amp;quot; FEBRUARY 1966, (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011582</dc:identifier>
<dc:title>READING RESEARCH--WHAT, WHY, AND FOR WHOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Stimuli</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Codification</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Pictorial Stimuli</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Games</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Symbolic Language</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEW CURRICULUM OF CODING GAMES WAS DEVELOPED FOR BEGINNING READERS. THE CURRICULUM&apos;S CONTENT EMPHASIZED TEACHING THE CHILD TO DECODE LETTERS INTO SOUNDS THAT REPRESENT LANGUAGE. THE PURPOSE WAS TO SHOW THE CHILD THE REASONABLENESS OF THE RELATIONSHIP BETWEEN WRITING AND SPEECH. THE CODING GAMES BEGAN WITH AN EMPHASIS ON LANGUAGE AND THE VARIOUS CODES THAT CAN BE USED TO STAND FOR LANGUAGE. PICTURES AND PICTURE-SYMBOLS WERE USED TO INTRODUCE WRITTEN CODES. THE GAMES WERE COMPLETED WITH AN INTRODUCTION TO THE USE OF ALPHABETIC CODE (TO SUPPLEMENT ABILITY TO COMMUNICATE WITH SIMPLE WRITTEN SYMBOLS). THE CURRICULUM WAS TRIED OUT IN TWO KINDERGARTEN CLASSES. THE RESULTS ACHIEVED BY USE OF THIS CURRICULUM WERE EVALUATED BY INTERVIEWS WITH INDIVIDUAL CHILDREN. ALTHOUGH ONLY ONE CHILD  KNEW A LETTER STANDS FOR A SOUND, THE CHILDREN UNDERSTOOD THAT CODES STAND FOR LANGUAGE AND COULD HANDLE CODES EFFECTIVELY. FOLLOWUP RECOMMENDATIONS, AS WELL AS AN OUTLINE OF THE CURRICULUM ITSELF, WERE PRESENTED IN THE REPORT. THE CURRICULUM WAS DEVELOPED AS PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A COMPREHENSIVE RESEARCH PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING AND WRITING SKILLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011583</dc:identifier>
<dc:title>PROJECT LITERACY, CODING UNIT 1966. A COGNITIVE APPROACH TO READING READINESS--CODING GAMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Worksheets</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>BIEMILLER, ANDREW</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>METHODS TO BE USED FOR EVALUATING A NEW FIRST-GRADE CURRICULUM IN READING AND WRITING WERE PRESENTED. THE CURRICULUM WAS DEVELOPED AS PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A COMPREHENSIVE RESEARCH PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. INTERRELATED TOPICS OF THE CURRICULUM INCLUDED READING (BOOKS, MAGAZINES, AND GENERAL WRITTEN MATERIAL), BASIC SENTENCE CONSTRUCTION, CODING GAMES, AUDIOVISUAL DISCRIMINATION, ALPHABET LEARNING, CORRESPONDENCES, AND HANDWRITING. FORMS AND SCHEDULES WERE DESIGNED FOR USE IN REPORTING THE OBSERVATIONS AND ASSESSMENTS THAT WERE TO BE MADE TO GATHER DATA RELEVANT TO TWO PROBLEMS--(1) THE RELEVANCY AND EFFECTIVENESS OF THE VARIOUS CURRICULUM TOPICS FOR LEARNING TO READ, AND (2) THE EFFECTIVENESS OF THE PARTICULAR PROCEDURES  AND MATERIALS EMPLOYED FOR TEACHING THE CURRICULUM TOPICS. THE &amp;quot;OBSERVATION&amp;quot; FORMS WERE DESCRIBED UNDER THREE BROAD CATEGORIES--THOSE CONCERNED WITH ATTENTION, THOSE CONCERNED WITH TEACHER-CHILD INTERACTION AND CHILD PERFORMANCE, AND THOSE CONCERNED WITH A GENERAL DESCRIPTION OF THE CLASSROOM ACTIVITIES. THE &amp;quot;ASSESSMENT&amp;quot; FORMS WERE DESIGNED FOR EVALUATION OF CLASSROOM WORKSHEETS, BRIEF CLASSROOM CHECKS ON INDIVIDUALS, TESTING OF GROUPS, AND TESTING OF INDIVIDUALS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011584</dc:identifier>
<dc:title>DATA GATHERING IN THE FIRST GRADE PROJECT, PROJECT LITERACY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Codification</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Prereading Experience</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Symbolic Language</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:type></dc:type>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS UNIT GUIDE WAS DESIGNED FOR DEMONSTRATING TO THE PREREADER THAT WRITING IS A CODE FOR SPEECH AND THAT LETTERS ARE SYMBOLS FOR SOUNDS MADE IN SPEECH. IT WAS DEVELOPED AS A PREREADING UNIT UNDER &amp;quot;PROJECT LITERACY,&amp;quot; A BASIC RESEARCH AND CURRICULUM DEVELOPMENT PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. THE LESSONS OF THE UNIT WERE DEVELOPED IN PROGRESSIVE SEQUENCES FOR ALLOWING THE CHILD TO FORM CONCEPTS OF A VARIETY OF COMMUNICATION MODES. IT WAS ANTICIPATED THAT THE PARTICIPATING CHILD WOULD DEVELOP UNDERSTANDINGS OF (1) THE ARBITRARY NATURE OF WRITTEN LANGUAGE, (2) THE IMPORTANCE OF SENTENCE ORDERING TO MEANING, (3) THE LEFT-RIGHT ORIENTATION USED IN READING THE ENGLISH LANGUAGE, AND (4) THE NECESSITY FOR CORRECTLY POSITIONING LETTERS. THE  UNIT WAS DESIGNED FOR USE IN THE SECOND SEMESTER OF KINDERGARTEN OR IN THE FIRST SEMESTER OF GRADE 1. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011585</dc:identifier>
<dc:title>A PRE-READING UNIT ON THE RATIONALE FOR CODING SPEECH INTO WRITING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Educational Games</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Handwriting</dc:subject>
<dc:subject>Handwriting Instruction</dc:subject>
<dc:subject>Handwriting Skills</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:type></dc:type>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECOMMENDATIONS ARE GIVEN FOR STARTING CHILDREN ON LEARNING HANDWRITING SKILLS. FROM OBSERVATIONS MADE OF SOME 5-YEAR-OLD CHILDREN IN PROJECT HEADSTART, THE AUTHOR DEVELOPED THE DESCRIBED PROCEDURES &amp;quot;TO GET CHILDREN WRITING LEGIBLY BUT NOT NECESSARILY BEAUTIFULLY AS SOON AS POSSIBLE.&amp;quot; SOME OF THE SUBJECTS DISCUSSED WERE (1) BEST SIZE OF LETTERS FOR CHILDREN TO MAKE WHEN STARTING TO WRITE, (2) TEACHING CHILDREN NOT TO START LETTERS FROM THE BOTTOM OF THE WRITING SPACE WHICH CAUSES SOME LETTERS TO BE INVERTED SUCH AS &amp;quot;M&amp;quot; FOR &amp;quot;W&amp;quot;, (3) USE OF FINGER TRACING OF LETTERS TO HELP CHILDREN LEARN BETTER FORMS AND RHYTHM IN LETTER FORMATION, (4) A 6-DAY SEQUENCE FOR TEACHING LETTER FORMATION, (5) A METHOD FOR EVALUATING HANDWRITING PROGRESS, (6) TECHNIQUES FOR IDENTIFYING THE LEFT- OR  RIGHT-HANDED CHILD, AND (7) SAMPLES OF LESSONS, GAMES, AND ACTIVITIES THAT COULD BE USED IN THE FIRST WEEK OF HANDWRITING INSTRUCTION. THIS MATERIAL WAS DEVELOPED AS PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A BASIC RESEARCH AND CURRICULUM-DEVELOPMENT PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011586</dc:identifier>
<dc:title>HANDWRITING, EXPLORATION OF HANDWRITING SKILLS WITH HEAD START CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Phonemes</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Pronunciation</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Vowels</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>SADOFF, BARBARA H.</dc:creator>
<dc:creator scheme='personal author'>WEBER, ROSE-MARIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SEQUENTIAL, INSTRUCTIONAL STRATEGY WAS PRESENTED FOR DECODING LETTERS INTO SOUND. THE STRATEGY WAS INTENDED TO COMPLEMENT INSTRUCTIONAL PROGRAMS IN BEGINNING READING. LETTER-SOUND CORRESPONDENCES AND CONCEPTS WERE PROVIDED FOR ALL LETTERS OF THE ALPHABET AS THEY MIGHT OCCUR IN VARYING POSITIONS TO FORM ENGLISH WORDS. OF THE VOWELS, ONLY TWO VALUES WERE EXPLICITLY PRESENTED, SHORT AND LONG. THE PROGRAM WAS PREPARED AS PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A BASIC RESEARCH AND CURRICULUM DEVELOPMENT EFFORT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011587</dc:identifier>
<dc:title>CORRESPONDENCE GROUP - SEQUENCE AND RATIONALES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Skills</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Fused Curriculum</dc:subject>
<dc:subject>Handwriting Skills</dc:subject>
<dc:subject>Integrated Curriculum</dc:subject>
<dc:subject>Listening Skills</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:type></dc:type>
<eric:keywords>PROJECT LITERACY</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONFERENCE WAS HELD TO IMPROVE AND EXPAND A FUSED CURRICULUM IN BEGINNING READING. THE CURRICULUM HAD BEEN DEVELOPED AND TENTATIVELY EVALUATED AS PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A BASIC RESEARCH AND CURRICULUM-DEVELOPMENT PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. THE FOCUS OF THE CURRICULUM WAS ON A TOTAL LITERATE ENVIRONMENT FOR DEVELOPING NOT ONLY THE CHILD&apos;S BASIC READING SKILLS, BUT HIS HANDWRITING, PHONICS, AND LISTENING SKILLS AS WELL. THE TOPICS EXPLORED AND DEVELOPED IN THE CONFERENCE WERE--(1) CODE MEDIUMS FOR RELATING WRITTEN LANGUAGE TO SPEECH, (2) METHODS FOR DETERMINING AND INSURING READING READINESS IN PRESCHOOL PROGRAMS, (3) ABILITIES NEEDED BY YOUNG CHILDREN BEFORE BEGINNING FORMAL READING INSTRUCTION, (4) LEARNING LETTER AND  SOUND CORRESPONDENCES, (5) APPROACH TO AND SEQUENCING OF HANDWRITING INSTRUCTION, (6) CHOOSING AND PREPARING READING MATERIALS, (7) CLASSROOM ORGANIZATION AND ABILITY GROUPING, (8) COMBINING COUNTING, SORTING, AND MATCHING, SIZE CONCEPTUALIZATION, AND OTHER LEARNINGS WITH READING, (9) OVERALL GOALS OF READING INSTRUCTION, AND (10) THE USE OF TECHNICAL AIDS IN THE CLASSROOM. A RELATED REPORT IS AA 000 023. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011588</dc:identifier>
<dc:title>SUMMARY OF THE PROJECT LITERACY CURRICULUM WRITING SEMINAR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Skills</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Fused Curriculum</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Handwriting Skills</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Integrated Curriculum</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Listening Skills</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:creator scheme='personal author'>ROBINSON, JOANNE A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INNOVATIVE, BEGINNING-READING PROGRAM WAS EVALUATED DURING A 1-YEAR PERIOD OF CLASSROOM RESEARCH ACTIVITY. THE PROGRAM HAD BEEN DEVELOPED AS A PART OF &amp;quot;PROJECT LITERACY,&amp;quot; A BASIC RESEARCH AND CURRICULUM-DEVELOPMENT EFFORT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF LITERACY SKILLS. THE EVALUATION WAS CONDUCTED IN A FIRST-GRADE CLASSROOM CONTAINING A HETEROGENEOUS GROUP OF 23 CHILDREN. CHILDREN&apos;S OWN STORIES, TEACHER&apos;S SENTENCES, TRADE BOOKS, TEXTBOOKS, MESSAGES FROM ONE CHILD TO ANOTHER, BULLETIN-BOARD TITLES, WORKSHEETS, RIDDLES, CROSSWORD PUZZLES, AND STORIES COMPOSED BY THE &amp;quot;PROJECT LITERACY&amp;quot; STAFF WERE USED TO ALLOW THE CHILD THE FULL RANGE OF SAMPLING NECESSARY FOR READING IN VARIOUS SITUATIONS. A LETTER PHONICS PROGRAM WAS INTEGRATED WITH THE READING INSTRUCTION  FOR THE SLOWER-MOVING READERS. TO CREATE A LITERATE ENVIRONMENT, WHICH WAS THE PROGRAM&apos;S FIRST OBJECTIVE, SUCH ITEMS AS A MESSAGE BOARD, A TAPE RECORDER, AND AN ELECTRIC TYPEWRITER WERE PROVIDED. NO SHARP DEMARCATION WAS MADE AMONG THE ACTIVITIES OF READING, LISTENING, AND WRITING. DURING EACH OF THE INSTRUCTIONAL PERIODS, THESE ACTIVITIES WERE INTERSPERSED AMONG SUBGROUPS OF CHILDREN. ALL OF THE PARTICIPATING CHILDREN LEARNED TO READ. EVEN THE SLOWER READERS WERE READING COMFORTABLY AT A FIRST-GRADE LEVEL AT THE YEAR&apos;S END, AND MOST WERE READING ABOVE GRADE LEVEL. A SECOND-YEAR PROGRAM WITH TWO FIRST-GRADE CLASSROOMS WAS PLANNED. A RELATED REPORT IS AA 000 022. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011589</dc:identifier>
<dc:title>PROJECT LITERACY, SUMMARY OF FIRST GRADE STUDY, 1965-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Reading Failure</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>STEMMLER, ANNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONSTRUCTION OF AN APPROACH FOR SYSTEMATICALLY DEVELOPING AND INTERRELATING ORAL LANGUAGE AND READING BEHAVIORS WAS BASED ON A RESEARCH STUDY OF LANGUAGE DEVELOPMENT AND READING WHOLLY CONCERNED WITH THE EDUCATIONALLY DISADVANTAGED, SPANISH-SPEAKING CHILD IN TEXAS. THE APPROACH WAS DEVELOPED FROM A STUDY OF A PARTICULAR GROUP OF CHILDREN HAVING A HIGH INCIDENCE OF READING FAILURE, AND WAS OFFERED AS A METHOD OF IDENTIFYING AND ORGANIZING ESSENTIAL ELEMENTS INTO A CONCEPTUAL FRAMEWORK FROM WHICH TO DEVELOP A PROGRAM FOR TEACHING BEGINNING READING. IT WAS STRESSED THAT IN SELECTING ANY APPROACH TO THE TEACHING OF READING, INCLUDING THIS APPROACH WHICH COMBINES A SELF-CONCEPT PROGRAM AND A SCIENCE PROGRAM, THE CHOICE SHOULD BE BASED ON THE NEEDS OF THE TARGET POPULATION AND THE  QUALIFICATIONS OF THE TEACHERS WHO WILL APPLY THE APPROACH. THIS PAPER WAS PUBLISHED IN &amp;quot;HARVARD EDUCATIONAL REVIEW,&amp;quot; WINTER 1966. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011590</dc:identifier>
<dc:title>AN EXPERIMENTAL APPROACH TO THE TEACHING OF ORAL LANGUAGE AND READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Resource Teachers</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:creator scheme='personal author'>BESSENT, E.W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Research and Development Center for Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE DIFFERENT APPROACHES TO INSERVICE EDUCATION WERE DESCRIBED THAT HAD BEEN DEVELOPED TO PROVIDE INDIVIDUAL TRAINING IN GROUP SESSIONS. EACH APPROACH INCLUDED A CAREFULLY PLANNED SEQUENCE OF LEARNING ACTIVITIES INTENDED TO BE PRESENTED WITHIN THE ORGANIZATIONAL CONTEXT OF THE PERSON&apos;S WORK. SUMMER COURSES AND SUMMER WORKSHOPS WERE NOT INCLUDED IN THIS CONCEPT OF INSERVICE EDUCATION. THE LABORATORY APPROACH TO THE LEADERSHIP TRAINING OF INSTRUCTIONAL STAFF MEMBERS PRESENTED THREE ILLUSTRATIVE EXERCISES THAT DEALT WITH EVALUATING PUPILS&apos; WORK, GROUPING PRACTICES, AND THE USE OF INBASKET ITEMS AS TRAINING MATERIALS FOR PRINCIPALS. A TRAINING APPROACH, THAT WAS PLANNED TO HELP TEACHERS IMPLEMENT INNOVATIONS IN INSTRUCTION INTO THEIR CLASSROOMS, PROVIDES TEACHER TRAINING THROUGH  SIMULATION OF DIRECT EXPERIENCES WITH STUDENTS AND BY OBSERVING AND ANALYZING STUDENT CLASSROOM WORK. THIS APPROACH REQUIRES RELEASE TIME FOR OBSERVATION OF DEMONSTRATION CLASSES. A DISCUSSION OF THE THIRD APPROACH, THE TEACHING DEMONSTRATION MODEL, DESCRIBED THE DEVELOPMENT OF THE FORMAL DEMONSTRATION INTO A CAREFULLY PLANNED INSERVICE TECHNIQUE. THE FINAL CHAPTER LISTED THREE MAJOR PROPOSITIONS DESCRIBING THE BEHAVIOR OF AN ORGANIZATION AND PRESENTED A WAY OF THINKING ABOUT THE USE OF INSERVICE PROGRAMS IN ORGANIZATIONS THAT MIGHT GIVE GUIDANCE TO THE DECISIONS OF THOSE WHO PLAN AND DIRECT INSERVICE EDUCATION. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011591</dc:identifier>
<dc:title>DESIGNS FOR INSERVICE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Feedback</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Persistence</dc:subject>
<dc:creator scheme='personal author'>GARRARD, JUDITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF THE EXIT INTERVIEW AS A CRITERION MEASURE OF THE STUDY OF PROSPECTIVE TEACHERS AND TEACHER TRAINING PROGRAMS WAS REPORTED. THE STUDY WAS MADE AS PART OF A LARGER INVESTIGATION MADE TO DISCOVER THE PERSONAL QUALITIES OF TEACHERS WHO REMAIN IN TEACHING AND TO DETERMINE THE PROGRAMS THAT PRODUCE TEACHERS. THE EXIT INTERVIEW WAS A CONFIDENTIAL, HOUR-LONG SEMISTRUCTURED INTERVIEW OF PROSPECTIVE TEACHERS CONDUCTED BY PSYCHOLOGISTS AT THE END OF THE TEACHER-PREPARATION PROGRAM. THE CASE NOTES OF PSYCHOLOGISTS&apos; INTERVIEWS WITH 33 ELEMENTARY AND 24 SECONDARY PRESERVICE TEACHERS WERE CATEGORIZED. THEY WERE THEN RATED TO DETERMINE PERCEPTIONS OF ONE CONTROL GROUP AND THREE EXPERIMENTAL GROUPS THAT RECEIVED INCREASING AMOUNTS OF FEEDBACK FROM TEST RESULTS AND FROM FILMS MADE OF  THE STUDENT TEACHERS WHILE TEACHING. INCREASING PSYCHOLOGICAL FEEDBACK FROM TESTS AND FILM VIEWING WAS FOUND TO INCREASE PREFERENCE FOR MIDDLE-CLASS SCHOOLS AND TO DECREASE PREFERENCE FOR LOWER-CLASS SCHOOLS. THE FINDING OF AN INVERSE RELATIONSHIP BETWEEN IDEAL SCHOOL SITUATION WITH AMOUNT OF EXPERIMENTAL FEEDBACK WAS INTERPRETED AS BEING CONSISTENT WITH FESTINGER&apos;S THEORY OF COGNITIVE DISSONANCE. RELATED REPORTS ARE AA 000 026 THROUGH AA 000 031. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011592</dc:identifier>
<dc:title>STUDENT TEACHERS&apos; PERCEPTIONS OF THEIR PROFESSIONAL PREPARATION DURING DEPTH INTERVIEWS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Instructional Programs</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Fear</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>NEWLOVE, BEULAH</dc:creator>
<dc:type></dc:type>
<eric:keywords>PORTER PROJECT</eric:keywords>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT TEACHERS WERE EXPOSED TO CLASSROOMS AS TEACHERS PRIOR TO FORMAL STUDENT TEACHING TO MINIMIZE THEIR FEARS OF STUDENT TEACHING. TWENTY-THREE STUDENTS WERE ASKED TO TEACH A SINGLE, PORTER JUNIOR-HIGH SCHOOL CLASS FOR A PERIOD OF 15 MINUTES. EACH TEACHING PRESENTATION WAS FILMED, RECORDED, AND OBSERVED. ON THE DAY FOLLOWING THE STUDENT TEACHING, THE CHILDREN IN THE CLASS WERE ASKED TO FILL OUT THE PUPIL OBSERVATION SURVEY REPORT, AND LATER, RECORDINGS WERE MADE OF THE PUPILS VERBAL EVALUATIONS. CONFERENCES WERE HELD WITH EACH STUDENT TEACHER AND ALL THE OBSERVATIONS WERE INTERPRETED FOR HIM. IN MOST CASES, THE STUDENT TEACHER SAW HIS OWN FILMED PRESENTATION. THE STUDENT TEACHERS HAVE REPORTED THEY WERE GLAD THEY HAD TAKEN PART IN THE TEACHING EXPERIMENT. RELATED REPORTS ARE  AA 000 026 THROUGH AA 000 031. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011593</dc:identifier>
<dc:title>EXTENSION OF MHTE AND PEB FINDINGS AND SERVICES TO SECONDARY TEACHER PREPARATION. APPENDIX A.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>HANDY, RICKY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords>AMIDON FLANDERS INTERACTION SCALE</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TRANSCRIPTION WAS MADE OF A GROUP DISCUSSION CONDUCTED TO DEVELOP A SCALE FOR MAKING QUANTIFIED RATINGS OF THE INTERACTIONS OF STUDENT TEACHERS AND PUPILS AS OBSERVED FROM A FILM OF A 15-MINUTE LESSON PRESENTED BY THE STUDENT TEACHER. THE INTERACTIONS WERE TO BE JUDGED ON THE BASIS OF THE AMIDON-FLANDERS INTERACTION ANALYSIS SCALE, AND A NEW SCALE, CALLED THE FILM ANALYSIS OF INTERACTION RECORD (FAIR), WAS TO BE DEVELOPED TO ENABLE OBSERVERS TO MAKE AND RECORD QUICK, QUANTITATIVE JUDGMENTS OF THE BEHAVIORS OBSERVED FROM THE FILM. DISCUSSIONS WERE MADE ON THE NUANCES INVOLVED IN ASSIGNING RATINGS IN SUCH CATEGORIES AS &amp;quot;ACCEPTS FEELING,&amp;quot;&amp;quot;PRAISES AND ENCOURAGES,&amp;quot; AND &amp;quot;LECTURES.&amp;quot; RELATED REPORTS ARE AA 000 026 THROUGH AA 000 031. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011594</dc:identifier>
<dc:title>THE DEVELOPMENT OF FAIR CATEGORIES. APPENDIX B.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>FULLER, FRANCES F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EQUIPMENT AND METHODS USED TO OBTAIN AND PROJECT 8 MM SOUND FILMS OF SPONTANEOUS, NONSIMULATED SAMPLES OF INTERACTIONS BETWEEN STUDENT TEACHERS AND PUPILS WERE DESCRIBED. THE SPECIAL EQUIPMENT TO BE USED BY OBSERVERS WHILE JUDGING AND RATING THE INTERACTIONS RECORDED IN THE FILMS IS ALSO DESCRIBED. FILMS WERE MADE OF 15-MINUTE LESSONS PRESENTED IN ACTUAL CLASSROOM SITUATIONS BY UNIVERSITY STUDENTS BETWEEN THE AGES OF 20 AND 25 TO CLASSES OF YOUNG CHILDREN FROM 6 TO 13 YEARS OLD. THE FILMS WERE OBTAINED TO DETERMINE WHETHER OR NOT FORMAL INSTRUCTION IN TEACHER TRAINING INSTITUTIONS IS ADEQUATELY RELATED TO THE PROBLEMS LATER FACED IN THE ACTUAL TEACHING SITUATION. THE PRIMARY PURPOSE OF THE FILMING TECHNIQUE IS TO PROVIDE BETTER FEEDBACK TO STUDENT TEACHERS. THE AUTHOR  SUGGESTS THAT FILMS OF THIS KIND COULD BE OF VALUE IN COMPUTER-ASSISTED INSTRUCTION AND FOR USE IN PLACE OF A REAL CLASS OR SUBJECT TO PROVIDE A MEANS FOR STUDENT PRACTICE. RELATED REPORTS ARE AA 000 026 THROUGH AA 000 031. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011595</dc:identifier>
<dc:title>ABSTRACT OF MECHANICAL AIDS TO QUANTIFICATION OF INTERPERSONAL BEHAVIOR (STUDENT TEACHERS AND PUPILS). APPENDIX C.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>BALDWIN, PATRICIA</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMIDON FLANDERS INTERACTION SCALE</eric:keywords>
<eric:keywords>FILM ANALYSIS INTERACTION RECORD</eric:keywords>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DETAILED LISTING IS GIVEN OF THE REVISIONS THAT WERE MADE TO THE AMIDON-FLANDERS INTERACTION ANALYSIS SCALE WHILE THE FILM ANALYSIS OF INTERACTION RECORD (FAIR) SCALE WAS BEING DEVELOPED. COMMENTS ARE GIVEN FOR GUIDANCE IN THE USE OF SOME OF THE RATINGS ALONG WITH SOME GROUND RULES AND GUIDELINES FOR MAKING A FILM RATING. RELATED REPORTS ARE AA 000 026 THROUGH AA 000 031. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011596</dc:identifier>
<dc:title>THE EVOLUTION OF THE FILM ANALYSIS OF INTERACTION RECORD (FAIR) FROM THE AMIDON-FLANDERS INTERACTION ANALYSIS. APPENDIX G.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audio Equipment</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>HANDY, RICKI</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TRANSCRIPTION WAS MADE OF A GROUP DISCUSSION DEALING WITH THE DEVELOPMENT OF RATING SCALES AND THE TECHNIQUES OF FILM RATING AND OF USE OF THE EQUIPMENT. THE AMIDON-FLANDERS INTERACTION ANALYSIS SCALE WAS USED AS THE BASIS FOR THE DEVELOPMENT OF THE FILM ANALYSIS OF INTERACTION RECORD (FAIR). DISCUSSIONS DEALT WITH SUCH PROBLEMS OF FILM RATING AS RATING JUDGMENTS, RELIABILITY, REACTION TIMES, CATEGORY CHANGES AND REFINEMENTS, SOUND EQUIPMENT, TRAINING FILMS, AND SCORING MACHINES. RELATED REPORTS ARE AA 000 026 THROUGH AA 000 031. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011597</dc:identifier>
<dc:title>THE DEVELOPMENT OF THE MECHANICS OF FILM RATING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Self Contained Classrooms</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>PECK, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WORK OF THE TEACHER EDUCATION RESEARCH AND DEVELOPMENT CENTER, A LONG-TERM PROGRAM OF RESEARCH, DEMONSTRATION, AND DISSEMINATION, WAS DESCRIBED. THE ADMINISTRATIVE ORGANIZATION WAS ALSO DISCUSSED ALONG WITH THE SETS OF FACTORS IN TEACHING BEHAVIOR AND CHILD LEARNING WHICH THE CENTER IS UNDERTAKING TO STUDY. THE CENTER IS ALSO CONDUCTING STUDIES DEALING WITH THE TWO EDUCATIONAL STRATEGIES OF THE SELF-CONTAINED CLASSROOM AND THE TEAM-TEACHING FORMAT. EDUCATIONAL PROGRAMS FOR THE IMPROVEMENT OF SPANISH-SPEAKING CHILDREN, RESEARCH ON STUDENT TEACHER TEACHING TECHNIQUES, ADMINISTRATIVE PHILOSOPHY AND PRACTICES, AND CULTURAL PATTERNS ARE ONLY A PORTION OF THE OPERATIONS BEING CONDUCTED BY THE SUBDIVISIONS OF THE CENTER. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011598</dc:identifier>
<dc:title>THE RESEARCH AND DEVELOPMENT CENTER IN TEACHER EDUCATION--A PARTNERSHIP OF SCHOOL SYSTEMS, STATE EDUCATION AGENCIES, AND COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BOWN, OLIVER H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT WAS MADE OF THE FIRST 2 MONTHS OF OPERATION OF THE RESEARCH AND DEVELOPMENT CENTER IN TEACHER EDUCATION. THE PROGRAM OF THIS CENTER WAS PLANNED TO USE A PARTNERSHIP OF EDUCATIONAL TALENT AND EXPERIENCE TO PROVIDE A FOLLOW-THROUGH WHICH CAN MAKE CREATIVE IDEAS IN EDUCATION BECOME REALITIES IN THE PUBLIC SCHOOLS RATHER THAN JUST MATERIAL FOR LIBRARY SHELVES. RESEARCHERS, PRACTITIONERS, SUBJECT-MATTER EXPERTS, EDUCATIONAL MEDIA SPECIALISTS, SOCIAL PSYCHOLOGISTS, EXPERTS IN LEARNING AND COGNITIVE PROCESSES, ANTHROPOLOGISTS, ADMINISTRATORS, AND TEACHERS WERE BEING ORGANIZED AS A TEAM TO EVALUATE OLD AND NEW APPROACHES TO EDUCATION. THE CHILD STUDIES, SOCIOCULTURAL STUDIES, AND RESEARCH METHODOLOGY DIVISIONS OF THE CENTER WILL BE CONCERNED WITH THE BEHAVIORAL SCIENCE  FOUNDATIONS OF EDUCATION FROM THE STANDPOINT OF CHILD AND HUMAN DEVELOPMENT, LEARNING AND MOTIVATION, AND SOCIOCULTURAL INFLUENCES ALONG WITH PROVIDING RESEARCH CONSULTATION AND EVALUATION. THE EXPERIMENTAL TEACHING AND ASSESSMENT AND COUNSELING DIVISIONS WILL BE CARRYING OUT A VARIETY OF PROGRAMS RANGING FROM INNOVATIVE PROGRAMS OF TEACHER EDUCATION TO THE DEVELOPMENT OF A NEW CURRICULUM IN SCIENCE. THE DISSEMINATION, EDUCATIONAL MEDIA AND MATERIALS, EDUCATIONAL RADIO AND TELEVISION, AND IN-SERVICE EDUCATION DIVISIONS WILL BE CONCERNED WITH VARIOUS ASPECTS OF DISSEMINATING THE IDEAS, PROGRAMS, AND MATERIALS WHICH ARE DEVELOPED BY THE CENTER. THIS IS AN ABSTRACT OF AN ADDRESS PRESENTED TO THE CONFERENCE FOR THE ADVANCEMENT OF SCIENCE AND MATHEMATICS TEACHING, AUSTIN, OCTOBER 30, 1965.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011599</dc:identifier>
<dc:title>THE NEWLY-ESTABLISHED RESEARCH AND DEVELOPMENT CENTER IN TEACHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Information Processing</dc:subject>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:creator scheme='personal author'>PERSONKE, CARL</dc:creator>
<dc:creator scheme='personal author'>YEE, ALBERT H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MODEL FOR THE ANALYSIS OF SPELLING BEHAVIOR WAS PRESENTED AND DESCRIBED AS REPRESENTING TOTAL SPELLING BEHAVIOR AS A FORM OF INFORMATION PROCESSING SYSTEM. THE MODEL REPRESENTS THE PROCESSING OF A NEED TO CORRECTLY SPELL A WORD THROUGH THE SEQUENCES OF VARIOUS PROCESSING CHANNELS TO THE WRITING OF THE WORD AND FEEDBACK FOR CORRECTION WHEN NEEDED, WITH THE SPELLER AS THE ONE WHO SELECTS THE CHANNEL TO BE USED. SOME TENTATIVE IMPLICATIONS ARISING FROM THE ANALYSIS OF THIS THEORETICAL MODEL WERE LISTED. ONE WAS THAT ALL SPELLING IS PROCESSED FROM A NUMBER OF COMPLEMENTARY CHANNELS. ANOTHER WAS THAT NO ONE CHANNEL IS CORRECT FOR SPELLING A PARTICULAR WORD EACH TIME IT IS MET. WHERE RESEARCH AND INSTRUCTION HAD BEEN CONCENTRATED PREVIOUSLY ON THE RELEVANCY AND USE OF ONE PART OF ONE  CHANNEL OF PROCESSING BEHAVIOR, THIS MODEL INDICATED THAT INSTRUCTION IN SPELLING SHOULD INCLUDE TRAINING FOR THE MASTERY OF ALL CHANNELS OF PROCESSING AND DEVELOPMENT OF SKILL AT CHOOSING THE MOST SUITABLE CHANNEL FOR THE PARTICULAR SITUATION. THIS PAPER WAS PUBLISHED IN &amp;quot;ELEMENTARY ENGLISH.&amp;quot; (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011600</dc:identifier>
<dc:title>A MODEL FOR THE ANALYSIS OF SPELLING BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Literature Reviews</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Rote Learning</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>YEE, ALBERT H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONFLICTING POINTS OF VIEW TOWARD SPELLING INSTRUCTION WERE DISCUSSED, AND A CRITIQUE OF THE PROBLEM WAS OFFERED. THE RESEARCH ON BOTH SIDES OF THE PROBLEM OF OBTAINING COMPETENCY BY SPELLING GENERALIZATIONS (RULES) WAS PROVIDED. THE AUTHOR CAUTIONED AGAINST THE DANGER OF ASSUMING AN ALL-OR-NONE OR AN EITHER-OR STANCE BY POINTING OUT THE PITFALLS OF PREVIOUS RESEARCH BASED ON THESE DICHOTOMOUS STANCES TOWARD SPELLING INSTRUCTION. A MORE BALANCED APPROACH TO SPELLING PROGRAMS WAS URGED. RESEARCH EFFORTS SHOULD BE BETTER DESIGNED, CONDUCTED, AND BASED ON THE COMPLEXITY, NOT THE SIMPLICITY, OF THE SPELLING PROBLEM. THE AUTHOR PROPOSES THAT RESEARCH EFFORTS BE REALIGNED TO INVESTIGATE QUESTIONS OF PREDOMINANCE AND DEGREE INSTEAD OF CONTINUING THE EARLIER ATTEMPTS AT EITHER-OR  SOLUTIONS TO VARIOUS APPROACHES TOWARD SPELLING INSTRUCTION. THIS ARTICLE IS PUBLISHED IN &amp;quot;ELEMENTARY ENGLISH.&amp;quot; (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011601</dc:identifier>
<dc:title>THE GENERALIZATION CONTROVERSY ON SPELLING INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Classes (Groups of Students)</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>HADDAD, DELLA</dc:creator>
<dc:creator scheme='personal author'>WATKINS, JOY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT WAS MADE OF THE START OF A 5-YEAR PROJECT TO INTRODUCE AND IMPLEMENT A MODEL, NONGRADED, ELEMENTARY-SCHOOL PROJECT BASED ON THE TEAM-TEACHING METHOD. DURING THE FIRST YEAR OF OPERATION (THE PERIOD COVERED BY THIS REPORT), TWO TEAMS, OF FIVE TEACHERS EACH, WORKED AT THE FIRST-GRADE AND FIFTH-GRADE LEVELS ON A PILOT BASIS. IN ADDITION TO PROVIDING ASSISTANCE IN ORGANIZING TEAM TEACHING, THE PROJECT WAS DESIGNED TO DEVELOP A PROGRAM OF TEACHER EDUCATION FOR PROSPECTIVE TEACHERS AND TO ACQUAINT THEM WITH THE SKILLS NECESSARY FOR OPERATING WITHIN A NONGRADED, TEAM-TEACHING SCHOOL. THIS ARTICLE IS PUBLISHED IN &amp;quot;SOCIAL STUDIES TEXAN,&amp;quot; APRIL 1966. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011602</dc:identifier>
<dc:title>TEAM TEACHING IN AUSTIN, NON-GRADED SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Personality Problems</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>FULLER, FRANCES F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANECDOTAL REPORT PRESENTS SOME EXPERIENCES OF THE STUDENT TEACHERS WHO TOOK PART IN A PROJECT DEVISED TO FIND WAYS TO PREPARE STUDENT TEACHERS TO BE READY TO LEARN TO TEACH AT THE BEGINNING OF THEIR STUDENT TEACHER PERIOD INSTEAD OF AT THE END. &amp;quot;THE PERSONALITY, TEACHER EDUCATION, AND TEACHER BEHAVIOR RESEARCH PROJECT&amp;quot; COMBINED A RESEARCH STUDY AND A DEMONSTRATION PROJECT INTO ONE PROGRAM THAT WAS CONDUCTED AS PART OF THE REGULAR, ONGOING OPERATIONS OF THE UNIVERSITY OF TEXAS. THE PROJECT SOUGHT TO DEVISE WAYS OF USING GROUP THERAPY TECHNIQUES TO MEET THE CONCERNS OF PROSPECTIVE TEACHERS AND TO HELP THEM COPE WITH THEIR PERSONAL DEVELOPMENT TASKS. THREE KINDS OF PROCEDURES WERE USED--COUNSELING, INSTRUCTIONAL, CONSULTATIVE. INDIVIDUAL COUNSELING ON A VOLUNTARY BASIS OFFERED  PSYCHOLOGICAL ASSISTANCE TO THE PROSPECTIVE TEACHERS. GROUP COUNSELING WAS TRIED AND THEN REPLACED WITH A COUNSELING-ORIENTED EDUCATIONAL PSYCHOLOGY COURSE ACCOMPANIED BY JUNIOR-YEAR OBSERVATION AND TEACHING. TEST INTERPRETATION WAS MADE AVAILABLE TO ALL PROSPECTIVE TEACHERS. ASSESSMENT INSTRUMENTS WERE DEVISED TO ASSESS THE PERSONALITY AND MENTAL HEALTH OF THE STUDENTS AT VARIOUS POINTS. ALL PARTICIPANTS IN THE STUDY, STUDENTS, COUNSELORS, PSYCHOLOGISTS, INSTRUCTORS, AND COOPERATING TEACHERS WERE TESTED, FILMED AND EVALUATED. AT THE TIME OF REPORTING, DIFFERENT KINDS OF FEEDBACK FROM TEST INTERPRETATIONS, FILMS, AND COUNSELING WERE BEING STUDIED. FUTURE RESEARCH IS PLANNED TO SEE IF TEACHERS CAN APPLY THE DEVELOPED THERAPY TECHNIQUES IN THE CLASSROOM TO HELP THE GROWTH OF NONDISTURBED  CHILDREN. THIS IS A REPORT TO BE PUBLISHED AS A CHAPTER IN THE 1967 YEARBOOK OF THE ASSOCIATION FOR STUDENT TEACHING. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011603</dc:identifier>
<dc:title>INTENSIVE INDIVIDUALIZATION OF TEACHER PREPARATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Literature Reviews</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>GARRARD, JUDY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Research and Development Center for Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REVIEW OF THE LITERATURE ON THE CONCERNS OF STUDENT TEACHERS WAS MADE AND THE RESULTS SUMMARIZED. PARTS 1 AND 2 REPORTED ON EMPIRICAL AND SPECULATIVE STUDIES RESPECTIVELY. THE STUDENT-TEACHER QUESTIONNAIRES LOCATED IN THE EMPIRICAL STUDIES ARE APPENDED TO THE REPORT. PART 3 CONSISTS OF STUDIES HAVING RELEVANCE TO RESEARCH AND DEVELOPMENT IN TEACHER EDUCATION. A BIBLIOGRAPHY CONTAINING A LIST OF JOURNALS AND SPECIFIC ARTICLES CHECKED IS ATTACHED TO THE REPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011604</dc:identifier>
<dc:title>CONCERNS OF STUDENT TEACHERS, A REVIEW OF THE LITERATURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computers</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:creator scheme='personal author'>LAMKIN, BILL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE APPLICATION OF COMPUTER TECHNIQUES TO PROCESSING AND ANALYZING INFORMATION GATHERED IN SCHOOL-SYSTEM FILES WAS INVESTIGATED. THE STUDY WAS PLANNED TO (1) IDENTIFY JOBS PRESENTLY PERFORMED BY HAND IN THE AUSTIN PUBLIC SCHOOLS WHICH COULD BE EFFICIENTLY AND ECONOMICALLY PERFORMED BY MACHINES, (2) DESCRIBE MACHINE-APPLICATION JOBS WHICH ARE NOT PRESENTLY PERFORMED BECAUSE OF LIMITED CLERICAL AND PROFESSIONAL HELP, AND (3) EFFECT A SYSTEMATIC AND UNIFIED APPROACH TO THE ORGANIZATION OF INFORMATION FOR PROCESSING AND ANALYSIS. THE INVESTIGATORS CONCLUDED THAT, OF THE INFORMATION GATHERED IN THE PUBLIC SCHOOLS, THE FOLLOWING COULD BE PROCESSED BY A COMPUTER-BASED SYSTEM--PUPIL-PERSONNEL RECORDS (SINGLE SCHOOL), SCHOOL REPORTS AND RECORDS, SYSTEM-WIDE PUPIL REPORTS,  EMPLOYEE-PERSONNEL RECORDS, BUSINESS OFFICE PROCEDURES, AND PUPIL-PERSONNEL RECORDS (SCHOOL-WIDE). SOME OF POSSIBLE EXTENSIONS OF SERVICES WERE LISTED. CONTINUED PLANNING WAS SUGGESTED FOR THE IMPLEMENTATION OF A COMPUTER-BASED INFORMATION SYSTEM IN AN ELEMENTARY SCHOOL, A JUNIOR HIGH SCHOOL, AND A SENIOR HIGH SCHOOL. DETERMINATIONS WHICH SHOULD BE MADE INCLUDE (1) WHAT INFORMATION IS NEEDED, (2) HOW THE INFORMATION WILL BE GATHERED, (3) WHAT THE ORGANIZATION OF THE MATERIALS ON THE INPUT-DOCUMENT SHOULD BE, AND (4) WHAT USE WOULD BE MADE OF THE INFORMATION. A SCHEDULE FOR STAFFING AND SUPPORTING THE CONTINUING WORK WAS INCLUDED. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011605</dc:identifier>
<dc:title>ORGANIZING FOR INFORMATION PROCESSING IN THE AUSTIN PUBLIC SCHOOLS. INITIAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Scientific Concepts</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:creator scheme='personal author'>STEMMLER, ANNE O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (San Antonio)</eric:keywords>
<eric:keywords_geo>Texas (San Antonio)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESCRIPTIONS WERE GIVEN OF TWO OPERATIONAL FRAMEWORKS FOR THE INSTRUCTION OF EDUCATIONALLY DISADVANTAGED, SPANISH-SPEAKING CHILDREN BETWEEN THE AGES OF 6 AND 9 IN THE FIRST AND SECOND GRADES OF AN ENGLISH-SPEAKING, MIDDLE-CLASS, SCHOOL ENVIRONMENT. THESE FRAMEWORKS, DESIGNATED AS &amp;quot;THE SCIENCE-BASED MODEL&amp;quot; AND &amp;quot;THE SELF-CONCEPT MODEL,&amp;quot; WERE DESIGNED TO PROMOTE THE DEVELOPMENT OF ORAL LANGUAGE AND THE ACQUISITION OF BASIC COGNITIVE PATTERNS. THE PROGRAMS WERE DEVELOPED TO ASSIST THESE CHILDREN OVERCOME THE LANGUAGE BARRIER AND THE BARRIER OF DISADVANTAGEDNESS THAT BLOCK MANY OF THEM FROM ACHIEVING SUCCESS IN SCHOOL. FOR THE SCIENCE-BASED MODEL SELECTED SCIENTIFIC CONCEPTS WERE ANALYZED AND ARRANGED ACCORDING TO CONCEPT DEVELOPMENT. PATTERNS OF THINKING AND REASONING WERE USED TO  STRUCTURE SCIENTIFIC LEARNING INTO A PROGRAM OF SEQUENTIALLY ORGANIZED LEARNING EXPERIENCES. THE PRIMARY PURPOSE OF THE SELF-CONCEPT MODEL WAS THE DEVELOPMENT OF A POSITIVE AND STABLE SELF-CONCEPT, OR SENSE OF PERSONAL IDENTITY, WHICH LIES AT THE HEART OF PERSONALITY DEVELOPMENT. A SUPPORTING PROGRAM WAS DEVELOPED FROM EACH OF THESE MODELS. AT THE TIME OF REPORTING, THE PROGRAMS WERE BEING TAUGHT IN THE SAN ANTONIO INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011606</dc:identifier>
<dc:title>THE PSYCHOLOGICAL AND COGNITIVE ASPECTS OF TEACHING ENGLISH AS A SECOND LANGUAGE--SAN ANTONIO, TEXAS, RESEARCH PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aural Learning</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:creator scheme='personal author'>OTT, ELIZABETH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FOUR LANGUAGE LESSONS INCLUDED IN THIS REPORT USE SIMPLE SCIENCE CONCEPTS AND AN ORAL-AURAL APPROACH TO DEVELOP LINGUISTIC BUILDUPS IN ENGLISH FOR DISADVANTAGED SPANISH-SPEAKING CHILDREN. THE LESSONS WERE DESIGNED TO DEVELOP FLUENCY IN ENGLISH FOR SELF-IDENTIFICATION AND DAILY COMMUNICATION OF BASIC NEEDS. SHORT, SIMPLE SENTENCES IN THE PRESENT TENSE ARE TAUGHT IN A BRIEF DIALOG. THE DIALOG IS CARRIED ON FIRST BETWEEN THE INDIVIDUAL PUPIL AND THE TEACHER, AND THEN THE ENTIRE GROUP PARTICIPATES FOR A SECOND SET OF SIMPLE SENTENCES IN DIALOG FORM. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011607</dc:identifier>
<dc:title>BILINGUAL RESEARCH STUDY, LINGUISTIC BUILDUPS IN ENGLISH FOR DISADVANTAGED SPANISH-SPEAKING CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Testing</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Testing Problems</dc:subject>
<dc:creator scheme='personal author'>WHITESIDES, SHEILA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE WAS USED FOR OBTAINING A RATING OF JUNIOR-TEACHERS FROM THEIR PUPILS IN A GRADE SCHOOL WHERE THE CHILDREN WERE OF LATIN-AMERICAN DESCENT AND FROM A LOW SOCIOECONOMIC STATUS. THE QUESTIONNAIRE THAT HAD BEEN USED BEFORE WITH MIDDLE-CLASS CHILDREN IN TWO OTHER SCHOOLS CONSISTED OF 40 QUESTIONS REQUIRING &amp;quot;YES&amp;quot; OR &amp;quot;NO&amp;quot; ANSWERS. THE INVESTIGATOR FOUND THAT THE FIRST- AND SECOND-GRADE CHILDREN HAD NOT BEEN TESTED BEFORE IN ANY WAY. THEY COULD NOT UNDERSTAND DIRECTIONS. INSTRUCTIONS TO CIRCLE THE CORRECT ANSWERS CONFUSED THEM, AND THEY COULD NOT FOLLOW THE QUESTIONS WHEN SPOKEN IN ENGLISH. FOR THE FIRST TWO GRADES, QUESTIONS HAD TO BE READ FIRST IN ENGLISH AND THEN IN SPANISH. SOME WORDS AND CONCEPTS USED IN THE TEST APPEARED TO BE TOO ADVANCED FOR THE MAJORITY OF THE  STUDENTS TESTED IN GRADES 1-6. THE INVESTIGATOR CONCLUDED THAT (1) READING QUESTIONS IN BOTH ENGLISH AND SPANISH MAY HELP AT ALL GRADE LEVELS AND (2) SPANISH-SPEAKING PERSONS CAN ELICIT MORE COOPERATION FROM THE PUPILS, AND, PERHAPS, MORE HONESTY IN THE ANSWERS THAN AN ANGLO. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011608</dc:identifier>
<dc:title>ADMINISTERING THE POSR TO LOWER CLASS CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-29</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:creator scheme='personal author'>RUBEL, ARTHUR J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SOCIAL SYMBOLISM OF ENGLISH AS A SECOND LANGUAGE FOR MEXICAN-AMERICANS WAS DISCUSSED AT A SYMPOSIUM. THE CULTURAL FACTORS RELATED TO THIS SYMBOLISM WERE OBSERVED BY THE AUTHOR IN THE COURSE OF CONDUCTING TWO DIFFERENT ANTHROPOLOGICAL STUDIES OF THE SOCIAL LIFE OF AMERICANS OF MEXICAN DESCENT IN SOUTH TEXAS. THE RESULTS OF THESE STUDIES WERE ALSO RELATED TO A STUDY OF THE MEXICAN-AMERICAN COMMUNITY OF TUCSON. POPULATION GROWTHS OF BOTH MEXICANS AND ANGLOS IN THE TWO AREAS WERE OBSERVED TO BE COMPARABLE. THE ANGLOS WERE PRINCIPALLY OF MIDDLE- AND UPPER-CLASS BACKGROUNDS AND ECONOMICALLY SUCCESSFUL, WHILE MOST OF THE MEXICANS WERE UNSKILLED, UNDEREDUCATED, POVERTY-STRIKEN IMMIGRANTS FROM RURAL MEXICO. THE AUTHOR ASSERTS THAT THE SOCIAL IDEOLOGY GUIDING INTERGROUP RELATIONS IN  THE SOUTHWEST AFFIRMS THIS TO BE AN OPEN-CLASS SOCIETY IN WHICH SPANISH-SPEAKING AMERICANS FORM AS MUCH A PART AS THE ANGLOS. IN CONTRAST, MEXICAN-AMERICANS MUST ACQUIRE ANGLO TRAITS OF BEHAVIOR TO BETTER THEIR WELFARE AND SOCIAL STATUS. IN THIS SITUATION, THE MEXICAN AMERICANS ACCEPT THE NEED TO ACQUIRE ENGLISH-LANGUAGE SKILLS, BUT SEE NO ADVANTAGE IN ADOPTING OTHER ANGLO CULTURAL TRAITS. THEY REGARD THOSE WHO GIVE UP SPANISH AS TURNING THEIR BACKS ON THEIR PEOPLE. THEY SEE THE PROHIBITION OF THE USE OF SPANISH ON THE SCHOOL GROUNDS AS DEGRADING THEIR ENTIRE TRADITIONAL WAY OF LIFE. THE RETENTION OF SPANISH IDENTIFIES A SEPARATE CULTURAL GROUP, WHILE THE USE OF ENGLISH LESSENS THE IDENTIFICATION OF THESE PEOPLE WITH MEXICO AND THEIR MEXICAN CULTURAL HERITAGE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011609</dc:identifier>
<dc:title>SOME CULTURAL ANTHROPOLOGICAL ASPECTS OF ENGLISH AS A SECOND LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Geology</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Science Careers</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>EATON, EDWARD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON WAS MADE BETWEEN THE UNDERGRADUATES IN ELEMENTARY EDUCATION WHO HAD SELECTED EITHER BIOLOGY OR GEOLOGY AS A FIELD OF SUBJECT MATTER CONCENTRATION AND THOSE WHO HAD DECLARED SOME OTHER CONCENTRATION. THE STUDY WAS BASED ON THE PREMISE THAT PROFESSIONAL LEADERSHIP IN FUTURE SCIENCE INSTRUCTION IN ELEMENTARY SCHOOLS MUST COME FROM UNDERGRADUATES ENROLLED IN BIOLOGY AND GEOLOGY, AND WAS CONDUCTED TO FIND WAYS TO IMPROVE COUNSELING AND TO INCREASE THE NUMBER OF STUDENTS CONCENTRATING IN THOSE AREAS. SEPARATE PHASES OF THE STUDY WERE PLANNED TO (1) DETERMINE THE TRENDS IN PERCENT OF STUDENTS ENROLLED IN BIOLOGY AND GEOLOGY, (2) DETERMINE WHETHER OR NOT STUDENTS SELECTING SCIENCE DIFFERED SCHOLASTICALLY FROM OTHER STUDENTS, AND (3) IDENTIFY FACTORS THAT DETERMINED THE  STUDENT&apos;S SELECTION OF AN AREA OF CONCENTRATION. RESULTS OF THE INVESTIGATION SHOWED THAT (1) IT WAS IMPOSSIBLE TO PREDICT ACCURATELY WHAT CONCENTRATION A STUDENT WOULD SELECT FROM HIS SCHOOL AND COLLEGE APTITUDE TEST, (2) MANY STUDENTS IN THE FIELD OF ELEMENTARY EDUCATION, WHO HAD PREFERRED BIOLOGY AT HIGH SCHOOL GRADUATION, SWITCHED CHOICES WHILE IN COLLEGE, (3) SOME STUDENTS WHEN SWITCHING INTO ELEMENTARY EDUCATION SELECTED A BIOLOGY CONCENTRATION ONLY BECAUSE OF CREDITS ACCUMULATED PREVIOUSLY. THE AUTHOR CONCLUDED THAT THE BEST SOURCE OF CANDIDATES TO SELECT A CONCENTRATION WAS THAT GROUP OF STUDENTS WHO HAD A PREFERENCE FOR THE CONCENTRATION AREA AT THE TIME OF ENTRANCE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011610</dc:identifier>
<dc:title>A CRITICAL EXAMINATION OF THE DEVELOPMENT OF SCIENCE CONCENTRATIONS IN THE TEACHER PREPARATION PROGRAM FOR THE PROSPECTIVE ELEMENTARY SCHOOL TEACHER AT THE UNIVERSITY OF TEXAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Slums</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>ENTWISLE, DORIS R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WORD ASSOCIATIONS OF URBAN SLUM CHILDREN, BOTH NEGRO AND WHITE, WERE STUDIED TO DETERMINE WHAT IMPACT EXTREME SOCIOECONOMIC STATUS DIFFERENCES HAVE ON LANGUAGE DEVELOPMENT. THIS STUDY OF CHILDREN FROM THE LOWEST EXTREME OF THE SOCIOECONOMIC SCALE WAS MADE AS A FOLLOWUP TO AN EARLIER STUDY OF CHILDREN REPRESENTING VARIOUS CULTURAL AND SOCIOECONOMIC CLUSTERS. DATA WERE GATHERED FROM 541 CHILDREN ENROLLED IN PUBLIC ELEMENTARY SCHOOLS IN BALTIMORE CITY, MARYLAND BECAUSE IT HAD BEEN OBSERVED PREVIOUSLY THAT RACE-OF-INTERVIEWER AFFECTED THE CHILDREN&apos;S RESPONSES, THE ENTIRE DESIGN WAS REPLICATED FOUR TIMES (NEGRO INTERVIEWER WITH WHITE CHILDREN, NEGRO INTERVIEWER WITH NEGRO CHILDREN, WHITE INTERVIEWER WITH WHITE CHILDREN, AND WHITE INTERVIEWER WITH NEGRO CHILDREN). NO CHILD WAS  INTERVIEWED MORE THAN ONCE. THE PRINCIPLE MEASURE OF LINGUISTIC DEVELOPMENT WAS THE NUMBER OF WORD RESPONSES THAT MATCHED PREVIOUSLY DETERMINED PARADIGMS, SUCH AS, THE RESPONSE TO &amp;quot;GO&amp;quot; IS &amp;quot;RUN.&amp;quot; FIRST-GRADE WHITE SLUM CHILDREN WERE FOUND TO BE MORE ADVANCED LINGUISTICALLY THAN SUBURBAN CHILDREN OF SIMILAR IQ. FURTHER, EVEN THOUGH NEGRO FIRST-GRADE SLUM CHILDREN ARE NOT AS ADVANCED AS WHITE SLUM CHILDREN, THEY ARE PROBABLY AS MATURE LINGUISTICALLY AS WHITE SUBURBAN CHILDREN OF THE SAME INTELLIGENCE LEVEL. THE RELATIVE ADVANCEMENT OF FIRST-GRADE SLUM CHILDREN DISAPPEARS BY THIRD GRADE, AND THEY LAG BEHIND SUBURBAN CHILDREN AT AGES 8 AND OVER. THIS SUGGESTS THAT THE DEGREE OF URBANIZATION MAY STRONGLY AFFECT VERBAL DEVELOPMENT. IN ANALYSIS OF THE RACE-OF-INTERVIEWER FACTOR, IT WAS FOUND THAT  MORE MATURE RESPONSES ARE MADE BY CHILDREN WHEN THEY ARE RESPONDING TO AN INTERVIEWER OF A DIFFERENT RACE THAN THEIR OWN. RELATED REPORTS ARE AA 000 047 AND AA 000 048. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011611</dc:identifier>
<dc:title>DEVELOPMENTAL SOCIOLINGUISTICS--INNER CITY CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Rural Urban Differences</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>ENTWISLE, DORIS R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PATTERNS OF THE LINGUISTIC DEVELOPMENT OF CHILDREN OF DIFFERENT SOCIOECONOMIC ENVIRONMENTS WERE DETERMINED BY A STUDY OF WORD ASSOCIATIONS. THE RELATION OF RESIDENTIAL AREA, SOCIAL CLASS, OR SUBCULTURAL GROUP MEMBERSHIP TO LINGUISTIC DEVELOPMENT WAS THE MAIN CONCERN OF THE STUDY. EACH MEMBERSHIP GROUP WAS FURTHER CATEGORIZED ACCORDING TO IQ LEVEL, SEX, AND GRADE. GROUPS WERE COMPARED BY HOLDING CONSTANT AGE AND IQ. THE WORD ASSOCIATIONS WERE OBTAINED IN RESPONSE TO A LIST OF 96 STIMULUS WORDS. EACH CHILD WAS INTERVIEWED ALONE, AND WAS ASKED TO RESPOND WITH THE FIRST WORD THOUGHT OF AS THE INTERVIEWER SAID A WORD ALOUD. RESULTS OF THE STUDY SUPPORT THE FOLLOWING CONCLUSIONS--(1) THERE ARE NEGLIGIBLE DIFFERENCES BETWEEN SURBURBAN CHILDREN FROM UPPER MIDDLE CLASS AND BLUE COLLAR  NEIGHBORHOODS, (2) RURAL MARYLAND CHILDREN TEND TO DEVELOP MORE SLOWLY THAN THE SUBURBAN CHILDREN, ESPECIALLY THOSE WHOSE IQ IS AVERAGE OR BELOW, (3) AMISH CHILDREN DEVELOP EVEN MORE SLOWLY THAN THE RURAL MARYLAND CHILDREN, AND (4) WHITE SLUM CHILDREN ARE ADVANCED COMPARED TO SUBURBAN CHILDREN AT FIRST GRADE, BUT RETARDED AT THIRD GRADE. NEGRO SLUM CHILDREN ARE GENERALLY BEHIND WHITE SLUM CHILDREN, BUT AT FIRST GRADE THE NEGRO SLUM CHILDREN ARE ON A PAR WITH WHITE SUBURBAN CHILDREN. RELATED REPORTS ARE AA 000 046 AND AA 000 048. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011612</dc:identifier>
<dc:title>SUBCULTURAL DIFFERENCES IN CHILDREN&apos;S LANGUAGE DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:creator scheme='personal author'>FENNESSEY, JAMES</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords>EQUALITY OF EDUCATIONAL OPPORTUNITY</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LANGUAGE-RELATED DIFFICULTIES OF PUERTO RICAN CHILDREN IN NEW YORK PUBLIC SCHOOLS WERE STUDIED BY A REANALYSIS OF DATA PREVIOUSLY COLLECTED IN A U.S. OFFICE OF EDUCATION (USOE) SURVEY. THIS SPANISH-SPEAKING ETHNIC GROUP WAS STUDIED TO ANSWER TWO QUESTIONS--(1) WHAT IS THE RELATIONSHIP BETWEEN LANGUAGE SPOKEN IN THE HOME AND OTHER ASPECTS OF ETHNIC BACKGROUND, AND (2) WHAT DIFFERENCES ARE PRESENT AT SEVERAL DIFFERENT GRADE LEVELS IN VOCABULARY TEST SCORES OF PUERTO RICAN CHILDREN FROM CONTRASTING, HOME-LANGUAGE BACKGROUNDS. ANALYSIS OF THE DATA WAS MADE DIFFICULT BY THE APPARENT PRESENCE OF A SUBSTANTIAL AMOUNT OF RESPONSE ERRORS ON SOME IMPORTANT INTERVIEW QUESTIONS. TENTATIVE CONCLUSIONS SUGGESTED BY THE ANALYSIS WERE (1) THE LANGUAGE PATTERN IS NOT VERY CLOSELY LINKED WITH  OTHER ATTRIBUTES OF PUERTO RICAN ETHNIC BACKGROUND, (2) WHEN SOME BACKGROUND VARIABLES THAT ARE CONFOUNDED WITH THE LANGUAGE PATTERN ARE TAKEN INTO ACCOUNT, THERE IS LITTLE DIFFERENCE BETWEEN THE AVERAGE TEST SCORES OF THE CHILDREN FROM SPANISH-ENGLISH HOMES AND THE ENGLISH-ONLY HOMES, EXCEPT AT GRADE 1. THE AUTHOR RECOMMENDS FURTHER RESEARCH TO REEXAMINE THE CONCLUSIONS OF THE USOE STUDY USED FOR THIS PROJECT AND THE CONCLUSIONS OF SIMILAR SURVEY DATA COLLECTED FROM DISADVANTAGED ELEMENTARY SCHOOL PUPILS. RELATED STUDIES ARE AA 000 046 AND AA 000 047. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011613</dc:identifier>
<dc:title>AN EXPLORATORY STUDY OF NON-ENGLISH SPEAKING HOMES AND ACADEMIC PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:creator scheme='personal author'>WELLMAN, FRANK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MULTIDISCIPLINARY TRAINING INSTITUTE WAS PROVIDED FOR A SELECT GROUP OF 40 STATE AND LOCAL VOCATIONAL GUIDANCE AND COUNSELING PERSONNEL EMPLOYED IN LEADERSHIP POSITIONS. THE DESIGN OF THE INSTITUTE EMPHASIZED THE DEVELOPMENT OF UNDERSTANDINGS, KNOWLEDGES, AND PROFESSIONAL MATERIALS RELATED TO (1) ECONOMIC FACTORS INFLUENCING VOCATIONAL EDUCATION NEEDS AND THE VOCATIONAL DECISION-MAKING PROCESS, (2) SOCIAL AND CULTURAL FACTORS OF VOCATIONAL COUNSELING, (3) PSYCHOLOGICAL FACTORS RELATED TO CAREER DEVELOPMENT AND VOCATIONAL CHOICES, AND (4) ADMINISTRATIVE CONSIDERATIONS IN THE EVALUATION OF MULTIDISCIPLINARY FACTORS IN VOCATIONAL PROGRAM ORGANIZATION AS WELL AS IN THE COORDINATION OF GUIDANCE AND COUNSELING ACTIVITIES AT ALL ORGANIZATIONAL LEVELS. THE FORMAT OF THE INSTITUTE  PROVIDED FOR 30 HOURS OF SCHEDULED ACTIVITIES IN EACH OF 4 WEEKS. ONE-HALF OF THIS TIME WAS DEVOTED TO LECTURE AND DISCUSSION OF THE DIMENSIONS OF VOCATIONAL COUNSELING IN THE FOUR AREAS OF ECONOMICS, SOCIOLOGY, PSYCHOLOGY, AND ADMINISTRATION. THE BALANCE OF THE TIME WAS DEVOTED TO SMALL-GROUP WORK SESSIONS IN THE PREPARATION OF PROFESSIONAL WORKING PAPERS ON ASSIGNED TOPICS RELATED TO THE MAJOR AREAS. THE OVERALL EVALUATION OF THE INSTITUTE BY THE TRAINEES AND THE STAFF WAS FAVORABLE TO THE MULTIDISCIPLINARY CURRICULUM APPROACH USED AND TO THE HIGH DEGREE OF TRAINEE INVOLVEMENT WHICH THE INSTITUTE&apos;S FORMAT REQUIRED. A FOLLOWUP WAS RECOMMENDED TO DETERMINE THE LONG-TERM TRAINING EFFECTIVENESS. A RELATED REPORT IS AA 000 050. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011614</dc:identifier>
<dc:title>TRAINING INSTITUTE FOR VOCATIONAL GUIDANCE AND COUNSELING PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>107</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:creator scheme='personal author'>WELLMAN, FRANK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRELIMINARY DRAFTS OF THE WORKING PAPERS PREPARED DURING A MULTIDISCIPLINARY TRAINING INSTITUTE ON INNOVATIVE VOCATIONAL GUIDANCE AND COUNSELING PRACTICES ARE INCLUDED IN THIS REPORT. THE CENTRAL THEME OF THE INSTITUTE WAS &amp;quot;DIMENSIONS OF VOCATIONAL COUNSELING,&amp;quot; WITH EMPHASIS ON ECONOMIC, SOCIOLOGICAL, PSYCHOLOGICAL, AND ADMINISTRATIVE VARIABLES WHICH INFLUENCE VOCATIONAL DECISION-MAKING AND CAREER DEVELOPMENT AMONG HIGH SCHOOL STUDENTS. SPECIAL ATTENTION WAS GIVEN TO THE VOCATIONAL COUNSELING OF NONCOLLEGE BOUND STUDENTS. EACH OF THE 16 PAPERS IN THE REPORT FOLLOWED A BASIC FORMAT OF DESCRIBING PROBLEMS, ISSUES, AND SITUATIONS RELEVANT TO THE TOPIC, USING FACTS WHEN AVAILABLE, AND THEN DRAWING IMPLICATIONS FOR VOCATIONAL GUIDANCE AND COUNSELING IN STATE AND LOCAL PROGRAMS. THE  FINAL REPORT OF THE TRAINING INSTITUTE IS AA 000 049. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011615</dc:identifier>
<dc:title>DIMENSIONS OF VOCATIONAL COUNSELING, WORKING PAPERS. PRELIMINARY DRAFT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>391</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Group Testing</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:creator scheme='personal author'>CHAMBERLAIN, LAWRENCE H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>College Entrance Examination Board, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COLLEGE-LEVEL EXAMINATION PROGRAM WHICH STARTED IN 1965 AS A NEW ACTIVITY OF THE COLLEGE ENTRANCE EXAMINATION BOARD HAS FIVE AIMS. THEY ARE TO GIVE A NATIONAL PROGRAM OF EXAMINATIONS TO EVALUATE NONTRADITIONAL COLLEGE-LEVEL EDUCATION INCLUDING INDEPENDENT STUDY AND CORRESPONDENCE WORK, TO STIMULATE COLLEGES AND UNIVERSITIES TO BECOME MORE AWARE OF THE NEED FOR AND THE POSSIBILITIES AND PROBLEMS OF CREDIT BY EXAMINATION, TO ENABLE COLLEGES AND UNIVERSITIES TO DEVELOP APPROPRIATE PROCEDURES FOR THE PLACEMENT, ACCREDITATION, AND ADMISSION OF TRANSFER STUDENTS, TO GIVE COLLEGES AND UNIVERSITIES A MEANS BY WHICH TO EVALUATE THEIR PROGRAMS AND THEIR STUDENTS&apos; ACHIEVEMENT, AND TO HELP ADULTS WHO WISH TO CONTINUE THEIR EDUCATION IN ORDER TO MEET LICENSING REQUIREMENTS OR QUALITY FOR  HIGHER POSITIONS. THE BOOKLET SERVES AS A GUIDE TO THE PROGRAM AND SHOWS THE EXAMPLES FROM ACTUAL TESTS. THE EXAMINATIONS ARE AVAILABLE AT NO CHARGE TO THE INSTITUTIONS THAT WISH TO EXPERIMENT WITH THEM. THE PROGRAM IS STILL IN THE PLANNING STAGE. THIS DOCUMENT IS ALSO AVAILABLE FROM COLLEGE ENTRANCE EXAMINATION BOARD, PUBLICATIONS ORDER OFFICE, BOX 592, PRINCETON, NEW JERSEY 08540. (SM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011616</dc:identifier>
<dc:title>COLLEGE-LEVEL EXAMINATION PROGRAM, DESCRIPTION AND USES, 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Affiliation Need</dc:subject>
<dc:subject>Cross Cultural Training</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participant Satisfaction</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Training Objectives</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Volunteer Training</dc:subject>
<dc:creator scheme='personal author'>STERN, GEORGE G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY. Psychological Services and Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUANTITATIVE COMPARISON OF THE PSYCHOLOGICAL CHARACTERISTICS OF PEACE CORPS TRAINING UNITS AND TRAINEES WAS MADE TO PROVIDE A BASIS FOR RATING PROGRAM QUALITY, ESTABLISHING UNIFORM TRAINING OBJECTIVES AND PROCEDURES, ENABLING TRAINING INSTITUTIONS TO IDENTIFY AND IMPROVE AREAS OF WEAKNESS, AND SELECTING TRAINEES. AN ANALYSIS OF 63 PEACE CORPS TRAINING UNITS IN 48 HOST INSTITUTIONS MEASURED TRAINEES AND PROGRAMS USING TOOLS EVOLVED FROM STUDIES OF HIGHER EDUCATION BY STERN, STEIN, AND BLOOM. MEASUREMENTS OF SUCCESS WERE FINAL SELECTION BOARD RATINGS OF TRAINEES, TRAINING ATTRITION, AND OVERSEAS EFFECTIVENESS RATINGS. PROGRAM CHARACTERISTICS ASSOCIATED WITH EFFECTIVE PROGRAMS WERE FRIENDLY GROUP INTERACTION, WELL-ROUNDED INTELLECTUAL EXPERIENCE, EMPHASIS ON SOCIAL ACTION,  INDIVIDUAL TRAINEE AUTONOMY AND RESPONSIBILITY, AND HIGH PERSONAL ACHIEVEMENT STANDARDS. A NUMBER OF PERSONAL CHARACTERISTICS HAD DIFFERENT EFFECTS ON SUCCESS IN VARIOUS PHASES OF EVALUATION. NINE APPENDIXES CONTAIN DETAILED MEASURES OF THE FACTORS STUDIED FOR EACH OF THE 63 PROGRAMS. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011617</dc:identifier>
<dc:title>PEACE CORPS--EVALUATION OF PEACE CORPS TRAINING PROGRAMS, SOME PSYCHOLOGICAL DIFFERENCES BETWEEN PEACE CORPS TRAINING UNITS AND TRAINEES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>263</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>Regional Cooperation</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>MILLER, PAUL A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Durham)</eric:keywords>
<eric:keywords>Rhode Island (Kingston)</eric:keywords>
<eric:keywords_geo>North Carolina (Durham)</eric:keywords_geo>
<eric:keywords_geo>Rhode Island</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New England Center for Continuing Education, Durham, NH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO FORCES ARE COLLIDING IN THE LIFE OF THE AMERICAN UNIVERSITY TODAY--HISTORIC SENTIMENT, NURTURED BY THE FACULTY, AND THE PRESSURES OF PUBLIC AFFAIRS TO WHICH ADMINISTRATORS HAVE HAD TO ACCOMODATE. ADULT EDUCATION IS AT THE POINT OF IMPACT AND THE BASIC QUESTIONS ABOUT THE ROLE OF THE UNIVERSITY NECESSARY TO MEET THE ISSUE HAVE NOT BEEN RAISED. ONE OF THE MOST EXCITING IDEAS IN HIGHER EDUCATION IS THE CONSORTIUM. THE REGIONAL CENTER DEVELOPED IN NEW ENGLAND COULD BECOME A MODEL LABORATORY FOR A REGIONAL FACULTY OF ADULT EDUCATION WHICH WOULD RELATE INSTITUTIONS, CONDUCT BASIC RESEARCH, PREPARE GRADUATE STUDENTS, AND TEACH ADULTS. TITLE I OF THE HIGHER EDUCATION ACT WILL BE A SOURCE OF FUNDS BUT CAREFUL PLANNING IS IMPERATIVE. A COMRADESHIP BETWEEN COOPERATIVE EXTENSION SERVICE  AND GENERAL EXTENSION WOULD EXTEND RESOURCES BY COMBINING THEIR EXPERTISE IN METHODOLOGY AND PHILOSOPHY. FINALLY, THE AUTHOR STATES, THE PRESIDENTS AND TRUSTEES OF INSTITUTIONS SHOULD REALIZE THAT CONTINUING EDUCATION OF ADULTS IS AS VITAL AS THE EDUCATION OF ADOLESCENTS. THIS FUNCTION MUST BE PART OF THE NORMAL BUDGET OF THE INSTITUTION, MUCH LIKE RESEARCH AND TEACHING, NOT AN EXPENDABLE EXTRA. THESE EXCERPTS WERE FROM AN ADDRESS PRESENTED AT A CONFERENCE ON EXTENSION ACTIVITIES (UNIVERSITY OF RHODE ISLAND, OCTOBER 25, 1966). (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011618</dc:identifier>
<dc:title>THE UNIVERSITY AND ADULT EDUCATION. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Investigations</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Mobility</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords>MODESTO MULTI OCCUPATIONAL PROJECT</eric:keywords>
<eric:keywords>California (Stanislaus County)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT GIVES A SUBJECTIVE DESCRIPTION OF THE GENERAL POPULATION FROM WHICH TRAINEES FOR THE MODESTO MULTI-OCCUPATIONAL PROJECT WERE SELECTED. IT INCLUDES AN EXTENSIVE STUDY OF THE SOCIOLOGICAL BACKGROUND OF A GROUP OF WHITE MIGRANTS WHO MOVED FROM THE EASTERN UNITES STATES TO CALIFORNIA. THE AUTHOR ALSO INCLUDED REFERENCES TO THE CHANGING SOCIOECONOMIC AND MORAL STANDARDS OF THIS GROUP AND THEIR EVENTUAL WELFARE STATUS. THE AUTHOR HOPED THAT THE PROJECT WILL RECREATE FEELINGS OF SELF-DETERMINATION, INVOLVEMENT, AND RESPONSIBILITY IN THIS GROUP THROUGH ADULT TRAINING PROGRAMS. (PG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011619</dc:identifier>
<dc:title>SUBJECTIVE DESCRIPTION OF TRAINEES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Services</dc:subject>
<dc:subject>Employment Potential</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Older Adults</dc:subject>
<dc:subject>Older Workers</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Retirement</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:creator scheme='personal author'>THUNE, JEANNE M.</dc:creator>
<dc:creator scheme='personal author'>TINE, SEBASTIAN</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Senior Citizens, Inc., Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROJECT SOUGHT TO DEMONSTRATE THE CAPABILITY OF OLDER ADULTS TO BEGIN NEW CAREERS AS LEADERS IN COMMUNITY SERVICES. PROJECT STAFF OFFERED FIVE 3-MONTH TRAINING INSTITUTES IN COMMUNITY SERVICE IN NASHVILLE, TENNESSEE, DURING 1963-65 WITH THE HELP OF CONSULTANTS AND REPRESENTATIVES OF PUBLIC AND PRIVATE AGENCIES AND SEVERAL AREA UNIVERSITIES. THE CURRICULUM INCLUDED ORIENTATION TO THE PROGRAM AND SERVICES OF SENIOR CITIZENS, INCORPORATED, AND CLASSWORK COVERING (1) PSYCHOLOGY OF GROUP AND INDIVIDUAL BEHAVIOR, (2) STRUCTURE OF COMMUNITY AGENCIES AND METHODS OF ORGANIZING SOURCES, (3) UNDERSTANDING OF RECREATION, INTERVIEWING, AND PUBLIC INFORMATION AND (4) INCLUDED SUPERVISED FIELD PRACTICE UNDER A PROJECT STAFF MEMBER OR AN AGENCY SUPERVISOR. CERTAIN BIOGRAPHICAL DATA AND  PERSONALITY TRAITS WERE IDENTIFIED AS RELIABLE PREDICTORS OF SATISFACTORY PERFORMANCE IN COMMUNITY SERVICE. THE PROJECT ALSO CONFIRMED THE EXISTENCE OF GREAT LATENT INTEREST AMONG OLDER ADULTS IN ENTERING COMMUNITY SERVICE, AND STIMULATED SEVERAL SENIOR CENTERS, MENTAL HOSPITALS, INSTITUTIONS, CLUBS FOR OLDER PEOPLE, AND SCHOOL DEPARTMENTS TO CONSIDER OLDER ADULTS AS POTENTIAL PERSONNEL. THE DOCUMENT INCLUDED FOUR ILLUSTRATIONS, SIX REFERENCES, SAMPLE CASE HISTORIES, AND AN EVALUATION SCALE. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011620</dc:identifier>
<dc:title>RETRAINING OLDER ADULTS FOR EMPLOYMENT IN COMMUNITY SERVICE. FINAL PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>142</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Apprenticeships</dc:subject>
<dc:subject>Community Benefits</dc:subject>
<dc:subject>Community Cooperation</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Industrial Training</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:creator scheme='personal author'>ISAACK, THOMAS S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MORGANTOWN</eric:keywords>
<eric:keywords>Manpower Development and Training Act</eric:keywords>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>West Virginia Univ., Morgantown. Bureau of Business Research.</dc:creator>
<dc:creator scheme='institution'>West Virginia Univ., Morgantown. Appalachian Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS CONDUCTED TO EXAMINE THE FEASIBILITY OF ESTABLISHING COMMUNITY APPRENTICESHIP PROGRAMS IN WEST VIRGINIA. THE CONCEPT IS THAT A WORKER IN ONE COMPANY WOULD UNDERTAKE ON THE JOB TRAINING AT ANOTHER COMPANY TO TAKE ADVANTAGE OF MACHINES AND EQUIPMENT NOT CURRENTLY OWNED BY HIS COMPANY. THE AUTHOR STATES THAT THIS WOULD UPGRADE THE WORK FORCE IN THE COMMUNITY, WHEREAS MOST OF THE PRESENT ON-THE-JOB TRAINING PROGRAMS ARE LIMITED BY THE CURRENT NEEDS OF EACH FIRM. THE AUTHOR DISCUSSES PRECEDENTS OF THE CONCEPT. REPRESENTATIVES OF THE BUSINESS COMMUNITY MET IN SEVERAL CITIES TO DISCUSS THE POSSIBILITIES AND PROBLEMS OF SUCH A PROGRAM. SOME OF THE PROBLEMS RAISED IN THESE MEETINGS WERE UNION ATTITUDES AND INTERESTS, SCHEDULING OF THE TRAINEE INTO THE TRAINING FIRM&apos;S PROGRAM,  LEGAL ASPECTS OF HAVING THE TRAINEE WORK WITHOUT BEING PAID BY THE TRAINING COMPANY, INJURY LIABILITIES, COMPETITIVE SECRETS, SCREENING OF TRAINEES, PUBLIC RELATIONS AND COMMUNICATIONS BETWEEN BUSINESS, UNION, AND GOVERNMENT AND BETWEEN COMPETITIVE BUSINESSES, AND GENERAL INFLUENCE OF THE STATUS QUO. WAYS OF IMPLEMENTING A COMMUNITY APPRENTICESHIP PROGRAM THROUGH EXISTING ASSOCIATIONS AND AGENCIES ARE ALSO DISCUSSED. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011621</dc:identifier>
<dc:title>THE COMMUNITY-APPRENTICESHIP PROGRAM, A FEASIBILITY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Community Leaders</dc:subject>
<dc:subject>Force Field Analysis</dc:subject>
<dc:subject>Laboratory Training</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:creator scheme='personal author'>MIAL, H. CURTIS.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-DAY RESIDENTIAL PROGRAM OF LABORATORY TRAINING FOCUSED ON INDIVIDUAL SENSITIVITY, SMALL GROUP DYNAMICS, AND DIAGNOSTIC PROBLEM SOLVING. THE PROGRAM WAS PLANNED TO FACILITATE BETTER INTERAGENCY TEAMWORK IN DEALING WITH THE URBAN PROBLEMS OF WASHINGTON, D.C., WHICH ARE COMPLICATED BY THE PROSPECT OF HOME RULE WITH INADEQUATE LEADERSHIP PREPARATION. THE RESPONSE OF 60 COMMUNITY LEADERS TO THE PROGRAM PROPOSAL INDICATED A STRONGLY FELT NEED FOR THIS TRAINING. EIGHTEEN LEADERS PARTICIPATED. LECTURES, T-GROUPS, OBSERVATION, AND FEEDBACK ON EACH GROUP BY THE OTHER, EXERCISES IN SPECIFIC SKILLS, AND FORCE FIELD ANALYSIS COMPRISED THE PROGRAM. PARTICIPANT EVALUATION SHOWED GENERAL SATISFACTION. AWARENESS OF THE IMPORTANCE OF OPENNESS AND TRUST WAS SEEN AS THE MOST EFFECTIVELY  ACCOMPLISHED OBJECTIVE. FURTHER PROJECTS WERE SUGGESTED AND PARTICIPANTS AND THEIR ORGANIZATIONS WERE LISTED. THIS DOCUMENT IS ALSO AVAILABLE FROM NATIONAL TRAINING LABORATORIES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011622</dc:identifier>
<dc:title>REPORT ON FIRST LEADERSHIP TEAMWORK DEVELOPMENT LABORATORY FOR WASHINGTON, D.C. (WARRENTON, OCTOBER 28-30, 1965). APPLICATIONS OF HUMAN RELATIONS LABORATORY TRAINING, NUMBER 1, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Academic Education</dc:subject>
<dc:subject>Adult Dropouts</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Attendance Patterns</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Investigations</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Program Content</dc:subject>
<dc:subject>Program Length</dc:subject>
<dc:subject>Public School Adult Education</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>NEYLAN, MARGARET S.</dc:creator>
<dc:creator scheme='personal author'>VERNER, COOLIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>BRITISH COLUMBIA</eric:keywords>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE OF ATTENDANCE IN ADULT EVENING CLASSES IN A BRITISH COLUMBIA URBAN SCHOOL. CLASS RECORDS FROM THE YEAR 1963-64 WERE STUDIED, THE 266 COURSES (WITH 5240 REGISTRANTS) VARYING IN LENGTH AND SUBJECT CONTENT. SUBJECT CATEGORIES WERE -- ACADEMIC (33 SESSIONS LONG), A REPLICATION OF A PREADULT LEARNING SITUATION, WHICH PROVIDED CREDIT TOWARD A HIGH SCHOOL DIPLOMA, VOCATIONAL (10 OR 20 SESSIONS), AND GENERAL (MOSTLY 10 SESSIONS). THE MEAN PERCENTAGE LOSS IN ATTENDANCE WAS 30 PERCENT, ACADEMIC COURSES DECLINING FROM 95 TO 47 PERCENT, VOCATIONAL FROM 91 TO 55 PERCENT, AND GENERAL COURSES FROM 92 TO 71 PERCENT. DATA SUGGEST THAT COURSE CONTENT HAS A DIRECT RELATIONSHIP TO MOTIVATION. COURSES FROM WHICH IMMEDIATE BENEFIT IS GAINED ARE BEST ATTENDED. AS A COURSE LENGTHENS  BEYOND 10 SESSIONS, LOSS IN ATTENDANCE ACCELERATES, THE RATE OF LOSS VARYING WITH THE TYPE OF COURSE. ALTHOUGH THE DATA PROVIDE NO MEASURE OF THE INFLUENCE ON ATTENDANCE OF THE INSTRUCTIONAL PROCESS, THE VERY POOR PATTERN OF ATTENDANCE IN ACADEMIC COURSES INDICATES THE NEED FOR MAJOR CHANGES. EQUIVALENCY COURSES FOR ADULTS NEED TO BE DESIGNED SPECIFICALLY FOR THEM, INSTEAD OF DUPLICATING DAY PREADULT PROGRAMS. TABLES SHOW ATTENDANCE BY COURSES AND SUBJECT AREAS. THIS ARTICLE WAS PUBLISHED IN &amp;quot;CANADIAN EDUCATION AND RESEARCH DIGEST,&amp;quot; SEPTEMBER 1966. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011623</dc:identifier>
<dc:title>PATTERNS OF ATTENDANCE IN ADULT NIGHT SCHOOL COURSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Apprenticeships</dc:subject>
<dc:subject>Automation</dc:subject>
<dc:subject>Engineering</dc:subject>
<dc:subject>Industrial Training</dc:subject>
<dc:subject>Management Development</dc:subject>
<dc:subject>Metal Industry</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Production Techniques</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Supervisory Training</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Training Methods</dc:subject>
<dc:subject>Union Members</dc:subject>
<dc:creator scheme='personal author'>BAKER, JAMES</dc:creator>
<dc:creator scheme='personal author'>REYNOLDS, O.W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wales (Monmouthshire)</eric:keywords>
<eric:keywords>GREAT BRITAIN</eric:keywords>
<eric:keywords_geo>United Kingdom (Great Britain)</eric:keywords_geo>
<eric:keywords_geo>United Kingdom (Wales)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EDUCATION AND TRAINING, BEGINNING 18 MONTHS BEFORE THE OPENING IN 1962 OF THE NEW SPENCER WORKS STEEL PLANT OF RICHARD THOMAS AND BALDWINS, LTD., IN MONMOUTHSHIRE, ENGLAND, INVOLVED ALL LEVELS OF PERSONNEL. (SOME PROGRAMS, FOR EXAMPLE, FOR CLERICALS, WERE DELAYED UNTIL AFTER THE OPENING.) THE UNDEVELOPED SITE, RADICALLY NEW EQUIPMENT AND PROCEDURES, AND VARIED TRAINEE BACKGROUNDS, TOGETHER WITH THE TIMETABLE AND SCOPE OF TRAINING, POSED A GREAT CHALLENGE. PROGRAMS INCLUDED MANAGER ORIENTATION THROUGH SPECIAL COURSES AND CONFERENCES, FOREMAN TRAINING (COURSES, STUDY VISITS, PREPARATION OF TRAINING MANUALS, AND INSTRUCTIONAL TECHNIQUES TRAINING), ELECTRICAL AND MECHANICAL ENGINEERING, APPRENTICESHIPS IN ENGINEERING, IN CHEMISTRY AND IN METALLURGY FOR QUALITY CONTROL, COMPREHENSIVE  OFFICE TRAINING, PREPARATION FOR AUTOMATION, TRADE UNION COURSES, AND ACQUAINTANCE OF MAINTENANCE PERSONNEL WITH SPENCER WORKS FACILITIES THROUGH PARTICIPATION IN CONSTRUCTION. LINE MANAGERS PLAYED A LARGE, AND OFTEN A DIRECT, PART IN DEPARTMENTAL TRAINING. THE CHIEF LESSON LEARNED FROM THE PROJECT IS THE VALUE OF PLANNED TRAINING, MOST NOTABLY THE SCHOOLING OF MANAGERS AND FOREMEN IN TRAINING TECHNIQUES. THE DOCUMENT INCLUDES PHOTOS, CHARTS, NINE APPENDIXES, AND THE COKE OVENS DEPARTMENT TRAINING PROGRAM. THIS DOCUMENT WAS PUBLISHED BY PERGAMON PRESS, INC., 44-01 21ST STREET, LONG ISLAND CITY, NEW YORK 11101, 246 PAGES $4.50. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011624</dc:identifier>
<dc:title>A TIME TO TRAIN, AN ACCOUNT OF EXPERIENCE GAINED BY RTB, AT ITS SPENCER WORKS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Need</dc:subject>
<dc:subject>Adult Learning</dc:subject>
<dc:subject>Affiliation Need</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Need Gratification</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Psychological Needs</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Status Need</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>LANYON, RICHARD I.</dc:creator>
<dc:creator scheme='personal author'>SCHWARTZ, MILTON M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW BRUNSWICK</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rutgers, The State Univ., New Brunswick, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO PAPERS ARE INCLUDED IN THIS BULLETIN. THE MILTON SCHWARTZ PAPER, &amp;quot;THEORIES OF MOTIVATION AND THEIR APPLICATION TO ADULT EDUCATION,&amp;quot; SURVEYS THE THINKING, RESEARCH, AND CONCLUSIONS OF SOME OF THE LEADING FIGURES CONCERNED WITH SOCIAL MOTIVATION. THE AUTHOR ATTEMPTS TO CLASSIFY THESE THEORIES BY GENERATING A TWO-DIMENSIONAL SCHEMA OF SOCIAL MOTIVATION. THE HORIZONTAL CONTINUUM INCLUDES POSTIVE-STRIVING THEORIES ON ONE END AND NEED-REDUCTION VIEWS ON THE OTHER. THE VERTICAL CONTINUUM PUTS ACHIEVEMENT MOTIVATION ON ONE END AND AFFILIATION-COMFORT NEEDS ON THE OTHER. AN ATTEMPT IS MADE TO DEMONSTRATE THE UTILITY OF THE SCHEMA THROUGH EXAMPLES FROM STATEMENTS OF ADULT EDUCATION STUDENTS. RICHARD LANYON, IN &amp;quot;PSYCHOLOGICAL LEARNING THEORY, APPLICATION TO ADULT EDUCATION,&amp;quot; REVIEWS  SOME OF THE MAJOR THINKING OF SCHOLARS IN THE FIELD OF ANIMAL LEARNING (CRUCIAL FACTORS OF AMOUNT OF PRACTICE AND REINFORCEMENT), EXAMINES FINDINGS IN THE FIELD OF HUMAN VERBAL LEARNING (ADDED CRUCIAL FACTORS OF MEANINGFULNESS AND ORGANIZATION OF MATERIALS), AND THEN SUMMARIZES APPLICATIONS OF THESE PRINCIPLES TO EDUCATION. THE AUTHOR DESCRIBES TEACHING MACHINES AS MAKING DIRECT USE OF THESE IMPORTANT PRINCIPLES OF LEARNING AND HE MAKES SUGGESTIONS FOR THEIR APPLICATION IN REGULAR CLASSROOM TEACHING. THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY EXTENSION DIVISION, RUTGERS, THE STATE UNIVERSITY, 35 COLLEGE AVE., NEW BRUNSWICK, NEW JERSEY. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011625</dc:identifier>
<dc:title>PSYCHOLOGICAL FOUNDATIONS OF ADULT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Citizen Participation</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Change</dc:subject>
<dc:subject>Community Leaders</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Force Field Analysis</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:subject>Training Methods</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>FRANKLIN, PAULA</dc:creator>
<dc:creator scheme='personal author'>FRANKLIN, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS NATIONAL TRAINING LABORATORIES (NTL) CONFERENCE, DEPARTING SOMEWHAT FROM ITS USUAL EXPERIENCE-BASED LEARNING PROGRAMS, FOCUSED LABORATORY TRAINING METHODS ON THE DECISION-MAKING PROCESS IN URBAN COMMUNITY PROBLEM SOLVING. THE CONFERENCE PRESENTED THEORY, INFORMATION, AND OPINION ON THE NATURE OF CITIES AND THEIR DECISION-MAKING PROCESSES. GROUPS OF PARTICIPANTS STUDIED THE RATIONAL-TECHNICAL-SOCIAL PROCESS FRAMEWORK OF DECISION MAKING AND FORCE FIELD ANALYSIS, AND A CONCEPT OF FORCES FOR CHANGE VERSUS RESTRAINING FORCES. PARTICIPANTS DEALT WITH TWO APPROACHES TO SOCIAL CHANGE--THE CONFLICT-OPPOSITIONAL STRATEGY AND THE COLLABORATION-INTEGRATIVE STRATEGY ONE GROUP EXAMINED WAYS OF ENLISTING MAXIMUM FEASIBLE PARTICIPATION OF THE POOR IN URBAN DECISION MAKING, ESPECIALLY IN THE  WAR ON POVERTY. FINDINGS WERE CONSOLIDATED AND RECOMMENDATIONS MADE ON MORE EFFECTIVE APPROACHES TO URBAN CHANGE. PARTICIPANTS PLANNED HOW THEY WOULD INFLUENCE CHANGE IN THEIR OWN COMMUNITIES. A FINAL EVALUATION OF THE CONFERENCE WAS MADE BY PARTICIPANTS. THE DOCUMENT INCLUDES NINE REFERENCES, CASE STUDIES OF SEVERAL CITIES, DISCUSSION TRANSCRIPTS AND OTHER RECORDS, AND APPENDIXES. THIS DOCUMENT IS ALSO AVAILABLE FROM NATIONAL TRAINING LABORATORIES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $3.50. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011626</dc:identifier>
<dc:title>URBAN DECISION MAKING - THE FINDINGS FROM A CONFERENCE (CHICAGO, NOVEMBER 5-12, 1965). APPLICATIONS OF HUMAN RELATIONS LABORATORY TRAINING, NUMBER 1, 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>98</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Community Planning</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:subject>Urban Improvement</dc:subject>
<dc:subject>Urban Renewal</dc:subject>
<dc:creator scheme='personal author'>BERNER, ROBERT F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords>DEMONSTRATION CITIES ACT</eric:keywords>
<eric:keywords>MODEL CITIES PROGRAM</eric:keywords>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cooperative Urban Extension Center, Buffalo, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT FROM BUFFALO, NEW YORK, IS OF THE FIRST OF SEVEN REGIONAL CONFERENCES PLANNED TO HELP COMMUNITIES PREPARE THEMSELVES FOR PARTICIPATION IN THE FEDERAL MODEL CITIES PROGRAM, AS PROVIDED BY TITLE I OF THE DEMONSTRATION CITIES AND METROPOLITAN DEVELOPMENT ACT OF 1966. SPONSORED BY THE COOPERATIVE URBAN EXTENSION CENTER, WHICH IS FUNDED UNDER TITLE I OF THE 1965 HIGHER EDUCATION ACT, THE CONFERENCE BROUGHT TOGETHER REPRESENTATIVES OF CITY GOVERNMENT, HIGHER EDUCATION INSTITUTIONS, WELFARE AGENCIES, VOLUNTARY AGENCIES, CHURCHES, CULTURAL INSTITUTIONS, AND FOUNDATIONS. THE PURPOSE WAS TO ACHIEVE A SENSE OF COMMITMENT TO THE TASK, AN AIRING OF IDEAS THAT CAN BECOME THE CORE OF BUFFALO&apos;S OWN APPROACH TO THE MODEL CITY CHALLENGE, AND AN UNDERSTANDING OF THE NEED TO FORGE A  BROAD ADMINISTRATIVE ORGANIZATION, COMPREHENSIVE AND IMAGINATIVE ENOUGH TO COPE WITH PROBLEMS OF BLIGHT AND POVERTY ON A LARGE SCALE. THE SOCIAL ACTION PROGRAM, URBAN RENEWAL, ECONOMIC OPPORTUNITY, AND CULTURAL PROGRAMS, THE FEDERAL PROGRAM, AND BUFFALO&apos;S RESPONSE TO IT WERE THE DISCUSSION TOPICS. FURTHER CONSIDERATION WAS DIRECTED TO FUTURE SOCIAL ACTION AND COMMUNITY PLANNING WITH PARTICIPANTS EMPHASIZING LOCAL INITIATIVE AND THE STRONG PARTICIPATION OF NEIGHBORHOOD GROUPS. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011627</dc:identifier>
<dc:title>THE BUFFALO MODEL CITY CONFERENCE, PROCEEDINGS OF THE CONFERENCE SPONSORED BY THE COOPERATIVE URBAN EXTENSION CENTER (1ST, BUFFALO, JANUARY 19-20, 1967).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Collective Settlements</dc:subject>
<dc:subject>Community Education</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Jews</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Young Adults</dc:subject>
<dc:creator scheme='personal author'>BIEN, YEHUDA</dc:creator>
<dc:type></dc:type>
<eric:keywords>KIBBUTZIM</eric:keywords>
<eric:keywords>Israel (Jerusalem)</eric:keywords>
<eric:keywords_geo>Israel (Jerusalem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Israel Government, Jerusalem. Authority for Education and Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER OUTLINES THE SOCIAL STRUCTURE, ACCOMPLISHMENTS, GOALS, INTELLECTUAL BACKGROUND, AND CULTURAL ACTIVITIES OF THE KIBBUTZIM IN RURAL ISRAEL WHILE CONCENTRATING ON THE EDUCATIONAL PROGRAMS. THE KIBBUTZIM EMPHASIZES CONTINUOUS, LIFE-LONG EDUCATION FOR ALL MEMBERS BASED ON THE NEEDS OF EACH MEMBER AND HIS COMMUNITY. THE AIM OF EACH PROGRAM IS TO ENSURE THE CONTINUITY OF THE KIBBUTZ VALUES OF LABOR, EQUALITY, COLLECTIVISM, PROTECTIVE COLONIZATION, AND INTERNATIONAL SOLIDARITY THROUGH THE SYNTHESIS OF VOCATIONAL AND LIBERAL STUDIES. FEW EDUCATIONAL PROGRAMS ARE FULL-TIME. THE PROGRAMS ARE--(1) LOCAL ACTIVITY (SINGLE LECTURES, LOCAL STUDY GROUPS), (2) REGIONAL COURSES (FOREIGN LANGUAGE AND LIBERAL ARTS STUDIES, 6 TO 12 WEEKS), (3) 1 YEAR COURSE FOR YOUNG ADULTS (LIBERAL AND  VOCATIONAL STUDIES) SPREAD OVER A 3-YEAR PERIOD SO THEORIES CAN BE MERGED WITH WORK, (4) FARM MANAGEMENT, (5) HIGHER STUDIES (FULL UNIVERSITY LEVEL, 27 MONTHS), (6) COURSES FOR ADULT LEADERS, (7) TRAINING IN SOCIAL AND CULTURAL ACTIVITIES (4 TO 9 MONTHS), (8) HOUSE ECONOMICS FOR WOMEN (1 TO 4 MONTHS), AND (9) SOCIAL RESEARCH. THERE IS A TABLE IN THE REPORT SHOWING THE LENGTH AND CONTENT OF ADULT EDUCATION PROGRAMS IN THE KIBBUTZ MOVEMENT. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011628</dc:identifier>
<dc:title>ADULT EDUCATION IN KIBBUTZIM (COLLECTIVE SETTLEMENTS) IN ISRAEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Adult Learning</dc:subject>
<dc:subject>Criteria</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>DUBOIS, PHILIP H.</dc:creator>
<dc:creator scheme='personal author'>WIENTGE, KING M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Univ. Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TOPICS OF EIGHT CONFERENCE PAPERS INCLUDE (1) THE PROBLEM OF DIFFERENTIATING EFFECTS OF SPECIFIC INSTRUCTION FROM EFFECTS OF OTHER INFLUENCES (GROWTH, ENVIRONMENT, AND SELF-INSTRUCTION), (2) CRITERIA FOR MEASURING CHANGE IN PROFICIENCY, AND (3) WAYS OF RELATING SUCH CHANGE TO OUTSIDE VARIABLES SUCH AS MEASURABLE CHARACTERISTICS OF LEARNERS AND INSTRUCTORS, AND METHODOLOGY. THE ISSUE OF ACCEPTABLE CRITERIA (PERFORMANCE MEASURES) OF DEGREES OF LEARNING DURING PRACTICE IS DISCUSSED. SUGGESTIONS ARE OUTLINED FOR IMPROVING EXPERIMENTATION BY ASSEMBLING ALL APPROPRIATE MEASUREMENTS AND DATA, USING ORDERED HYPOTHESES, AND TREATING EXPERIMENTAL CLASSROOMS AS SINGLE SUBJECTS. THE BROMWOODS RESIDENTIAL CENTER STUDY OF WASHINGTON UNIVERSITY DESCRIBES THE FAILURE OF RESIDENTIAL STUDENTS  TO SIGNIFICANTLY SURPASS ADULT EVENING CLASSES IN OBJECTIVE KNOWLEDGE (BEGINNING PSYCHOLOGY) OR IN IMPROVED MEASURED ATTITUDE. ALSO, DIFFICULTIES IN APPLICATION OF CRITERIA IN NAVAL MAINTENANCE TRAINING RESEARCH ARE DOCUMENTED, AND CORRECTIVE PROCEDURES ARE INDICATED. A PAPER ON THE CURVILINEAR RELATIONSHIP BETWEEN KNOWLEDGE AND TEST PERFORMANCE ARGUES FOR FINAL EXAMINATIONS AS THE BEST EXISTING INDICANT OF LEARNING. OTHER PAPERS OUTLINE A FRAMEWORK FOR STUDYING CRITERION MEASURES AND THEIR GENERALIZABILITY ACROSS SAMPLES, SITUATIONS, AND CONTEXTS, AND EVALUATE PROGRAMED INSTRUCTION AMONG NAVAL TRAINEES AS A PREDICTOR OF CLASSROOM LEARNING. THE DOCUMENT INCLUDES TABLES, FIGURES, AND REFERENCES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011629</dc:identifier>
<dc:title>CRITERIA IN LEARNING RESEARCH, REPORT ON A CONFERENCE (WASHINGTON UNIVERSITY, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Interpersonal Competence</dc:subject>
<dc:subject>Management Development</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:creator scheme='personal author'>HARRISON, ROGER</dc:creator>
<dc:creator scheme='personal author'>OSHRY, BARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>General Electric Company</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH STUDY CONDUCTED BY THE SMALL AIRCRAFT ENGINE DEPARTMENT OF GENERAL ELECTRIC AND BOSTON UNIVERSITY HUMAN RELATIONS CENTER EXPLORED THE PERSONAL CHARACTERISTICS OF 47 T-GROUP PARTICIPANTS. IN PART 1, THE AUTHORS DISCUSS THE PREDICTOR MEASURES THAT WERE FORMED BEFORE TRAINING. AT THE END OF EACH LABORATORY EACH MEMBER AND THE TRAINERS RATED EVERY OTHER MEMBER ON GROUP BEHAVIOR. THE RELATIONSHIPS BETWEEN PREDICTOR SCORES AND BEHAVIOR MEASURES AND THE CHARACTERISTICS OF T-GROUP CONTRIBUTORS ARE DESCRIBED. IN PART 2, THE AUTHORS DISCUSS CHANGES IN ORGANIZATIONAL BEHAVIOR AS MEASURED BY ORGANIZATIONAL BEHAVIOR DESCRIPTION SURVEYS MADE OF EACH PARTICIPANT BY A SUPERIOR, A PEER, AND A SUBORDINATE BEFORE AND 6 TO 8 WEEKS AFTER TRAINING. THE AUTHORS CONCLUDED THAT PARTICIPANTS  BECAME MORE EMOTIONALLY EXPRESSIVE AND SOME BECAME MORE OPEN. PERSONS WHOSE BASIC INTERPERSONAL STYLE IS OPEN PROFITED MOST FROM LABORATORY TRAINING, BUT THE DEVELOPMENT OF TRAINING PROGRAMS FOR PEOPLE WHOSE INTERPERSONAL STYLE IS CLOSED WAS RECOMMENDED. A CONCEPTUAL FRAMEWORK FOR RESEARCH AND BRIEF DESCRIPTIONS OF RESEARCH INSTRUMENTS ARE INCLUDED. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011630</dc:identifier>
<dc:title>REPORT TO SAED OF GESAED-BUHRC TRAINING STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Basic Education</dc:subject>
<dc:subject weight='MAJOR'>Adult Literacy</dc:subject>
<dc:subject weight='MAJOR'>Attitude Change</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject weight='MAJOR'>Illiteracy</dc:subject>
<dc:subject weight='MAJOR'>Measurement Instruments</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject weight='MAJOR'>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, RAYMOND L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS A FIRST STEP IN A STUDY OF THE ROLE OF ATTITUDE AND ATTITUDE CHANGE AS A VARIABLE IN THE INTERACTION BETWEEN BASIC LITERACY TEACHERS AND THEIR ADULT STUDENTS, A GENERAL PROCEDURE FOR THE CLASSIFICATION OF ATTITUDES BY DETECTING &quot;ATTITUDE CLUSTERS&quot; WAS DEVELOPED. THIS REPORT DISCUSSES HOW THE MEMBER COMPONENTS OF CLUSTERS MAY BE REPRESENTED AS A SIMPLE CLOSED STRUCTURE CALLED A CIRCUMPLEX. CLUSTER ANALYSIS AND THE CONSTRUCTION OF A CIRCUMPLEX WERE USED WITH GROUP DATA OBTAINED FROM A CLASS OF 23 YOUNG NEGRO WOMEN TEACHER TRAINEES IN ADULT BASIC EDUCATION. THIS METHOD IS ALSO APPROPRIATE FOR INTENSIVE STUDY OF A SINGLE SUBJECT. EACH TRAINEE COMPLETED A 100-ITEM ATTITUDE SCALE AT THE BEGINNING OF A 1-WEEK ORIENTATION AND TRAINING COURSE, AND AGAIN AT THE END OF THE COURSE.  RESPONDENTS&apos; JUDGMENT FOR EACH ITEM WAS MADE ON A SEVEN-POINT BI-POLAR &quot;TRUE OR FALSE&quot; SCALE, WITH INTERVALS NUMBERED CONSECUTIVELY FROM ONE THROUGH SEVEN. THIS REPORT INCLUDES THE ATTITUDE SCALE USED AND CIRCULANT CORRELATION MATRICES, AND DISCUSSIONS ON THE DETECTION OF CLUSTERS AND THE CONSTRUCTION OF THE CIRCUMPLEX. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011631</dc:identifier>
<dc:title>MEASUREMENT AND CLASSIFICATION OF TEACHER ATTITUDES TOWARD ADULT ILLITERATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:44:14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Discussion Groups</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>History</dc:subject>
<dc:creator scheme='personal author'>HOULE, CYRIL O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Concord Lyceum MA</eric:keywords>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>Holbrook (Josiah)</eric:keywords>
<eric:keywords>Thoreau (Henry David)</eric:keywords>
<eric:keywords>TOLLEY MEDAL</eric:keywords>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Syracuse Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS ADDRESS CYRIL O. HOULE SPOKE ON AN EPISODE IN THE HISTORY OF ADULT EDUCATION, FOCUSING PARTICULARLY ON THE LIFE AND IDEAS OF HENRY D. THOREAU. HE DISCUSSED JOSIAH HOLBROOK, A CONNECTICUT SCHOOLMASTER, AND CREATED AN AMERICAN LYCEUM, NATIONWIDE IN ITS SCOPE, LINKING TOGETHER ALL THOUGHTFUL AND CULTIVATED MEN IN THE CONTINUING PURSUIT OF KNOWLEDGE. ANOTHER LYCEUM AT CONCORD, MASSACHUSETTS CAME INTO BEING IN 1829, AND IN THAT AREA THERE LIVED MANY LITERARY, POLITICAL, RELIGIOUS, AND HUMANITARIAN LEADERS. AS YEARS WENT BY, THE LYCEUM BECAME A SCHEDULED SERIES OF LECTURES AND ENTERTAINMENT. THOREAU, WHO WAS UNHAPPY TO SEE THE LYCEUM LOSING THE INTERACTIN OF FREE MEN, BECAME SECRETARY AND CURATOR OF THE CONCORD LYCEUM. ONE OF HIS CENTRAL CONCERNS WAS THE PROPER RELATIONSHIP OF  MEN TO ONE ANOTHER. THOREAU FELT MAN HAD MANY DIFFERENT ASPECTS BUT THE KEY IDEA WAS VOLUNTARY ASSENT. THE LYCEUM WAS A PLACE WHERE THOUGHTFUL MEN COULD MEET TOGETHER TO EDUCATE EACH OTHER AND IT WAS ONE FORM OF TOLERABLE GROUP ASSOCIATION. HOULE CONCLUDED HIS SPEECH BY SAYING THAT CHANCELLOR TOLLEY&apos;S CONCERN FOR ADULT EDUCATION AND HIS INTEREST IN THE HISTORY OF IDEAS FOUND A COMMON MEETING PLACE IN THOREAU&apos;S THOUGHTS. THIS ADDRESS WAS DELIVERED BY THE AUTHOR UPON BEING AWARDED THE WILLIAM PEARSON TOLLEY MEDAL FOR DISTINGUISHED LEADERSHIP IN ADULT EDUCATION (SYRACUSE UNIVERSITY, OCTOBER 12, 1966). (SM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011632</dc:identifier>
<dc:title>THE UNCOMMON SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adoption (Ideas)</dc:subject>
<dc:subject weight='MAJOR'>Adults</dc:subject>
<dc:subject>Age Differences</dc:subject>
<dc:subject weight='MAJOR'>Agricultural Skills</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject weight='MAJOR'>Farmers</dc:subject>
<dc:subject weight='MAJOR'>Individual Characteristics</dc:subject>
<dc:subject>Knowledge Level</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:creator scheme='personal author'>LOEWENSTEIN, DUANE E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY ON FARMERS&apos; USE OF SUGGESTED PRACTICES IN HANDLING ALFALFA CROP PRODUCTION WAS CONDUCTED TO DETERMINE (1) IF SELECTED PERSONAL AND OCCUPATIONAL CHARACTERISTICS MIGHT AFFECT HAY PRODUCTION METHODS, (2) IF A DISCREPANCY EXISTS BETWEEN THE FARMER&apos;S LEVEL OF KNOWLEDGE OF QUALITY HAY PRODUCTION PRACTICES AND HIS USE OF THESE PRACTICES, AND (3) IF THIS DISCREPANCY EXISTS, IN WHAT AREAS. TWO SAMPLE GROUPS WERE USED. FOR ONE, KNOWLEDGE OF QUALITY HAY PRODUCTION PRACTICES WAS DETERMINED, AND FOR THE OTHER, THE USE OF THESE PRACTICES. THE GROUPS WERE MATCHED ON PERSONAL AND OCCUPATIONAL CHARACTERISTICS. A MAILED QUESTIONNAIRE WAS DEVELOPED FOR EACH GROUP. STATISTICAL ANALYSIS SHOWED SIGNIFICANT DIFFERENCES BETWEEN THE KNOWLEDGE OF, AND THE USE OF, MOST FACTORS AND PRACTICES.  POSSIBLE EXPLANATIONS FOR THE DIFFERENCES ARE DISCUSSED. THE STUDY SHOWED THAT AN INCREASE IN AGE REDUCED DIFFERENCES BETWEEN KNOWLEDGE AND USE FOR SOME PRACTICES, INCREASED THEM FOR OTHERS, AND HAD NO EFFECT ON THE REMAINDER. EDUCATION, OCCUPATIONAL RATING, AND SIZE OF OPERATION WERE POSITIVELY RELATED TO DIFFERENCES BETWEEN KNOWLEDGE AND USE. THE BIBLIOGRAPHY INCLUDES 53 REFERENCES. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011633</dc:identifier>
<dc:title>A DISCUSSION OF THE GAP BETWEEN KNOWLEDGE AND USE OF NEW PRACTICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:44:18</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Churches</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Religious Education</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>WHITMAN, LAURIS B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Council of Churches of Christ, New York, NY.</dc:creator>
<dc:creator scheme='institution'>United Presbyterian Church in the U.S.A., Philadelphia, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS PART OF AN OVERALL EVALUATION OF ITS EDUCATIONAL CURRICULUM, THE UNITED PRESBYTERIAN CHURCH, IN 1964, COMMISSIONED THE DEPARTMENT OF RESEARCH OF THE NATIONAL COUNCIL OF CHURCHES TO PROVIDE SYSTEMATIC AND COHERENT PROFILES OF COMMUNICANTS, YOUTH, CHURCH SCHOOL TEACHERS, AND MINISTERS. THIS RESEARCH WAS BASED ON THE INTERDISCIPLINARY APPROACH TO SOCIAL COMMUNICATION, A PRIOR AND MORE GENERAL PROBLEM THAN LEARNING, DEVELOPED BY BEHAVIORAL SCIENTISTS. THE THEORETICAL MODEL USED WAS BASED ON THE PREMISE THAT SOCIAL ROLE SYSTEMS INTEGRATE BEHAVIOR IN SOCIAL ENVIRONMENTS AND SOCIAL INSTITUTIONS, AND THAT SOCIAL ROLE SYSTEMS ARE COMPOSED OF AT LEAST THREE COMPONENT SYSTEMS--BELIEFS, SKILLS, AND MOTIVATIONS. THIS DOCUMENT, VOLUME I OF THE STUDY, DESCRIBES THE SAMPLING PROCEDURE.  TWO-STATE CLUSTER SAMPLING WAS USED, THE FIRST STAGE BEING A SYSTEMATIC RANDOM SAMPLING OF CHURCHES REPRESENTING ALL SYNODS AND GEOGRAPHIC REGIONS OF THE CHURCH. THE SAMPLE CHURCHES BECAME CLUSTERS FROM WHICH THE SAMPLE OF INDIVIDUAL RESPONDENTS WAS DRAWN. OVER 3,000 QUESTIONNAIRES WERE MAILED, THE RESPONSE RATE BEING 67.7 PERCENT. DATA ON RELIGIOUS AFFILIATION WERE CHECKED FOR REPRESENTATIVENESS AGAINST THOSE FROM THE CENSUS OF 1957, THE NATIONAL OPINION RESEARCH CENTER, AND THE SURVEY RESEARCH CENTER AT THE UNIVERSITY OF MICHIGAN. IT WAS FOUND THAT THE SAMPLE WAS BETTER EDUCATED, OLDER, MORE AFFLUENT, AND WITH HIGHER EDUCATIONAL STATUS THAN MOST OTHER RELIGIOUS GROUPS. THE DOCUMENT INCLUDES TABLES AND BIBLIOGRAPHIES. IT WAS PUBLISHED BY THE BOARD OF CHRISTIAN EDUCATION OF THE UNITED  PRESBYTERIAN CHURCH, 1321 WALNUT (WITHERSPOON BUILDING), PHILADELPHIA, PENNSYOLVANIA 19107. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011634</dc:identifier>
<dc:title>UNITED PRESBYTERIAN NATIONAL EDUCATIONAL SURVEY, AN INTERDISCIPLINARY RESEARCH PROJECT. VOLUME I, THE RESEARCH MODEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Beliefs</dc:subject>
<dc:subject>Churches</dc:subject>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Role Perception</dc:subject>
<dc:subject>Skills</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Social Environment</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>WHITMAN, LAURIS B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Council of Churches of Christ, New York, NY.</dc:creator>
<dc:creator scheme='institution'>United Presbyterian Church in the U.S.A., Philadelphia, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEPARTMENT OF RESEARCH OF THE NATIONAL COUNCIL OF CHURCHES CONDUCTED A SURVEY FOR THE UNITED PRESBYTERIAN CHURCH OF ITS MEMBERSHIP AND RELIGIOUS BELIEFS. THE AIM WAS TO COMPARE VARIOUS POPULATIONS (CLERGY, COMMUNICANTS, CHURCH SCHOOL TEACHERS, AND YOUTH), CONCERNING THE EXTENT OF THEIR ORTHODOXY. VOLUMES IIA AND IIB OF THE REPORT RELATE TO THE MAJOR PROBLEM OF COMMUNICATION TO THE PARTICIPANT IN RELIGIOUS EDUCATION, AS AFFECTED BY THE COMMUNICATION VARIABLES (OR FILTERS) OF SOCIAL ENVIRONMENT AND THE LOCAL CHURCH, SOCIAL ROLES SYSTEMS, LANGUAGE AND OTHER SKILLS, MOTIVATION SYSTEMS, AND BELIEF SYSTEMS. IT WAS IMPLIED THAT A MESSAGE PASSING THROUGH THESE FILTERS WOULD BE MODIFIED, BUT IT WAS FOUND THAT THE EXTENT TO WHICH FILTERS INFLUENCE COMMUNICATION OF THE BELIEF SYSTEM  EXCEEDED THE EXPECTATIONS OF THE RESEARCHERS. THEY TEND TO SCATTER THE MESSAGE AND MAKE IT DIFFUSE AND BROKEN. NONTHEOLOGICAL FACTORS, SOCIOLOGICAL AND SOCIOPSYCHOLOGICAL IN NATURE, SEEM MORE IMPORTANT IN HOLDING CHURCHES TOGETHER AND IN HOLDING INDIVIDUALS IN THE CHURCH. THE DOCUMENT INCLUDES TABLES AND BIBLIOGRAPHIES. IT WAS PUBLISHED BY THE BOARD OF CHRISTIAN EDUCATION OF THE UNITED PRESBYTERIAN CHURCH, 1321 WALNUT (WITHERSPOON BUILDING), PHILADELPHIA, PENNSYLVANIA 19107. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011635</dc:identifier>
<dc:title>UNITED PRESBYTERIAN NATIONAL EDUCATION SURVEY, AN INTERDISCIPLINARY RESEARCH PROJECT. VOLUMES IIA AND IIB, COMMUNICATIONS VARIABLES IN THE CHURCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Churches</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Personnel Data</dc:subject>
<dc:subject>Program Attitudes</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Religious Education</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>WHITMAN, LAURIS B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Council of Churches of Christ, New York, NY.</dc:creator>
<dc:creator scheme='institution'>United Presbyterian Church in the U.S.A., Philadelphia, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEPARTMENT OF RESEARCH OF THE NATIONAL COUNCIL OF CHURCHES CONDUCTED A SURVEY FOR THE UNITED PRESBYTERIAN CHURCH OF ITS MEMBERSHIP AND RELIGIOUS BELIEFS. VOLUME III OF ITS REPORT IS THE STUDY APPENDIXES. THERE ARE MARGINAL TABULATIONS ON THE SAMPLE CHURCHES AND COMMUNITY BACKGROUND, WHICH INCLUDE SUCH INFORMATION AS MEMBERSHIP, BUDGET, PROGRAMS, CURRICULUM USED AT DIFFERENT LEVELS, AND INCOME LEVEL OF THE COMMUNITY. THE TEXT OF THE EXTENSIVE QUESTIONNAIRE USED IN THE STUDY IS INCLUDED. TABLES PRESENT THE DATA GATHERED, UNDER THE HEADINGS OF GENERAL PERSONAL BACKGROUND, THE BIBLE AND PERSONAL BELIEFS, USE OF GENERAL MAGAZINES, INVOLVEMENT IN CHURCH AND COMMUNITY ACTIVITIES, PERSONAL OPINION SCALE, RELIGIOUS BELIEFS, AND USE OF CHURCH-PUBLISHED BOOKS AND MAGAZINES. THIS  DOCUMENT WAS PUBLISHED BY THE BOARD OF CHRISTIAN EDUCATION OF THE UNITED PRESBYTERIAN CHURCH, 1321 WALNUT (WITHERSPOON BUILDING), PHILADELPHIA, PENNSYLVANIA 19109. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011636</dc:identifier>
<dc:title>THE UNITED PRESBYTERIAN NATIONAL EDUCATIONAL SURVEY, AN INTERDISCIPLINARY RESEARCH PROJECT. VOLUME III, RESEARCH INSTRUMENTS AND TABULATIONS OF RESEARCH DATA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>College Curriculum</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>Secondary School Curriculum</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:creator scheme='personal author'>LYONS, WILLIAM A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEW YORK STATE EDUCATION DEPARTMENT HAS RECEIVED FUNDS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 (TITLE V) TO INVESTIGATE THE NEED FOR A STATEWIDE HOME STUDY PROGRAM IN NEW YORK ON THE SECONDARY AND COLLEGE LEVELS. THE STUDY WILL INVESTIGATE HOW A PROGRAM OF HOME STUDY WOULD SUPPLEMENT AND STRENGTHEN EXISTING EDUCATIONAL PROGRAMS, AND WILL ATTEMPT TO DETERMINE THE COST AND FINANCIAL FEASIBILITY, ADMINISTRATIVE ARRANGEMENTS, THE ROLE OF NEW TECHNOLOGIES (USE OF RECORDS AND TAPES, PROGRAMED MATERIALS, MOBILE LIBRARIES, AND &amp;quot;TEL-LECTURES,&amp;quot;), AND CONTRACT AVAILABILITY OF PRESENT HOME STUDY COURSES. SPECIAL ATTENTION WILL BE GIVEN TO THE INSTRUCTIONAL NEEDS OF THE MATURE STUDENT. IN THE PROPOSAL THE AUTHOR DISCUSSES THE HISTORY OF HOME STUDY IN AMERICAN EDUCATION  AND IN NEW YORK STATE, AND DESCRIBES HOW A HOME STUDY WORKS. THE AUTHOR POINTS OUT THAT NEW YORK STATE&apos;S SYSTEM OF EDUCATION HAS UNIQUE FEATURES THAT COULD PROVIDE ANSWERS TO CRITICISMS OF THE EDUCATIONAL QUALITY LEVELED AT HOME STUDY EDUCATION. AMONG THESE UNIQUE FEATURES ARE THE REGENTS AND COLLEGE PROFICIENCY EXAMINATIONS TO MEASURE EDUCATIONAL QUALITY, AND STRONG EXISTING EDUCATIONAL PROGRAMS WHICH OFFER TESTING AND GUIDANCE SERVICES TO LOWER THE HIGH DROPOUT RATE OF LEARNERS. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011637</dc:identifier>
<dc:title>THE ROLE OF A STATEWIDE SYSTEM OF HOME STUDY IN NEW YORK STATE, A FEASIBILITY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Extension Agents</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Leadership Responsibility</dc:subject>
<dc:subject>Population Growth</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Technical Assistance</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Urban Extension</dc:subject>
<dc:creator scheme='personal author'>GRIFFITH, WILLIAM S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>UNIVERSITY OF WISCONSIN</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN ADDRESS THE AUTHOR STATES THAT THE POPULATION EXPLOSION VERSUS WORLD FOOD PRODUCTION CAPACITY, TOGETHER WITH URBAN BLIGHT, POVERTY, AND FUNCTIONAL ILLITERACY, INCREASING COMPETITION FOR TRAINED MANPOWER, AND RELATED IMBALANCES IN AMERICAN EDUCATION CONSTITUTE MAJOR TRENDS AND ACUTE PROBLEMS IN TODAY&apos;S SOCIETY. THE AUTHOR FEELS UNIVERSITIES AND THEIR EXTENSION DIVISIONS MUST LEAD THE ATTACK ON NATIONAL AND WORLDWIDE PUBLIC PROBLEMS. EXTENSION METHODS HAVE BEEN SUCCESSFUL IN INCREASING FOOD PRODUCTION IN DEVELOPING NATIONS. HE STATES THAT THE PRIMARY KIND OF TECHNICAL ASSISTANCE NEEDED IS EDUCATION AIMED AT POPULATION CONTROL, RATHER THAN AGRICULTURAL TECHNOLOGY. THE LEADERSHIP OF THE UNIVERSITIES WILL REQUIRE BROADER COOPERATION, NEW LINES OF COMMUNICATION, WISE ALLOCATION  OF LIMITED EXTENSION RESOURCES, AND CONTINUING EDUCATION AND PLANNING FOR FUTURE NEEDS. THIS ADDRESS WAS PRESENTED AT THE NATIONAL ADMINISTRATIVE SEMINAR FOR COOPERATIVE EXTENSION (9TH, UNIVERSITY OF WISCONSIN, MAY 15, 1967). (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011638</dc:identifier>
<dc:title>OUR SOCIETY&apos;S FUTURE--IMPLICATIONS FOR THE ADMINISTRATION OF EXTENSION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>City Officials</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Participant Satisfaction</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Professional Continuing Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Educational Objectives</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>LONG, HUEY B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Titusville)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Titusville. Urban Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY INVESTIGATED CONTINUING EDUCATION ACTIVITIES AND ATTITUDES OF 71 CITY OFFICIALS (MOSTLY MALE AND MIDDLE-AGED) IN SEVEN COUNTIES OF EAST CENTRAL FLORIDA. A QUESTIONNAIRE OBTAINED DATA ON REGULARITY OF EDUCATIONAL ACTIVITIES, PREFERRED METHODS, INTEREST IN EDUCATION RELATED TO THE OFFICIAL&apos;S DUTIES, DESIRED SUBJECT AREAS, ORGANIZATIONS AND INSTITUTIONS CONSIDERED RESPONSIBLE, ATTITUDES TOWARD RESIDENTIAL SHORT COURSES, AND PERCEIVED ADEQUACY OF THE EDUCATIONAL PREPARATION FOR PUBLIC OFFICE. FINDINGS INDICATED THAT APPOINTED CITY OFFICIALS ATTACH GREATER VALUE TO SUCH ACTIVITIES THAN ELECTED OFFICIALS, BUT INTEREST IN GENERAL IS STRONG, PARTICULARLY IN COURSES ON FISCAL POLICY AND MANAGEMENT. HOWEVER, LIMITED PROGRAMS AND TRAVEL REQUIREMENTS WITH ATTENDANT LOSS OF TIME  MAKE COURSES UNATTRACTIVE. OFFICIALS PREFER THAT THE FLORIDA LEAGUE OF MUNICIPALITIES AND THE FLORIDA STATE UNIVERSITY SYSTEM ASSUME RESPONSIBILITY FOR EDUCATION. REGIONAL EDUCATION CENTERS MIGHT PROVIDE A CONNECTION BETWEEN THE LOCAL REGION AND THE CAMPUS. A LONGITUDINAL STUDY OF THESE RESPONDENTS AND AN INDEPTH STUDY OF CHARACTERISTICS OF PARTICIPANTS AND NONPARTICIPANTS WOULD BE VALUABLE, AS WOULD PROVISION OF EXPERIMENTAL PROGRAMS. THE QUESTIONNAIRE IS INCLUDED. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011639</dc:identifier>
<dc:title>CONTINUING EDUCATION INTERESTS OF MUNICIPAL OFFICIALS IN EAST CENTRAL FLORIDA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Adult Education</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject weight='MAJOR'>Evaluation</dc:subject>
<dc:subject>Group Discussion</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject weight='MAJOR'>Lecture Method</dc:subject>
<dc:subject>Program Content</dc:subject>
<dc:subject>Program Length</dc:subject>
<dc:subject weight='MAJOR'>Research Reviews (Publications)</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject weight='MAJOR'>Teacher Effectiveness</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>DICKENSON, GARY</dc:creator>
<dc:creator scheme='personal author'>VERNER, COOLIE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH ON THE LECTURE TECHNIQUE CONDUCTED WITH ADULT GROUPS HAS BEEN FAR MORE VARIED THAN PREADULT RESEARCH, WHICH HAS BEEN DONE WITHIN THE LIMITATIONS OF THE CLASSROOM METHOD IN AN INSTITUTIONAL SETTING. STUDIES HAVE BEEN MADE OF IMMEDIATE OR DELAYED RECALL OF FACTUAL INFORMATION, OF MODIFICATION OF ATTITUDES OR BEHAVIOR, OF DELIVERY OVER RADIO OR TELEVISION, OF LEARNER PREFERENCES, OF CLASS SIZE, OF STUDENT RESPONSE, AND OF PRESENTATION MODE. THE LECTURE APPEARS TO BE AN EFFECTIVE TECHNIQUE FOR IMPARTING INFORMATION, BUT IT HAS LIMITATIONS WHICH SUGGEST THAT IT IS NOT AS EFFICIENT OR EFFECTIVE AS IT HAS BEEN THOUGHT. IT MUST BE SHORT AND CAREFULLY CONSTRUCTED, SHOULD BE SIMPLE IN LANGUAGE AND STYLE, AND SHOULD PRESENT ONLY MEANINGFUL AND UNCOMPLICATED INFORMATION. IT IS A  SUITABLE TECHNIQUE TO IMPART INFORMATION IN A PARTICULAR WAY FOR A SPECIFIC GROUP WHEN THE PURPOSE IS TO AROUSE INTEREST IN A SUBJECT AND WHEN RETENTION OVER TIME IS NOT IMPORTANT. IT SEEMS NOT TO BE APPROPRIATE FOR THE APPLICATION OF SKILLS OR INFORMATION, THE ALTERATION OF ATTITUDES, FOR LONG-RANGE RETENTION, FOR COMPLEX CONTENT MATERIAL, OR WHEN PARTICIPANTS ARE BELOW AVERAGE LEVEL OF INTELLIGENCE, OR WHEN THEY MUST PARTICIPATE IN THE LEARNING ACTIVITY. THE MISUSE OF THE LECTURE AND OF LECTURE-TYPE TECHNIQUES IN ADULT EDUCATION WILL NOT BE ALTERED MATERIALLY UNTIL WE CAN MORE CLEARLY IDENTIFY INSTRUCTIONAL PROCESSES MOST APPROPRIATE FOR VARIOUS LEARNING TASKS. THE DOCUMENT CONTAINS 132 REFERENCES. THIS ARTICLE WAS PUBLISHED IN &quot;ADULT EDUCATION,&quot; VOLUME 17, NUMBER 2, WINTER 1967.  (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011640</dc:identifier>
<dc:title>THE LECTURE, AN ANALYSIS AND REVIEW OF RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:44:30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Continuing Education Centers</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Noncredit Courses</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>HELSBY, DEAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEW YORK STATE UNIVERSITY MASTER PLAN FOR CONTINUING EDUCATION CALLS FOR PROGRAMS FOR THOSE WHO HAVE NOT ACHIEVED INITIAL EDUCATIONAL AND OCCUPATIONAL OBJECTIVES, AND FOR THOSE WHO HAVE ACHIEVED INITIAL EDUCATIONAL OBJECTIVES, FOR MAKING ITS RESOURCES AVAILABLE FOR COMMUNITY SERVICE, FOR EXTENDING ITS CULTURAL RESOURCES TO THE PUBLIC, AND FOR MORE FRUITFUL COOPERATION WITH THE CONTRACT COLLEGES AND PRIVATE COLLEGES AND UNIVERSITIES. PROGRAM ELEMENTS WILL INCLUDE CONVENTIONAL DAY AND EVENING COURSES FOR PART-TIME STUDENTS, PROVISIONS FOR INDEPENDENT STUDY (CORRESPONDENCE INSTRUCTION, PROGRAMED INSTRUCTION, EXTENSIVE USE OF AUDIOVISUAL MEDIA, GROUP-STUDY, TELEPHONE CONFERENCES, GUIDANCE AND COUNSELING, AND USE OF LIBRARY RESOURCES), RESIDENTIAL CONTINUING EDUCATION CENTERS,  SEQUENTIAL AND OTHER NONCREDIT COURSES FOR CULTURAL ENRICHMENT AND FOR UPDATING SKILLS AND KNOWLEDGE, (FOR EXAMPLE, LEADERSHIP TRAINING AND RESEARCH AND DEMONSTRATION PROJECTS) AND URBAN EXTENSION ACTIVITIES. THE CENTRAL ADMINISTRATION OFFICE OF CONTINUING EDUCATION SHOULD BE CHARGED WITH STATEWIDE POLICY COORDINATION AND FORMULATION, CONSULTATIVE SERVICES, AND FINANCIAL AID, WITH LOCAL CAMPUSES TAKING CHARGE OF BASIC PLANNING AND OPERATION. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011641</dc:identifier>
<dc:title>THE SOCIETAL DIMENSION, A PROGRAM OF CONTINUING EDUCATION FOR THE STATE UNIVERSITY OF NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Serbocroatian</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>BIDWELL, CHARLES E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>LINGUISTIC ANALYSIS</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FIRST PART OF THIS TWO-PART ANALYSIS DESCRIBES MORPHOLOGICAL CHARACTERISTICS OF SERBOCROATIAN NOUNS ONLY. THERE IS A SHORT DISCUSSION OF THE SOURCES AND DIFFICULTIES ENCOUNTERED IN ESTABLISHING WHAT IS THE STANDARD SPEECH FOR THE PURPOSE OF ANALYSIS. NOUNS ARE DIVIDED INTO THREE DECLENSIONAL CLASSES, ACCORDING TO ENDING OF THE GENITIVE SINGULAR CASE. GENDER FEATURES ARE DETERMINED BY TWO FACTORS--SYNTACTIC CONSEQUENCE AND PRONOUN REPLACEMENT. STEMS CONSIST OBLIGATORILY OF A ROOT WITH WHICH THERE MAY OCCUR ONE OR MORE PREFIXES AND SUFFIXES. THE PAPER ALSO DISCUSSES (1) MIXED NOUNS (THOSE OF MIXED GENDERS OR DECLENSIONAL TYPES), (2) &amp;quot;SINGULARIA TANTUM&amp;quot; NOUNS, (3) LENGTH ALTERNATION IN THE NOUN STEM, AND (4) STRESS SHIFTS. ALL SERBOCROATIAN EXAMPLES ARE CITED IN STANDARD  SPELLING WITH THE ADDITION OF SYMBOLS FOR ACCENTS AND VOWEL LENGTH. A SHORT BIBLIOGRAPHY IS LISTED AT THE BEGINNING. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011642</dc:identifier>
<dc:title>AN OUTLINE OF SERBO-CROATIAN NOMINAL MORPHOLOGY, PART I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adjectives</dc:subject>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>Form Classes (Languages)</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Numbers</dc:subject>
<dc:subject>Serbocroatian</dc:subject>
<dc:subject>Stress (Phonology)</dc:subject>
<dc:creator scheme='personal author'>BIDWELL, CHARLES E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPER DESCRIBES MORPHOLOGICAL CHARACTERISTICS OF SERBOCROATIAN NUMERALS, PRONOUNS, AND ADJECTIVES (NOUNS ARE DESCRIBED IN PART I). THE FIRST PART OF THE PAPER DISCUSSES AT SOME LENGTH STRESS PATTERNS OCCURRING IN SERBOCROATIAN NOUN PARADIGMS. THE PATTERNS ARE BASED ON THE DESCRIPTION OF STRESS SHIFTS GIVEN IN THE STANDARD TEXTBOOKS. NEXT, THE THREE TYPES OF NOMINALS ARE SUBDIVIDED INTO CLASSES, AND EACH CLASS IS PROVIDED WITH EXAMPLES AND DISCUSSED SEPARATELY. THE SURVEY OF ADJECTIVE FORMS IS EXTENSIVE, INCLUDING DISCUSSION OF DEFINITE-INDEFINITE FORMS, LENGTHS AND ENDINGS, MORPHOLOGICAL CHANGES, ALTERNATION OF VOWEL LENGTH, INDECLINABLE ADJECTIVES, STRESS ALTERNATION, AND EXAMPLE PARADIGMS. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011643</dc:identifier>
<dc:title>AN OUTLINE OF SERBO-CROATIAN NOMINAL MORPHOLOGY, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Discourse Analysis</dc:subject>
<dc:subject>Hebrew</dc:subject>
<dc:subject>Kernel Sentences</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>ORNAN, UZZI</dc:creator>
<dc:type></dc:type>
<eric:keywords>Israel (Jerusalem)</eric:keywords>
<eric:keywords_geo>Israel (Jerusalem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hebrew Univ. of Jerusalem (Israel).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NOUN PHRASE IN HEBREW IS DESCRIBED IN TERMS OF ITS &amp;quot;TRANSFORMATIONAL&amp;quot; HISTORY. THE NOUN PHRASES OF HEBREW ARE CLASSIFIED ON THE BASIS OF TYPES OF ADJACENT, OR MODIFYING STRUCTURES WITHIN THE NOUN PHRASE. GRAMMATICAL RULES ARE FORMULATED TO RESOLVE PROBLEMS OF SENTENCE AMBIGUITY, THE RELATIONS BETWEEN CERTAIN SENTENCE STRUCTURES, AND PROBLEMS INVOLVING STRETCHES OF SENTENCES. THE STUDY SHOWS THAT DISCOURSE ANALYSIS IS ABLE TO EXPLAIN SUCH PROBLEMS IN HEBREW AS RELATIONS OF ANTECEDENCE AND GRAMMATICAL AGREEMENT ACROSS SENTENCE BOUNDARIES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011644</dc:identifier>
<dc:title>THE NOMINAL PHRASE IN MODERN HEBREW. PART 1, INTRODUCTION AND ARTICLE</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Chinese</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:creator scheme='personal author'>LIU, LILLIAN</dc:creator>
<dc:creator scheme='personal author'>WANG, W. S-Y</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Project on Linguistic Analysis</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS 937 TITLES IN THE FIELD OF CHINESE GRAMMAR FROM AMERICAN AND FOREIGN BOOKS, MAGAZINES, AND JOURNALS. THE AUTHORS AND TITLES ARE LISTED IN PINYIN SYSTEM TRANSCRIPTION WITH A TRANSLATION OF THE TITLE IN ENGLISH AND WITH CHINESE LOGOGRAPHS AFTER THE SOURCE CITATION FOR THOSE ENTRIES ORGINALLY WRITTEN IN CHINESE. ENTRIES ARE CROSS-REFERENCED TO NOTE THE REVIEWS, COMMENTARIES, OR EXCERPTS WHICH REFER TO OTHER ENTRIES. THE GLOSSARY LISTS APPROXIMATELY 250 TECHNICAL LINGUISTIC TERMS, ENGLISH-CHINESE AND CHINESE-ENGLISH, USING BOTH PINYIN TRANSCRIPTION AND LOGOGRAPHS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011645</dc:identifier>
<dc:title>BIBLIOGRAPHY AND GLOSSARY FOR CHINESE GRAMMAR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-03-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>143</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Italian</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject weight='MAJOR'>Linguistic Theory</dc:subject>
<dc:subject weight='MAJOR'>Phonology</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject weight='MAJOR'>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>DI PIETRO, ROBERT J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO MODELS OF DESCRIPTION, GENERATIVE AND NONGENERATIVE, ARE APPLIED TO THE PHONOLOGY OF ITALIAN TO DETERMINE WHICH OF THE TWO OFFERS A SIMPLER YET MORE COMPREHENSIVE STATEMENT. THE NONGENERATIVE MODEL IS GIVEN IN A LISTING OF PHONEMES AND A BRIEF STATEMENT OF THE PHONOTACTICS AND ALLOPHONICS. THE GENERATIVE MODEL STATES THE FACTS IN 11 REWRITE RULES, WHICH ARE FOLLOWED BY SAMPLES OF ITALIAN WORDS GENERATED FROM THE RULES. THE CONCLUSION IS THAT THE NONGENERATIVE STATEMENT IS SHORTER AND SIMPLER, BUT THE GENERATIVE MODEL IS MORE COMPREHENSIVE. SUCCESSIVE APPLICATIONS OF THE 11 REWRITE RULES PRODUCE AN INFINITE NUMBER OF ITALIAN WORDS WHILE STAYING WITHIN THE RESTRICTIONS OF PERMISSIBLE UNITS AND ARRANGEMENTS. THIS PAPER WAS GIVEN AT THE MEETING OF THE WASHINGTON LINGUISTICS CLUB  (NOVEMBER 1965) AND WAS TO BE PUBLISHED IN THE PROCEEDINGS OF THE INTERNATIONAL CONGRESS OF ROMANCE PHILOLOGY (11TH, 1965) UNDER THE TITLE &quot;ESQUISSE D&apos;UNE PHONOLOGIE GENERATIVE DE L&apos;ITALIEN.&quot; (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED011646</dc:identifier>
<dc:title>GENERATIVE RULES FOR ITALIAN PHONOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:44:39</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Structural Analysis (Linguistics)</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>PETRICK,S.R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LISP Programing Language</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CLASS OF TRANSFORMATION GRAMMARS IS DEFINED AND A COMPUTER PROGRAM FOR SENTENCE ANALYSIS IS DESCRIBED AND DOCUMENTED WITH RESPECT TO THIS CLASS. THE PROGRAM EXISTS IN PURE LISP FORM AND IN MIXED LISP AND IBM 7090 ASSEMBLY LANGUAGE FORM. THE PAPER CONTAINS INFORMATION TO PERMIT THE USER TO WRITE HIS OWN TRANSFORMATIONAL GRAMMAR. COMPUTER PROGRAM OPERATING DETAILS AND FORMATS ARE INCLUDED. THE PRINCIPAL DIFFERENCE BETWEEN THIS WORK ON SYNTACTIC ANALYSIS AND THAT OF OTHER GROUPS IS THAT FEW OTHER EFFORTS HAVE BEEN DIRECTED TOWARD THE ANALYSIS OF SENTENCES IN TERMS OF TRANSFORMATIONAL GRAMMAR. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011647</dc:identifier>
<dc:title>A PROGRAM FOR TRANSFORMATIONAL SYNTACTIC ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Algorithms</dc:subject>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>DOLBY, J.L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sunnyvale)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Lockheed Missiles and Space Co., Sunnyvale, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY IS CONCERNED WITH THE LINGUISTIC PROBLEM INVOLVED IN TEXT COMPRESSION--EXTRACTING, INDEXING, AND THE AUTOMATIC CREATION OF SPECIAL-PURPOSE CITATION DICTIONARIES. IN SPITE OF EARLY SUCCESS IN USING LARGE-SCALE COMPUTERS TO AUTOMATE CERTAIN HUMAN TASKS, THESE PROBLEMS REMAIN AMONG THE MOST DIFFICULT TO SOLVE. ESSENTIALLY, THE PROBLEM IS TO IDENTIFY A DISTINGUISHED SUBSET OF THE SENTENCES OF A GIVEN TEXT BY A COMPUTABLE ALGORITHM. THE FIRST QUESTION TO BE ANSWERED IS WHETHER THESE SENTENCES HAVE ANY COMMON LINGUISTIC CHARACTERISTICS. AN ALGORITHM OF SOME SORT EXISTS IN GENERAL BUT A PARTICULAR EXPERIMENT WILL PROVIDE ONLY INFORMATION ABOUT ALGORITHMS OF A GIVEN TYPE. THEREFORE THE PRESENT STUDY IS CONFINED TO ALGORITHMS BASED ON THE SET OF CHARACTERISTICS RELATED TO THE  SYNTACTIC STRUCTURE OF ENGLISH SENTENCES. A DESCRIPTION OF THE PART-OF-SPEECH STRUCTURE OF ENGLISH WORDS IS GIVEN. THE EVIDENCE SHOWS THAT THE CRUCIAL FACTOR IS PROPER DETERMINATION OF THE ROLE PLAYED BY AFFIXES. THIS DOCUMENT IS AVAILABLE AS AD 615 424 FROM THE CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VIRGINIA 22151, 145 PAGES. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011648</dc:identifier>
<dc:title>THE APPLICATION OF ENGLISH-WORD MORPHOLOGY TO AUTOMATIC INDEXING AND EXTRACTING. ANNUAL SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Mathematical Linguistics</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Phonemes</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:creator scheme='personal author'>HOCKETT, C.F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>FUNCTIONAL LOAD</eric:keywords>
<eric:keywords>ENTROPY</eric:keywords>
<eric:keywords>SHANNON THEORY OF COMMUNICATION</eric:keywords>
<eric:keywords>ALLOPHONES</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rand Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MEASUREMENT CRITERIA ARE DEVELOPED FOR THE QUANTIFICATION OF THE FUNCTIONAL LOAD OF THE PHONEMES OF A LANGUAGE. THE CONCEPT OF FUNCTIONAL LOAD OR YIELD, FROM CERTAIN THEORIES OF LINGUISTIC CHANGE, STATES THAT SOME CONTRASTS BETWEEN THE DISTINCTIVE SOUNDS OF A LANGUAGE DO MORE WORK THAN OTHERS BY OCCURRING MORE FREQUENTLY AND IN MORE LINGUISTIC ENVIRONMENTS THAN OTHER CONTRASTS. THE CRITERIA DEVELOPED, WHICH UTILIZE SHANNON&apos;S MEASURE OF ENTROPY, CAN BE USED TO MEASURE THE WORK OF PHONEMES, ALLOPHONES, OR COMPONENTS AND ARE THUS APPLICABLE IN ALL CURRENT THEORIES OF PHONOLOGY. IT IS SUGGESTED THAT THERE IS A BALANCE POINT IN THE PHONOLOGICAL SYSTEM OF ANY LANGUAGE BETWEEN THE FORCE OF LEAST EFFORT LEADING TO LOWEST REDUNDANCY AND THE NEED TO BE UNDERSTOOD, WHICH LEADS TO LOWER  RELATIVE ENTROPY. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011649</dc:identifier>
<dc:title>THE QUANTIFICATION OF FUNCTIONAL LOAD--A LINGUISTIC PROBLEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Branching</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Constructed Response</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Modern Language Curriculum</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:creator scheme='personal author'>SPOLSKY, BERNARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>Pedagogical Grammars</eric:keywords>
<eric:keywords>Branching Paradigms</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN PREPARING MATERIAL FOR COMPUTER-BASED PROGRAMED SELF-INSTRUCTION IN A FOREIGN LANGUAGE, THE AUTHOR STATES IT IS DESIRABLE TO COMBINE TWO PROGRAMING TECHNIQUES, THE USE OF CONSTRUCTED RESPONSES AND THE USE OF A BRANCHING PARADIGM. A BRANCHING PARADIGM ALLOWS STUDENTS TO PROCEED AT THEIR OWN PACE, AND CONSTRUCTED RESPONSES ARE BETTER THAN MULTIPLE-CHOICE RESPONSES IN SHOWING THAT THE STUDENT CAN PRODUCE AS WELL AS RECOGNIZE A CORRECT FORM. IT IS DIFFICULT, HOWEVER, TO PROGRAM A BRANCHING PARADIGM FOR USE WITH CONSTRUCTED RESPONSES. IN THE CASE OF THE ENGLISH VERB PHRASE, FOR EXAMPLE, THIS CAN ONLY BE DONE BY USING A LINGUISTIC DESCRIPTION (SUCH AS A STATE DIAGRAM) WHICH CAN BE PROGRAMED FOR COMPUTER ANALYSIS AND CAN BE CODED FOR ALL CORRECT AND POSSIBLE INCORRECT RESPONSES. IT  IS NECESSARY, THEREFORE, THAT ANY PEDAGOGIC GRAMMAR TO BE USED IN PREPARING COMPUTER-BASED TEACHING MATERIAL BE DESIGNED WITH COMPUTER ADAPTABILITY IN MIND. THIS PAPER WAS ORIGINALLY PRESENTED AT THE REGIONAL MEETING OF THE CHICAGO LINGUISTIC SOCIETY (1ST CHICAGO, APRIL 3, 1965) AND IS PUBLISHED IN &amp;quot;LANGUAGE LEARNING,&amp;quot; VOLUME 15, NUMBERS 3 AND 4, 1965. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011650</dc:identifier>
<dc:title>COMPUTER-BASED INSTRUCTION AND THE CRITERIA FOR PEDAGOGICAL GRAMMARS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Classroom Techniques</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>NATHAN, NORMAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Pasadena)</eric:keywords>
<eric:keywords_geo>California (Pasadena)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A GROUP OF 35 HIGH SCHOOL AND JUNIOR COLLEGE STUDENTS PARTICIPATED IN AN EXPERIMENTAL PROGRAM OF SELF-PACED INSTRUCTION IN CHINESE, FOR WHICH THEY EARNED THE EQUIVALENT OF ONE SEMESTER&apos;S CREDIT. THE INSTRUCTOR MADE &amp;quot;CONTRACTS&amp;quot; WITH EACH STUDENT, WHEREBY THE STUDENT WAS GIVEN A CERTAIN TASK USEFUL TO HIS LEARNING CHINESE. ALL TASKS CENTERED AROUND AUDIOLINGUAL AND GRAMMAR-TRANSLATION TRADITIONS. AT FIRST, THE STUDENTS PROGRESSED SO RAPIDLY THAT THEY QUICKLY EXHAUSTED THE SUPPLY OF MATERIALS AVAILABLE. THE CLASSES AS GROUPS COVERED MORE MATERIAL WITH BETTER PERFORMANCE THAN WITH THE PREVIOUSLY USED WHOLE-GROUP MODE OF TEACHING, AND EVENTUALLY SOME STUDENTS REACHED LEVELS OF ENRICHED INSTRUCTION. THE INSTRUCTOR FELT THAT HE HAD A BETTER KNOWLEDGE OF INDIVIDUALS&apos; CAPABILITIES AND  THAT COMPRESSING LEVELS OF INSTRUCTION COULD BE ACCOMPLISHED WITHOUT HURTING THE CURRICULUM. THE AUTHOR DESCRIBED THE TEXTS USED AND GAVE EXAMPLES OF TASKS ASSIGNED TO THE STUDENTS. THIS REPORT WAS PUBLISHED IN THE &amp;quot;JOURNAL OF THE CHINESE LANGUAGE TEACHERS ASSOCIATION,&amp;quot; VOLUME 1, 1966. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011651</dc:identifier>
<dc:title>A CLASSROOM INNOVATION--CONTRACTS AND SELF-PACED INSTRUCTION IN CHINESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Tagmemic Analysis</dc:subject>
<dc:creator scheme='personal author'>ALLEN, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ADVANTAGES OF SECTOR ANALYSIS ARE DISCUSSED, WITH SPECIAL REGARD TO THE SEPARATION OF FUNCTION AND FORM IN SENTENCE ANALYSIS. SECTOR ANALYSIS, LIKE TAGMEMIC ANALYSIS, REJECTS THE USE OF REWRITE RULES FOR EXPRESSING GRAMMATICAL TRANSFORMS, AS WELL AS THE CONCEPT OF &amp;quot;KERNEL SENTENCES.&amp;quot; A BRIEF DISCUSSION OF A CHILD&apos;S LANGUAGE ACQUISITION PROCESS IS GIVEN. VARIOUS &amp;quot;SECTORS,&amp;quot; OR HIGH LEVEL POSITIONS IN THE SENTENCE, ARE PROPOSED ALONG WITH SUCH DIFFERENT TYPES OF CONSTRUCTIONS AS CLAUSE, CLAUSID, TRUNK, PREDICATE, AND PREDICATID. THE PREDICATID IS CONSIDERED TO BE AN IMPORTANT CONSTRUCTION IN ENGLISH, AS IT CAN OCCUR IN SEVERAL DIFFERENT SECTORS, ON VARIOUS LEVELS, AS WELL AS IN THE SHORTENED SENTENCES OF EVERYDAY CONVERSATION. &amp;quot;GOING HOW NOW.--BEEN WAITING LONG.&amp;quot; THE AUTHOR  CONCLUDES THAT NOT ALL THE SUBSECTORS ON PREDICATID AND LOWER LEVELS HAVE BEEN INVESTIGATED AS YET. THE ARTICLE IS A CONDENSATION OF A MORE DETAILED ANALYSIS OF ENGLISH GRAMMAR, AND INCLUDES A THOROUGH STUDY OF THREE MODEL SENTENCES. THIS PAPER WAS PRESENTED AT THE GEORGETOWN ROUNDTABLE CONFERENCE (WASHINGTON, D.C., MARCH 18, 1967) AND IS TO BE PUBLISHED IN THE PROCEEDINGS. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011652</dc:identifier>
<dc:title>SECTOR ANALYSIS--FROM SENTENCE TO MORPHEME IN ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject weight='MAJOR'>English</dc:subject>
<dc:subject weight='MAJOR'>Kindergarten Children</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Morphemes</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject weight='MAJOR'>Morphophonemics</dc:subject>
<dc:subject weight='MAJOR'>Nouns</dc:subject>
<dc:creator scheme='personal author'>ANISFELD, MOSHE</dc:creator>
<dc:creator scheme='personal author'>TUCKER, G. RICHARD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES WERE MADE OF THE ABILITY OF KINDERGARTEN CHILDREN TO CONTROL CORRECT PLURALIZATION RULES FOR ENGLISH NOUNS. PRODUCTION AND RECOGNITION TASKS WERE USED, WITH CARTOON PICTURES OF ANIMALS WITH NONSENSE NAMES. THE CHILDREN WERE ASKED TO GIVE SINGULAR NAMES FROM CORRECT PLURAL NAMES, AND VICE VERSA, AND TO CHOOSE THE BEST NAMES FOR THE ANIMALS. TWO FURTHER SERIES OF STUDIES EXAMINED SPECIAL RULES USED BY THE CHILD AND THE NATURE OF HIS PLURALIZATION AS COMPARED TO THE STANDARD RULES OF ADULT ENGLISH SPEAKERS. THE DIFFERENCE BETWEEN PRODUCTION AND RECOGNITION PROCEDURES WAS FOUND TO BE CHARACTERIZED IN TERMS OF PATTERNS OF ERRORS, RATHER THAN SOLELY IN QUANTITATIVE TERMS. IT WAS ALSO DISCOVERED THAT THE SUBJECT DOES NOT RESPOND ONLY ON THE BASIS OF HIS KNOWLEDGE OF A PARTICULAR  SET OF LINGUISTIC RULES, BUT USES A LARGER STORE OF KNOWLEDGE, INCLUDING GRAMMATICAL RULES, LANGUAGE HABITS, AND STATISTICAL FACTS. (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011653</dc:identifier>
<dc:title>THE NATURE OF ENGLISH PLURALIZATION RULES OF KINDERGARTEN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:44:51</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Conversational Language Courses</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Hindi</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:creator scheme='personal author'>MACDOUGALL, BONNIE G.</dc:creator>
<dc:creator scheme='personal author'>STONE, JAMES W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TWO-PART INTRODUCTION TO HINDI INCLUDES METHOD GUIDELINES FOR THE INSTRUCTOR AND EMPHASIZES REPRODUCING CORRECT PRONUNCIATION BEFORE UNDERSTANDING MEANING. THE HINDI MICROWAVE COURSE INCORPORATES 47 CYCLES OF INSTRUCTION, MOST OF WHICH CONTAIN AN M-PHASE (MIMICRY AND MEMORIZATION) AND A C-PHASE (COMMUNICATION). THE DRILLS INTRODUCE BASIC QUESTIONS, CONCENTRATED ON INDIAN CULTURE, WITH A SET OF POSSIBLE ANSWERS FOR EVERYDAY COMMUNICATION. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011654</dc:identifier>
<dc:title>AN ACTIVE INTRODUCTION TO HINDI.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Determiners (Languages)</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Morphemes</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>GROSS, MAURICE</dc:creator>
<dc:type></dc:type>
<eric:keywords>France (Paris)</eric:keywords>
<eric:keywords_geo>France (Paris)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Center of Scientific Research, Paris (France). Blaise Pascal Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TRANSFORMATIONAL ANALYSIS OF MODERN FRENCH GRAMMAR IS SIMILAR TO THE &amp;quot;RULE OF CACAPHONY&amp;quot; PROPOSED BY PORT-ROYAL GRAMMARIANS TO AVOID BAD PRONUNCIATION. BY MEANS OF CERTAIN REWRITE RULES, THE CORRECT USAGE OF THE PARTITIVE (DE) CAN BE TAUGHT AND EXPLAINED MORE SIMPLY THAN WAS POSSIBLE USING THE TRADITIONAL METHOD. THE RULE OF CACAPHONY (RC) IS VERY USEFUL IN THE STUDY OF NOUN DETERMINERS AND NOUN COMPLEMENTS, AND REVEALS SOME IMPORTANT NOTIONS ABOUT NOMINAL GROUPS AS FUNCTIONS OF THEIR DETERMINERS AND OF THEIR GRAMMATICAL ROLES IN THE SENTENCE. THE DETERMINERS ARE LIMITED TO THREE CLASSES--(1) THE DEFINITE ARTICLE, (2) POSSESSIVE AND DEMONSTRATIVE ADJECTIVES, AND (3) CARDINAL NUMBERS AND THE FOLLOWING INDEFINITES--THE PLURAL INDEFINITE ARTICLE &amp;quot;DES&amp;quot; (DE LES) AND THE PARTITIVES&amp;quot;DE LA&amp;quot; (DE L&apos;) AND &amp;quot;DU&amp;quot; (DE LE OR DE L&apos;). TRANSFORMATION THEORY CAN ALSO BE APPLIED TO NOMINALIZATIONS FROM VERB TO NOUN FORMS, TO PASSIVE CONSTRUCTIONS, AND TO THE STRUCTURING OF ADVERBIAL PHRASES. THIS ARTICLE IS PUBLISHED IN THE FRENCH JOURNAL &amp;quot;ART,&amp;quot; NUMBER 4, MARCH 1967. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011655</dc:identifier>
<dc:title>SUR UNE REGLE DE &amp;quot;CACAPHONIE&amp;quot; (ON A RULE OF &amp;quot;CACAPHONY&amp;quot;).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Morphophonemics</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Verbs</dc:subject>
<dc:creator scheme='personal author'>HARRINGTON, RONALD V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:keywords>Imperfective Aspect (Verbs)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONTEMPORARY RUSSIAN VERB STEMS ENDING IN &amp;quot;I&amp;quot; HAVE TWO VARIANT NONFINAL SUFFIXES TO MARK IMPERFECTIVE ASPECT, &amp;quot;IVAJ&amp;quot; AND &amp;quot;AJ.&amp;quot; PURELY PHONOLOGICAL FACTORS DO NOT SEEM TO DETERMINE WHICH PREFIX IS USED AND THERE IS LITTLE EVIDENCE FOR A CAUSAL RELATIONSHIP BETWEEN A PARTICULAR PREFIX AND A PREFERRED SUFFIX. IN MANY CASES THE &amp;quot;IVAJ&amp;quot; SUFFIX IS FOUND WITH THE EAST SLAVIC POLNOGLASIE VERB ROOT AND THE &amp;quot;AJ&amp;quot; SUFFIX WITH THE CORRESPONDING SOUTH SLAVIC/CHURCH SLAVIC FORM. HOWEVER, THIS TREND HAS EXCEPTIONS AND DOES NOT APPLY TO ALL VERBS IN THE SUBCLASS. A WORD COUNT OF ITEMS IN THE ACADEMY OF SCIENCES DICTIONARY SHOWS THAT 48 PERCENT OF THE ITEMS TAKE &amp;quot;IVAJ,&amp;quot; 42 PERCENT TAKE &amp;quot;AJ,&amp;quot; AND 10 PERCENT TAKE EITHER. ASSUMING THESE FIGURES ARE REPRESENTATIVE OF THE WHOLE SUBCLASS, THE SUFFIX&amp;quot;IVAJ&amp;quot; IS THE PRODUCTIVE IMPERFECTIVIZER AND MAY BE GRADUALLY REPLACING &amp;quot;AJ.&amp;quot; ON A PRACTICAL LEVEL, HOWEVER, BOTH ARE IN FREQUENT USE AND NO RULE FOR FORMING THE IMPERFECTIVE OF VERBS IN &amp;quot;I&amp;quot; CAN YET BE DRAWN UP. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011656</dc:identifier>
<dc:title>A PROBLEM IN THE MORPHOLOGY OF RUSSIAN VERBAL ASPECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>LEVIN, SAMUEL R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Fries (C C)</eric:keywords>
<eric:keywords>Chomsky (Noam)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEVELOPMENT OF MODERN LINGUISTICS STARTED WITH JONES&apos; DISCOVERY IN 1786 THAT SANSKRIT IS CLOSELY RELATED TO THE CLASSICAL, GERMANIC, AND CELTIC LANGUAGES, AND HAS ADVANCED TO INCLUDE THE APPLICATION OF COMPUTERS IN LANGUAGE ANALYSIS. THE HIGHLIGHTS OF LINGUISTIC RESEARCH HAVE BEEN DE SAUSSURE&apos;S DISTINCTION BETWEEN THE DIACHRONIC AND THE SYNCHRONIC STUDY OF LANGUAGE, BLOOMFIELD&apos;S WORK WITH PHONEMES AND MORPHEMES, AND VARIOUS STUDIES OF ENGLISH, INCLUDING WORK BY C.C. FRIES, G.L. TRAGER, AND H.L. SMITH, AND MOST RECENTLY BY N. CHOMSKY. IN ADDITION LINGUISTIC RESEARCH HAS ENLARGED TO INCLUDE SUCH DISCIPLINES AS PSYCHOLINGUISTICS AND COMPUTER OR MECHANICAL LINGUISTICS. AS A RESULT OF TRENDS IN MODERN LINGUISTICS, TRADITIONAL METHODS OF TEACHING ENGLISH ARE BEING MODIFIED TO  INCLUDE MORE EMPHASIS ON STRUCTURAL AND TRANSFORMATIONAL ANALYSES. THIS DOCUMENT IS A REPRINT FROM THE &amp;quot;JOURNAL OF HIGHER EDUCATION,&amp;quot; VOLUME 36, NUMBER 3, MARCH 1965. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011657</dc:identifier>
<dc:title>MODERN LINGUISTICS, ITS DEVELOPMENT AND SCOPE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Humanities</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Political Science</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>WADE GILES TRANSLITERATIONS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Department of State, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPILATION FROM LISTS OF DICTIONARIES USED BY SEVERAL U.S. GOVERNMENT ORGANIZATIONS, THIS DOCUMENT INCLUDES THE TITLES OF AND INFORMATION CONCERNING DICTIONARIES COVERING OVER 25 TOPICS IN THE SCIENTIFIC AND TECHNICAL FIELDS, AND NUMEROUS AREAS OF ECONOMICS, AND POLITICAL, AND SOCIOLOGICAL TOPICS. MANY CHINESE-FOREIGN LANGUAGE DICTIONARIES ARE ALSO LISTED--CHINESE, ENGLISH, RUSSIAN, FRENCH, GERMAN, JAPANESE, KOREAN, MALAY, MONGOLIAN, SPANISH, THAI, AND VIETNAMESE. A HIGHLY SPECIALIZED, MISCELLANEOUS CATEGORY, CONTAINING PLACE, NAME, AND CHARACTER DICTIONARIES AND SPOKEN LANGUAGE GLOSSARIES IS INCLUDED. THIS DOCUMENT IS AVAILABLE FROM OFFICE OF EXTERNAL RESEARCH, ROOM 8840, DEPARTMENT OF STATE, WASHINGTON,D.C. 20520. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011658</dc:identifier>
<dc:title>LIST OF CHINESE DICTIONARIES IN ALL LANGUAGES. EXTERNAL RESEARCH PAPER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Afro Asiatic Languages</dc:subject>
<dc:subject>Chad Languages</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Consonants</dc:subject>
<dc:subject>Diachronic Linguistics</dc:subject>
<dc:subject>Hausa</dc:subject>
<dc:subject>Language Classification</dc:subject>
<dc:subject>Lexicology</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:creator scheme='personal author'>MA, ROXANA</dc:creator>
<dc:creator scheme='personal author'>NEWMAN, PAUL</dc:creator>
<dc:type></dc:type>
<eric:keywords>CHADO HAMITIC</eric:keywords>
<eric:keywords>PRENASALIZATION</eric:keywords>
<eric:keywords>MANDARA</eric:keywords>
<eric:keywords>PROTO CHADIC</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN RECENT YEARS IT HAS BEEN DEMONSTRATED THAT A LARGE NUMBER OF THE LANGUAGES IN THE LINGUISTICALLY DIVERSIFIED SUB-SAHARAN AREA OF NORTHERN NIGERIA, THE NORTHERN CAMEROONS, AND THE CHAD REPUBLIC, INCLUDING MANY OF THE LANGUAGES OF THE JOS PLATEAU GROUP, CAN BE CLASSIFIED AS A SINGLE LINGUISTIC UNIT--THE CHAD FAMILY. BY USING THE TRADITIONAL COMPARATIVE METHOD, THE OCCURRENCE OF REGULAR PHONOLOGICAL CORRESPONDENCES WAS ESTABLISHED BETWEEN THE TWO LANGUAGE GROUPS WITHIN THE CHAD FAMILY--BIU-MANDARA AND PLATEAU-SAHEL--AND, BASED ON THESE CORRESPONDENCES, A LIST OF LEXICAL ITEMS AND A CONSONANT CHART OF PROTO-CHADIC WERE RECONSTRUCTED. FROM THESE STUDIES IT SEEMS DOUBTFUL THAT PROTO-CHADIC HAD PRENASALIZED CONSONANTS AS PREVIOUSLY HYPOTHESIZED, AND FURTHER, IT APPEARS THAT  LINGUISTIC BORROWING HAS PROBABLY BEEN A SIGNIFICANT FACTOR IN THIS AREA SEVERAL COMPARATIVE LISTS OF SOUND CHANGES AND A PROTO-CHADIC COMPARATIVE WORD LIST ARE INCLUDED. THIS ARTICLE WAS PUBLISHED IN &amp;quot;JOURNAL OF AFRICAN LANGUAGES,&amp;quot; VOLUME 5, PART 3, 1966. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011659</dc:identifier>
<dc:title>COMPARATIVE CHADIC--PHONOLOGY AND LEXICON.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Communication Skills</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Phonemics</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject weight='MAJOR'>Programed Instruction</dc:subject>
<dc:subject weight='MAJOR'>Programed Instructional Materials</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Statistics</dc:subject>
<dc:subject weight='MAJOR'>Textbooks</dc:subject>
<dc:creator scheme='personal author'>KING, THOMAS R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ADDITION TO THE PROGRAMED INSTRUCTION MATERIALS AVAILABLE FOR MATHEMATICS, SCIENCE, AND FOREIGN LANGUAGES, MANY PUBLISHERS ARE NOW PRINTING PROGRAMED MATERIALS IN COMMUNICATIONS. TWENTY-TWO PROGRAMS IN SUCH SUBJECTS AS ENGLISH GRAMMAR, SPELLING IMPROVEMENT, PARLIAMENTARY PROCEDURE, AND DESCRIPTIVE STATISTICS ARE REVIEWED. THE DISCUSSION EMPHASIZES THE POPULATIONS FOR WHICH THE PROGRAMS WERE DESIGNED, THE PROGRAMING TECHNIQUES, AND INDIVIDUAL CONTENT, AND INCLUDES A BRIEF EVALUATION OF EACH PROGRAM. THIS ARTICLE WAS PUBLISHED IN &quot;THE JOURNAL OF COMMUNICATION,&quot; VOLUME 17, NUMBER 1, MARCH 1967. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011660</dc:identifier>
<dc:title>PROGRAMMED TEXTBOOKS IN COMMUNICATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:45:03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>African Languages</dc:subject>
<dc:subject>Afrikaans</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Nationalism</dc:subject>
<dc:subject>Official Languages</dc:subject>
<dc:subject>Second Languages</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:creator scheme='personal author'>BERGHE, P. VAN DEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>XHOSA</eric:keywords>
<eric:keywords>ZULU</eric:keywords>
<eric:keywords>SOUTH AFRICA</eric:keywords>
<eric:keywords_geo>South Africa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ONLY GROUP IN SOUTH AFRICA TO HAVE DEVELOPED A NATIONALISM BASED, AT LEAST PARTLY, ON ETHNICITY AND LANGUAGE ARE THE AFRIKANERS. DUE TO AFRIKANER FEELINGS OF NATIONALISM, ATTEMPTS HAVE BEEN MADE TO SEGREGATE AFRICANS AND NON-AFRICANS OF DIFFERENT LANGUAGE GROUPS FROM THE AFRIKANERS AND FROM EACH OTHER. MOTHER-TONGUE INSTRUCTION IS STRESSED AT ALL LEVELS OF SCHOOLING DESPITE THE PREFERENCE OF AFRICANS TO BE TAUGHT IN ENGLISH. ASSUMING A MAJORITY GOVERNMENT IN THE FUTURE, THE PRESENT SITUATION, WHEREIN OFFICIAL STATUS IS GRANTED ONLY TO THE TWO MAIN LANGUAGES, ENGLISH AND AFRIKAANS, IS UNLIKELY TO BE ACCEPTABLE TO MOST SOUTH AFRICANS, AND MOST EDUCATED AFRICANS WOULD PROBABLY BE RELUCTANT TO SUBSTITUTE A BANTU LANGUAGE AS THE OFFICIAL TONGUE. GRANTING EQUAL STATUS TO ALL FIVE  MAJOR LANGUAGES WOULD BE COSTLY AND ADMINISTRATIVELY INEFFICIENT. ONE WORKABLE SOLUTION SEEMS TO BE TO RECOGNIZE ENGLISH AS THE NATIONAL LANGUAGE, WHILE USING THE OTHER FOUR MAIN LANGUAGES (AFRIKAANS, XHOSA, SOTHO, AND ZULU) AS OFFICIAL REGIONAL SECOND LANGUAGES. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011661</dc:identifier>
<dc:title>LANGUAGE AND &amp;quot;NATIONALISM&amp;quot; IN SOUTH AFRICA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indian Languages</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Etymology</dc:subject>
<dc:subject>Hopi</dc:subject>
<dc:subject>Language Classification</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Uto Aztecan Languages</dc:subject>
<dc:creator scheme='personal author'>GRIMES, J. LARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY, CONSISTING PRINCIPALLY OF WORKS PRINTED IN ENGLISH AND SPANISH, INCLUDES DOCUMENTS FROM AS EARLY AS 1732 AND UP TO 1965. GENERAL SECTIONS COVER CLASSIFICATION, COMPARATIVE WORKS, BIBLIOGRAPHIES, AND GENERAL WORKS. MORE SPECIFIC SECTIONS DEAL WITH VARIOUS ASPECTS OF THE SONORAN, SHOSHONE, AND AZTECAN FAMILIES, AND THOSE LANGUAGES (HOPI, TEWA, AND COCA) FOR WHICH THE PRECISE CLASSIFICATION IS UNDETERMINED. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011662</dc:identifier>
<dc:title>A BIBLIOGRAPHY OF THE UTO-AZTECAN LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-29</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attendance</dc:subject>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>RESWICK, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ABLE</eric:keywords>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANNUAL REPORT IS AN INTERIM REVIEW FOR THE SCHOOL YEAR 1964-65 OF A 5-YEAR PROJECT WITH THE 1965 GRADUATING CLASSES OF THREE NEW YORK CITY HIGH SCHOOLS. THE PROJECT WAS CONCERNED WITH (1) IDENTIFYING THE POTENTIAL ABILITIES OF THE CULTURALLY DISADVANTAGED STUDENTS, (2) STUDYING THE EFFECTIVENESS OF INCREASED GUIDANCE TIME WITH SUCH STUDENTS, AND (3) ASSESSING THE USE OF FULL-TIME COUNSELORS AND SPECIALIZED PERSONNEL SUCH AS A PSYCHOLOGIST AND A SOCIAL WORKER IN THE HIGH SCHOOLS. ONE HIGH SCHOOL WAS THE CONTROL WITH A GRADE ADVISER SYSTEM OF COUNSELING AND NO INCREASED SERVICES. ONE OF THE EXPERIMENTAL SCHOOLS HAD A FULL-TIME COORDINATOR AND PART-TIME COUNSELORS. THE OTHER EXPERIMENTAL SCHOOL HAD FULL-TIME COUNSELORS AND SPECIALIZED PERSONNEL ON A PART-TIME BASIS. BOTH  EXPERIMENTAL SCHOOLS HAD AN EQUAL AMOUNT OF INCREASED GUIDANCE TIME. A RANDOM SAMPLE OF 570 AND MATCHED SAMPLES (SEX, AGE, AND MENTAL ABILITY) OF 192 WERE SELECTED. THE PROJECT HYPOTHESIS WAS THAT INCREASED MOTIVATION, IMPROVED SCHOLASTIC ACHIEVEMENT AND LOWER ATTRITION WOULD RESULT IN THE EXPERIMENTAL SCHOOLS WITH INCREASED GUIDANCE TIME. IN THIS 4TH YEAR OF STUDY, THE CRITERIA OF COURSE SELECTION, COURSE LOAD, TERM AVERAGES, ATTENDANCE RECORDS, AND DROPOUT RATE SHOWED NO SIGNIFICANT EFFECT OF PROJECT ABLE. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011663</dc:identifier>
<dc:title>THE EFFECTIVENESS OF FULL TIME AND COORDINATED GUIDANCE SERVICES IN THE HIGH SCHOOL. PROJECT ABLE, FOURTH ANNUAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adults</dc:subject>
<dc:subject>Juvenile Gangs</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Subcultures</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:subject>Youth Leaders</dc:subject>
<dc:creator scheme='personal author'>RIVERA, RAMON J.</dc:creator>
<dc:creator scheme='personal author'>SHORT, JAMES F., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PULLMAN</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS STUDY, THE AUTHORS EXPLORE THE RELATIONSHIP BETWEEN YOUTHS AND THOSE ADULTS WHO MAY GUIDE THEM IN THE VALUES AND OPPORTUNITIES OF THE ADULT WORLD. IT IS ONE OF A SERIES OF FOUR STUDIES BASED ON THE CHICAGO STUDY. &amp;quot;STREET CORNER GROUPS AND PATTERNS OF DELINQUENCY.&amp;quot; ONE HUNDRED AND FIFTY-EIGHT BOYS WERE TAKEN FROM THE POPULATION OF THE ABOVE STUDY AND WERE ASKED TO GIVE THE NAMES OF FOUR ADULTS WITH WHOM THEY TALKED REGULARLY. THESE BOYS AND THE ADULTS THEY CHOSE WERE DIVIDED INTO THE FOLLOWING GROUPS--(1) NEGRO GANG, (2) NEGRO LOWER CLASS, (3) NEGRO MIDDLE CLASS, (4) WHITE GANG, (5) WHITE LOWER CLASS, AND (6) WHITE MIDDLE CLASS. INTERVIEWS WERE THEN HELD WITH 146 ADULTS WHOSE MEDIAN AGE RANGED FROM 35 TO 47. IN THE MIDDLE CLASS COMMUNITIES MORE OF THE ADULTS CHOSEN WERE  KNOWN THROUGH PEERS, SUCH AS A FRIEND&apos;S PARENT. IN THE LOWER CLASS COMMUNITIES, THE ADULTS NOMINATED WERE OFTEN &amp;quot;CARETAKERS,&amp;quot; ADULTS KNOWN THROUGH FORMAL SETTINGS SUCH AS THE SCHOOL OR CHURCH. ADULTS CHOSEN BY THE GANG BOYS WERE MORE OFTEN NOT IN CARETAKER ROLES AND OF LOWER SOCIOECONOMIC STATUS. THE MOST SIGNIFICANT FINDINGS OF THE INTERVIEWERS WERE THAT ADOLESCENTS ARE NOT AS ANTAGONISTIC TOWARD ADULTS AS OFTEN PROPOSED, AND THAT BOYS IN GANGS ARE NOT IN CONTACT WITH ADULTS WHO ARE OFFERING GUIDANCE FOR FUTURE LIFE AND WORK. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011664</dc:identifier>
<dc:title>SIGNIFICANT ADULTS, CARETAKERS, AND STRUCTURES OF OPPORTUNITY--AN EXPLORATORY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>School Psychologists</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>KNOWLES, RICHARD T.</dc:creator>
<dc:creator scheme='personal author'>SHERTZER, BRUCE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>LIKERT PROCEDURE</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LIKERT-TYPE ATTITUDE SCALE WAS CONSTRUCTED TO DIFFERENTIATE BETWEEN DUGAN&apos;S DISTINCTION OF TWO VIEWS OF COUNSELOR ROLE AS A SPECIALIST AND AS A GENERALIST. IN A PILOT STUDY, RELIABILITY OF THE INSTRUMENT WAS ESTABLISHED AT .90. USABLE RETURNS OF THE ATTITUDE SCALE WERE RECEIVED FROM 291 ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (ACES) MEMBERS, 289 AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) MEMBERS, 287 AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS (AASA) MEMBERS, AND 74 MEMBERS OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) DIVISION 16. A COMPARISON OF THE DISTRIBUTIONS OF VARIOUS GROUPS ON THE TOTAL TEST SCORE INDICATED THAT SCHOOL PSYCHOLOGISTS SCORED SIGNIFICANTLY MORE IN THE GENERALIST DIRECTION THAN ACES MEMBERS OR EVEN ASCA MEMBERS. HOWEVER, THEY DID NOT SEE  THE COUNSELOR AS A GENERALIST AS MUCH AS THE SCHOOL ADMINISTRATORS DID. SCHOOL PSYCHOLOGISTS TENDED TO EMPHASIZE THE GENERALIST ACTIVITIES OF THE COUNSELORS SUCH AS BEING INSTITUTION-RATHER THAN INDIVIDUAL-CENTERED, BEING INFORMATION GIVERS RATHER THAN DOING PERSONAL AND EDUCATIONAL COUNSELING, AND PRESENTING AN EDUCATIONAL RATHER THAN A PSYCHOLOGICAL VIEWPOINT. THIS SHOWS AN INCLINATION OF SCHOOL PSYCHOLOGISTS TOWARD ROLE DIFFERENTIATION AND POINTS TO THE POSSIBILITY OF FRICTION BETWEEN COUNSELORS AND PSYCHOLOGISTS RESULTING FROM ROLE PERCEPTION DIFFICULTIES. THIS SPEECH WAS DELIVERED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (SESSION 197, WASHINGTON, D.C., APRIL 5, 1966). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011665</dc:identifier>
<dc:title>A STUDY OF THE ATTITUDES OF SCHOOL PSYCHOLOGISTS TOWARD THE ROLE OF THE SCHOOL COUNSELOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Commuter Colleges</dc:subject>
<dc:subject>Commuting Students</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Mental Health Programs</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Psychological Needs</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>KYSAR, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF ILLINOIS</eric:keywords>
<eric:keywords>University of Illinois Chicago Circle Campus</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN IMPORTANT FACTOR IN THE COLLEGE LEARNING EXPERIENCE IS THE STUDENT&apos;S SEPARATION FROM HOME AND FAMILY. LARGE NUMBERS OF COMMUTER STUDENTS HAVE AVOIDED THE NORMAL DEVELOPMENTAL TASK OF LEAVING HOME FOR REASONS OTHER THAN FINANCIAL LIMITATIONS. THE STUDENT MAY, FOR EXAMPLE, HAVE FEELINGS OF INADEQUACY IN THE SOCIAL-SEXUAL SPHERE, OR HIS PARENTS MAY BE FEARFUL OF HIS SEPARATION FROM TRADITIONAL FAMILIAL AND SUBCULTURAL MORES AND VALUES. THE COMBINATION OF STUDENTS FROM BROKEN HOMES, FROM HOMES OF LOWER SOCIOECONOMIC STATUS, AND THOSE STUDENTS WHO HAVE INDIVIDUAL PATHOLOGIES RESULTS IN A HIGHER RATE OF AND A MORE SEVERE PSYCHOPATHOLOGY IN COMMUTER SCHOOL STUDENTS THAN IN RESIDENTIAL SCHOOL STUDENTS. THE SOCIOCULTURAL HETEROGENEITY OF THE CHICAGO CIRCLE CAMPUS OF THE UNIVERSITY OF  ILLINOIS IS CONTRASTED WITH THE RESIDENTIAL COLLEGE STUDENT POPULATION. WAYS IN WHICH FAMILY PATHOLOGY MAY IMPEDE A COMPUTER STUDENT&apos;S DEVELOPMENT ARE DISCUSSED. THE URBAN COMMUTER UNIVERSITY HAS ALL THE RESIDENTIAL COLLEGE&apos;S NEEDS FOR A MENTAL HEALTH PROGRAM PLUS ADDITIONAL NEEDS OUTLINED IN THIS ARTICLE. THE STRONG RELATIONSHIP EXISTING BETWEEN PSYCHOSOCIAL DIFFICULTIES AND COLLEGE DROPOUTS INDICATES THE NEED FOR BETTER COLLEGE MENTAL HEALTH PROGRAMS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011666</dc:identifier>
<dc:title>THE NEED FOR MENTAL HEALTH PROGRAMMING IN THE COMMUTER UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Discriminant Analysis</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Scaling</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>CENTRA, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>College and University Environmental Scales</eric:keywords>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:keywords_test>College and University Environmental Scales</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LIVING-LEARNING RESIDENCE HALLS WHICH INCLUDE CLASSROOMS, RECREATION FACILITIES, AND FACULTY OFFICES ALONG WITH THE DORMITORY ROOMS WERE COMPARED TO THE MORE CONVENTIONAL RESIDENCE HALLS. IT WAS EXPECTED THAT THE LIVING-LEARNING HALLS FOSTERED A MORE INTELLECTUAL AND COHESIVE ATMOSPHERE. UNDERGRADUATES IN A LARGE UNIVERSITY WHO RESIDED IN ONE OF SIX GROUPS OF CONVENTIONAL HALLS OR FOUR LIVING-LEARNING HALLS WERE GIVEN THE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES (CUES). THE QUESTIONNAIRE SOUGHT TO DETERMINE STUDENT PERCEPTIONS OF BOTH THE RESIDENCE HALLS AND OF THE TOTAL UNIVERSITY ENVIRONMENT. IN THE ANALYSIS OF THE FIVE SCALES OF THE CUES, THE LIVING-LEARNING RESIDENCE HALLS RATED ABOUT IN THE MIDDLE WITH THE CONVENTIONAL HALLS SHOWING BOTH THE HIGHEST AND LOWEST LEVELS. THIS  SUGGESTS THAT THE LIVING-LEARNING RESIDENCE UNITS ALONE DO NOT PROVIDE AN INTELLECTUAL ATMOSPHERE. THE STUDENTS PERCEIVED THE TOTAL UNIVERSITY ENVIRONMENT ABOUT THE SAME AS THEY PERCEIVED THEIR RESIDENCE HALL ENVIRONMENT. THE REPORT SUGGESTS THE NEED FOR FURTHER STUDY ON WHAT HAPPENS IN THOSE RESIDENCE HALLS HAVING A MORE INTELLECTUAL ENVIRONMENT. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 1967). (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011667</dc:identifier>
<dc:title>STUDENT PERCEPTIONS OF RESIDENCE HALL ENVIRONMENTS--LIVING-LEARNING VS. CONVENTIONAL UNITS. PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION, DALLAS, TEXAS, MARCH, 1967).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Peer Acceptance</dc:subject>
<dc:subject>Resident Assistants</dc:subject>
<dc:subject>Sociometric Techniques</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Leadership</dc:subject>
<dc:creator scheme='personal author'>CRAWLEY, WILLIAM J.</dc:creator>
<dc:creator scheme='personal author'>WOTRUBA, RICHARD T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Worcester)</eric:keywords>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords>College of the Holy Cross MA</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO INSURE THAT ONLY THOSE INDIVIDUALS WHO ARE CAPABLE OF FACILITATING POSITIVE GROWTH WITHIN OTHERS ARE CHOSEN AS RESIDENT ASSISTANTS (RA), IT IS VITALLY IMPORTANT TO USE A METHOD OF SELECTION THAT IS AS SCIENTIFIC AS POSSIBLE. THE PROBLEM WAS TO SEE HOW THE DEAN OF MEN&apos;S OFFICE (DMO) SELECTIONS COMPARED WITH THE PEER-IDENTIFIED LEADERS (PIL). THE METHOD OF INVESTIGATION WAS DESCRIPTIVE, AND THE TOOLS OF MEASUREMENT WERE THE QUESTIONNAIRE, THE INTERVIEW, AND THE CANDIDATE&apos;S APPLICATION AND RECOMMENDATIONS. THE SAMPLE CONSISTED OF 800 SOPHOMORES AND JUNIORS ENROLLED AT HOLY CROSS COLLEGE FULL TIME. THREE HUNDRED OF THESE STUDENTS WERE VYING FOR 60 RA POSITIONS. IT WAS FOUND THAT THE HIGHER THE STUDENT RATES ON THE SOCIOMETRIC PART OF THE SELECTION PROCESS, THE MORE LIKELY  HE WILL BE CHOSEN AS A RA. THAT IS, 75 PERCENT OF THE ELIGIBLE PIL WERE CHOSEN BY THE DMO. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 1967). (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011668</dc:identifier>
<dc:title>A SOCIOMETRIC QUESTIONNAIRE AS A GUIDE TO SELECT RESIDENT ASSISTANTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Correlation</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Subcultures</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>APOSTAL, ROBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>T TEST</eric:keywords>
<eric:keywords>CHI SQUARE</eric:keywords>
<eric:keywords>UNIVERSITY OF MAINE</eric:keywords>
<eric:keywords>Clark Trow Ratings</eric:keywords>
<eric:keywords>STUDY OF VALUES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO FIND OUT IF RELATIONSHIPS EXIST BETWEEN COLLEGE SUBCULTURES AND STUDENT VALUES. ONE HUNDRED AND SIXTY-NINE STUDENTS IN THE TEACHER EDUCATION PROGRAM AT THE UNIVERSITY OF MAINE WERE ADMINISTERED THE STUDY OF VALUES, WHICH MEASURES SIX VALUE ORIENTATIONS, AND THE CLARK-TROW TYPOLOGY WHICH DESCRIBES FOUR STUDENT SUBCULTURES. MEANS AND STANDARD DEVIATIONS WERE CALCULATED ON EACH SCALE OF THE STUDY OF VALUES FOR THE GROUP AND FOR SEX, COLLEGE MAJOR, AND COLLEGE SUBGROUPS. T-TESTS OF SIGNIFICANCE WERE COMPUTED BETWEEN VARIOUS TYPES OF MEAN SCORES. USING NUMBER RANKINGS, CHI SQUARES WERE COMPUTED FOR SUBCULTURES BY SEX, COLLEGE, AND ACADEMIC MAJOR COMPARISONS. A SIMPLE VALUES-BY-SUBCULTURE TABULATION FOR EACH OF THE SIX VALUE SCALES WAS PERFORMED.  VALUES-BY-IDEAS AND VALUES-BY-COLLEGE ANALYSES REQUIRED THE COMPUTATION OF 12 CHI SQUARES. RESULTS ARE DISCUSSED RELATING TO THE STUDY OF VALUES, COLLEGE STUDENT SUBCULTURES, AND A TEST OF THE HYPOTHESIS THAT NO RELATIONSHIP EXISTS BETWEEN STUDENT VALUES AND SUBCULTURES. ON THE BASIS OF THIS TEST, THE HYPOTHESIS WAS REFUTED. REASONS EXPLAINING WHY SIGNIFICANT RELATIONSHIPS WERE FOUND BETWEEN VALUES AND SUBCULTURES ARE GIVEN. TABLES ARE INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011669</dc:identifier>
<dc:title>COLLEGE STUDENT SUBCULTURES AND PERSONAL VALUES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Confidential Records</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Problems</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:creator scheme='personal author'>BLAKSLEE, ROBERT W.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New Hampshire</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CLASSIFICATION PLAN FOR MAINTAINING CONFIDENTIAL RECORDS WAS CONSTRUCTED TO HELP THE COUNSELOR SAVE TIME AND STILL HAVE A USABLE RECORD OF HIS SESSIONS AND, WHEN ALL RECORDS ARE ANALYZED AND SUMMARIZED, TO PROVIDE INFORMATION ABOUT THE TYPES OF PROBLEMS EXPERIENCED BY STUDENTS. THE SCHOOL COUNSELOR CLASSIFICATION CATEGORIES CONSISTED OF (1) TWO MAJOR PROBLEM AREAS, INFORMATION GIVING AND PERSONAL-EMOTIONAL, (2) SIX STIMULUS CATEGORIES (THE COUNSELOR&apos;S SUBJECTIVE EVALUATION OF WHY THE COUNSELEE SEEKS COUNSELING OR WHAT CAUSES THE PROBLEM), SELF-UNDERSTANDING, ENVIRONMENTAL UNDERSTANDING, SELF-CONFLICT, OTHER&apos;S CONFLICT, ACADEMIC DIFFICULTIES, GENERAL, AND (3) THE REFERRAL CATEGORIES (INDICATES HOW THE STUDENT ENTERS COUNSELING), SELF, TEACHER, ADMINISTRATOR, PARENT, FRIEND, AND  COUNSELOR. COUNSELEES ARE ALSO CLASSIFIED BY SEX, GRADE, AND LENGTH OF TIME INVOLVED FOR EACH COUNSELING SESSION. A SUMMARY OF CHARACTERISTICS OF THE STUDENT POPULATION OF HOOD MEMORIAL JUNIOR HIGH SCHOOL IS BASED ON A STUDY OF 206 INDIVIDUAL COUNSELING SESSIONS AND 51 MULTIPLE SESSIONS USING THE CLASSIFICATION PLAN AS THE BASIC SOURCE OF INFORMATION. A COPY OF THE CLASSIFICATION PLAN IS INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011670</dc:identifier>
<dc:title>RESEARCH ON THE USE OF A COUNSELEE PROBLEM CLASSIFICATION PLAN AT THE JUNIOR HIGH LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>ASTIN, ALEXANDER W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council on Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EMPIRICAL FINDINGS CONCERNING TRENDS IN ENTERING COLLEGE STUDENTS&apos; CHARACTERISTICS BETWEEN 1961 AND 1965 ARE BASED UPON TWO STUDIES OF 45 INSTITUTIONS. DATA FROM THE STUDIES USED TO FORMULATE THE TRENDS INCLUDE SEX, FATHER&apos;S EDUCATIONAL LEVEL, HIGH SCHOOL GRADE AVERAGE, PROBABLE MAJOR FIELD IN COLLEGE, HIGHEST DEGREE PLANNED, AND EXTRACURRICULAR ACHIEVEMENTS. SELECTED CHARACTERISTICS OF THE SAMPLE OF INSTITUTIONS ARE SHOWN. THE 1961 AND 1965 MEANS AND STANDARD DEVIATIONS FOR 17 STUDENT INPUT CHARACTERISTICS ARE GIVEN. A COMPARISON OF THESE MEANS SHOWS A LARGE INCREASE IN THE PERCENTAGE OF STUDENTS PLANNING GRADUATE STUDY AND SOME VARIATIONS IN STUDENT&apos;S MAJOR FIELD CHOICE. RESULTS OF THE CORRELATION OF EACH 1965 STUDENT INPUT CHARACTERISTICS WITH 1961 DATA SHOW THAT DIFFERENCES  IN STUDENT INPUTS ARE RELATIVELY STABLE. ANALYSES WERE THEN PERFORMED TO DETERMINE IF DIFFERENTIAL CHANGES IN STUDENT INPUTS COULD BE PREDICTED FROM INSTITUTIONAL CHARACTERISTICS. DATA LIMITATIONS ARE DISCUSSED. THIS PAPER WAS PRESENTED AT THE MEETING OF THE ASSOCIATION FOR INSTITUTIONAL RESEARCH (1966). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011671</dc:identifier>
<dc:title>TRENDS IN THE CHARACTERISTICS OF ENTERING COLLEGE STUDENTS, 1961-65.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computers</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:creator scheme='personal author'>HAVENS, ROBERT I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER EMPHASIZES THE COUNSELOR&apos;S NEED FOR RESEARCH INFORMATION ABOUT HIS LOCAL STUDENT POPULATION. NOW THAT ELECTRONIC COMPUTERS ARE MORE AVAILABLE, THE COUNSELOR CAN PRODUCE LOCAL NORMS AND EXPECTANCY TABLES. HE ALSO CAN STUDY THE RELATIONSHIPS OF VARIOUS STUDENT CHARACTERISTICS. THE &amp;quot;SEARCH TECHNIQUE&amp;quot; OF FEEDING A NUMBER OF VARIABLES LIKE INTELLIGENCE, SOCIOECONOMIC STATUS, VALUES, AND OPINIONS INTO THE COMPUTER AND TESTING THE VARIOUS RELATIONSHIPS BETWEEN GROUPS. THIS PROCEDURE OFFERS THE COUNSELOR A MORE EFFECTIVE MEANS OF UNDERSTANDING AND PLANNING FOR VARIOUS INDIVIDUALS IN SCHOOL, AND IT ALSO PROVIDES A SOUNDER BASIS FOR ACTIVE COUNSELING AND FOR THE DECISION-MAKING PROCESS. IT IS SUGGESTED THAT THE COUNSELOR ASSUME LEADERSHIP IN DEVELOPING DATA PROCESSING TECHNIQUES  AND IN THE USE OF THE COMPUTER IN THE LOCAL SCHOOL SYSTEM. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 23, 1967). (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011672</dc:identifier>
<dc:title>THE COMPUTER IN EDUCATIONAL RESEARCH AND ITS IMPLICATIONS FOR THE COUNSELOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:creator scheme='personal author'>ZWEIBELSON, I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords>Junior Index of Motivation</eric:keywords>
<eric:keywords>ZWEIBELSON ATTITUDE SURVEY</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>APPROXIMATELY 180 EIGHTH- AND 180 NINTH-GRADE STUDENTS, PLACED IN THREE ABILITY &amp;quot;TRACKS,&amp;quot; WERE ADMINISTERED AN 80-ITEM ATTITUDE SURVEY AND AN 80-ITEM MOTIVATION INVENTORY. THE RESULTS OBTAINED WERE DEVELOPED AS PART OF A LONG-RANGE STUDY TO IMPROVE SCHOOL ATTITUDES AND MOTIVATION THROUGH INCORPORATING A REVISION OF INSTRUCTIONAL AND GROUPING PRACTICES IN SOCIAL STUDIES. THE ATTITUDE INVENTORY ITEMS WERE FACTOR ANALYZED AND ARRANGED IN SEVEN CLUSTERS. THE SCORES FOR EACH OF THE ATTITUDE FACTORS AND THE MOTIVATION SCORE WERE ANALYZED FOR RELATIONSHIPS AND VARIANCE. RESULTS FROM THIS ANALYSIS PLUS OTHER SUPPORTING EVIDENCE SHOWED THAT BRIGHTER STUDENTS HAD LOWER MOTIVATIONAL SCORES THAN THE STUDENTS PLACED IN THE LOWER ABILITY GROUPINGS. AN EXPERIMENTAL PROGRAM USING TEAM TEACHING  AND A FLEXIBLE GROUPING ARRANGEMENT RESULTED IN A RELATIONSHIP CHANGE BETWEEN THE TOTAL ATTITUDE SCALE SCORE AND MOTIVATION. A SIGNIFICANT AND POSITIVE, POST-EXPERIMENTAL RELATIONSHIP BETWEEN THE MOTIVATION INDEX AND THE ATTITUDE TOTAL SCORE WAS IN CONTRAST TO THE PRE-EXPERIMENTAL RELATIONSHIP. IMPROVED ATTITUDES OF THE EXPERIMENTAL GROUP ARE SHOWN FOR THREE VARIABLES. THE VARIED GROUPING OF THE EXPERIMENTAL PROGRAM OFFERED A BROADER BASE FOR STUDENT INTERRELATIONSHIPS. THIS REPORT WAS PREPARED FOR PRESENTATION TO THE 1967 AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 21, 1967). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011673</dc:identifier>
<dc:title>STUDENT ATTITUDES AND MOTIVATION IN RELATION TO ABILITY GROUPING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>JEFFS, GEORGE A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Nevada (Las Vegas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Clark County School District, Las Vegas, NV.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION WAS MADE TO DISCOVER CLARK HIGH SCHOOL STUDENTS&apos; ATTITUDES TOWARD PEERS, THE PHYSICAL ENVIRONMENT, TEACHERS, ADMINISTRATORS, THE CURRICULUM, AND EDUCATIONAL VALUES, AND TO CONSTRUCT A STUDENT ATTITUDE INSTRUMENT. A REVIEW OF LITERATURE RELATED TO STUDENT ATTITUDES WAS MADE. EIGHT HUNDRED AND THIRTY-SEVEN CLARK HIGH SCHOOL STUDENTS WERE GIVEN THE CLARK HIGH SCHOOL ATTITUDE SCALE (CHSSAS). THE CHSSAS IS A LIKERT-TYPE ATTITUDE SCALE, CONSISTING OF 65 ITEMS ARRANGED IN SIX SUBSCALES. CORRELATIONS BETWEEN THE SUBSCALES ARE PROVIDED. RESPONSES WERE TRANSFERRED FROM STUDENT RESPONSE CARDS TO IBM KEY-PUNCH CARDS, AND THE NUMBER OF RESPONSES WAS OBTAINED. THE NUMBER OF RESPONSES WAS THEN CONVERTED TO PERCENTAGES, AND MEAN RESPONSE-WEIGHTS FOR SEX AND GRADE LEVELS WERE  DETERMINED. ANALYSES OF THE ITEM RESPONSES WERE REPORTED IN 70 TABLES, AND A GENERAL ANALYSIS WAS GIVEN IN FOUR TABLES. A SUMMARY OF THE RESULTS IS GIVEN AND A COPY OF THE QUESTIONNAIRE IS INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011674</dc:identifier>
<dc:title>STUDENT ATTITUDE SURVEY, CLARK HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Faculty Advisers</dc:subject>
<dc:subject>Institutional Environment</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:creator scheme='personal author'>ROSSMANN, JACK E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords>College and University Environmental Scales</eric:keywords>
<eric:keywords>OMNIBUS PERSONALITY INVENTORY</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:keywords_test>College and University Environmental Scales</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Macalester Coll., St. Paul, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-YEAR STUDY OF COLLEGE FACULTY ADVISING WITH SELECTED FRESHMEN STUDENTS WAS STUDIED AT MACALESTER COLLEGE. SIX SPECIALLY SELECTED AND PREPARED FACULTY MEMBERS WERE GIVEN RELEASED CLASSTIME TO BE MORE AVAILABLE TO THE STUDENTS ASSIGNED TO THEM. THE HYPOTHESES WERE THAT SUCH AN ADVISORY SYSTEM WOULD RESULT IN (1) GREATER RETENTION OF STUDENTS, (2) HIGHER GRADE POINT AVERAGES, (3) HIGHER SCORES ON ACADEMIC ORIENTATION ON THE OMNIBUS PERSONALITY INVENTORY, (4) HIGHER SCORES ON SCHOLARSHIP AND COMMUNITY AWARENESS ON THE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES, AND (5) A GREATER SATISFACTION OF STUDENTS WITH THEIR COLLEGE AND ADVISORS. THE FINDINGS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN THE 120 STUDENTS IN THE SPECIAL PROGRAM AND A SIMILAR SAMPLE OF OTHER STUDENTS. POSSIBLE  REASONS SUGGESTED FOR THE LACK OF IMPACT OF SUCH A PROGRAM WERE A CHANGING STUDENT BODY AND THE NEED FOR ADVISING TO BE TIED MORE CLOSELY TO THE CURRICULUM. THE IMPLICATIONS OF THE STUDY WERE THAT FACULTY MEMBERS SHOULD BECOME SPECIALISTS IN ACADEMIC ADVISING AND THAT COLLEGES USE UPPERCLASSMEN AS FRESHMEN ADVISORS. A NUMBER OF QUESTIONS ARE SUGGESTED FOR FUTURE RESEARCH ON ADVISOR PROGRAMS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011675</dc:identifier>
<dc:title>AN EXPERIMENTAL PROGRAM FOR THE ADVISING OF FRESHMEN, FINAL REPORT TO THE LOUIS W. AND MAUD HILL FAMILY FOUNDATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Post High School Guidance</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>Youth Programs</dc:subject>
<dc:creator scheme='personal author'>CUMMING, JOHN F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords>YOUTH DEVELOPMENT PROJECT</eric:keywords>
<eric:keywords>Differential Aptitude Tests</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:keywords_test>Differential Aptitude Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minneapolis Public Schools, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1ST-YEAR EVALUATION OF OUTREACH COUNSELING IN FOUR POVERTY AREAS OF MINNEAPOLIS IS PRESENTED. ONE COUNSELOR AND ONE CLERK WERE PLACED IN EACH OF THREE SCHOOLS TO WORK WITH GRADUATES AND DROPOUTS OF THE CLASS OF 1965 AND WITH COMMUNITY MEMBERS OR INSTITUTIONS SEEKING HELP. THE COUNSELOR&apos;S ACTIVITIES INCLUDED CONTACTS WITH THE INDIVIDUAL STUDENTS WHO HAD LEFT SCHOOL, PARENTS, BUSINESS REPRESENTATIVES, SOCIAL AGENCY REPRESENTATIVES, AND EDUCATIONAL INSTITUTIONS. A DETAILED FOLLOWUP STUDY WAS CONDUCTED. RESULTS OF THIS STUDY SHOWED THAT DIFFERENCES BETWEEN THE HIGH SCHOOL GRADUATES AND THE DROPOUTS WERE SIGNIFICANT AT THE .001 LEVEL ON A CHI-SQUARE TEST IN SUCH AREAS AS PRESENT WORK, SCHOOL ATTENDANCE, FATHER&apos;S OCCUPATION, AND FAMILY STATUS. A COMPARISON OF DIFFERENTIAL APTITUDE  TESTS SHOWED THE GRADUATES WITH HIGHER MEAN RAW SCORES AND HIGHER AVERAGE MARKS IN THE NINTH GRADE. OTHER AREAS COMPARED WERE VOCATIONAL AND EDUCATIONAL PLANS AND PARTICIPATION IN SCHOOL ACTIVITIES OF THE GRADUATES AND DROPOUTS. THE REPORT SUGGESTS AREAS OF FUTURE WORK FOR THE OUTREACH COUNSELORS AND USES OF DATA COLLECTED IN THE FOLLOWUP STUDY. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011676</dc:identifier>
<dc:title>PROJECT 13--OUTREACH COUNSELING, MINNEAPOLIS PUBLIC SCHOOLS. PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Change</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:creator scheme='personal author'>LIFTON, WALTER M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rochester City School District, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ROCHESTER CITY SCHOOL DISTRICT, NEW YORK, OFFERED A PROPOSED PLAN FOR THE REORGANIZATION OF THEIR PUPIL PERSONNEL SERVICES. AN APPRAISAL OF THE PRESENT SERVICES SHOWED THAT OVERLAP AND LACK OF COORDINATION WERE AMONG THE MAJOR PROBLEMS ALONG WITH A SHORTAGE OF NECESSARY PERSONNEL. ON AN EXPERIMENTAL BASIS, COUNSELORS OF VARIOUS TRAINING BACKGROUNDS WERE PLACED IN FIVE ELEMENTARY SCHOOLS ON A FULL-TIME BASIS. EVALUATION OF THIS PROGRAM SHOWED THE PRINCIPALS IN THE SCHOOLS FAVORED A FULL-TIME COUNSELOR, (OVER PART-TIME PUPIL PERSONNEL WORKERS) LIKE PSYCHOLOGISTS AND SOCIAL WORKERS. SUPERVISION OF THE COUNSELORS WAS PLANNED TO TAKE PLACE IN GROUP MEETINGS AND THROUGH COWORKER INTERACTION. THE PROPOSED PLAN REORGANIZED THE SERVICES INTO FOUR DEPARTMENTS WITH SPECIALISTS IN CHILD  DEVELOPMENT, GUIDANCE, ATTENDANCE AND RECORD KEEPING, AND PSYCHOLOGICAL AND SOCIAL WORK SERVICES. THE DUTIES AND RESPONSIBILITIES OF EACH DEPARTMENT WERE DETAILED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011677</dc:identifier>
<dc:title>BLOCKS TO LEARNING, PLANS FOR THE FUTURE OF THE DIVISION OF PUPIL PERSONNEL SERVICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Educational Testing</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Perceptual Handicaps</dc:subject>
<dc:subject>Play Therapy</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:creator scheme='personal author'>BAKER, ROY</dc:creator>
<dc:creator scheme='personal author'>HALEY, MARGARET</dc:creator>
<dc:type></dc:type>
<eric:keywords>ADLERIAN PSYCHOLOGY</eric:keywords>
<eric:keywords>Ohio (Tipp City)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Tipp City Schools, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PUBLICATION INCLUDES THE SPEECHES OF THE TWO KEYNOTE SPEAKERS, A PROGRESS REPORT OF THE OHIO ELEMENTARY SCHOOL PILOT PROJECTS, AND THE SUMMARIES OF NINE WORK-GROUP SESSIONS. THE TOPICS PRESENTED ARE--IMPLEMENTING DEMOCRACY IN THE CLASSROOM, WORKING WITH GROUPS IN THE CLASSROOM, TESTING IN THE ELEMENTARY SCHOOL, PLAY THERAPY IN THE ELEMENTARY SCHOOL, CHILD DEVELOPMENT AND THE CHILD STUDY PROGRAM, CHILD STUDY IN ACTION, ADLERIAN PSYCHOLOGY IN THE CLASSROOM, MENTAL HEALTH IN THE CLASSROOM, PARENT-TEACHER CONFERENCES, AND COORDINATION AND PERCEPTUAL PROBLEMS IN LEARNING. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011678</dc:identifier>
<dc:title>ELEMENTARY GUIDANCE--THE DEVELOPMENTALLY CENTERED AND THE CRISIS CENTERED APPROACHES, A REPORT OF THE ANNUAL ALL OHIO ELEMENTARY SCHOOL GUIDANCE CONFERENCE (6TH, TIPP CITY, NOVEMBER 11, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-11</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Correctional Institutions</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Delinquent Rehabilitation</dc:subject>
<dc:subject>Public Agencies</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>SILVER, JOSEPH R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESPITE OBSTACLES AND DIFFICULTIES, THE VALUE OF COMPETENT COUNSELING TO JAIL INMATES AS AN AID TOWARD REDUCING RECIDIVISM AND AS AN AID TO ADJUSTMENT HAS BEEN WELL ESTABLISHED. WHILE THE MOVEMENT IS SLOW, THERE ARE MORE JAILS WHICH ARE EITHER DIRECTLY ADMINISTERING COUNSELING PROGRAMS TO INMATES OR ARE AVAILING THEMSELVES OF SUCH SERVICES FROM VOLUNTARY COMMUNITY AGENCIES. THEY ARE REACHING SOME OF THOSE PEOPLE WHO HAVE ALWAYS RESISTED, CONSCIOUSLY OR UNCONSCIOUSLY, THE HELPING RESOURCES IN THE COMMUNITY. THIS RESISTANCE IS ONE REASON SUCH A HIGH PERCENTAGE OF THE GROUP ARE ACTUALLY REJECTS FROM OTHER COMMUNITY AGENCIES. ON ANY ONE DAY THERE ARE APPROXIMATELY 1 MILLION INDIVIDUALS INVOLVED WITH THE CORRECTIONAL SYSTEM THROUGH PROBATION OR PAROLE, STATE OR FEDERAL PRISONS, OR  LOCAL JAILS. THESE PEOPLE ARE SEGREGATED AND MAINTAINED AT AN OPERATIONAL COST OF $1 BILLION PER YEAR. THIS DOES NOT TAKE INTO ACCOUNT THE SUBSIDIARY COSTS INCLUDING SUPPORT OF DEPENDENTS, COSTS TO VICTIMS, ECONOMIC LOSS TO THE COMMUNITY IN PRODUCTION AND TAXES. BETWEEN 40 AND 50 PERCENT OF THESE OFFENDERS ARE GOOD CANDIDATES FOR REHABILITATION THROUGH INTENSIVE COUNSELING. PREVENTION THROUGH REHABILITATION WOULD CUT COSTS SUBSTANTIALLY. THIS PAPER WAS PRESENTED TO THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 21, 1967). (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011679</dc:identifier>
<dc:title>THE COUNSELOR GOES TO JAIL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Planning</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Conceptual Schemes</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Mathematical Models</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:creator scheme='personal author'>CREAGER, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMERICAN COUNCIL ON EDUCATION</eric:keywords>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A THEORETICAL SCHEME WAS DISCUSSED FOR MATCHING STUDENTS TO COLLEGES THROUGH THE USE OF A DIRECTORY WHICH COULD CONTAIN PROFILES OF STUDENT CHARACTERISTICS AND OF COLLEGE ENVIRONMENTAL CHARACTERISTICS. EACH PROFILE WOULD CARRY A DESIGNATED INDEX NUMBER FACTORED FROM THE INPUT OF GIVEN CHARACTERISTIC VARIABLES. WHEN USED BY THE STUDENT AND HIS COUNSELOR, A CORRELATION OF THE INDEX NUMBER OF THE PROFILE MOST LIKE A PROFILE OF THE STUDENT AND THE INDEX NUMBER OF A PARTICULAR COLLEGE WOULD YIELD PREDICTIVE OUTPUT INFORMATION RELEVANT TO ACHIEVEMENT OF SUCH SPECIFIC GOALS, AS ACQUISITION OF A PARTICULAR DEGREE, STIMULATING ACADEMIC ATMOSPHERE, AND FINANCIAL AND GEOGRAPHIC LIMITATIONS. THE COLLEGE ADMISSIONS OFFICER COULD USE THE DIRECTORY TO ASSIST IN THE SELECTION OF THOSE STUDENTS  WHO MIGHT BEST AID IN THE MAINTENANCE OR THE ACQUISITION OF PRECONCEIVED STANDARDS. THE HIGH SCHOOL COUNSELOR AND THE ADMISSIONS OFFICER WOULD NOT USE THE DIRECTORY TO MAKE FINALIZED, AUTOMATED PERSONNEL DECISIONS, BUT AS A TOOL TO BE USED ALONG WITH OTHER INFORMATION. THIS PAPER WAS PRESENTED TO THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH, 1967) AS PART OF THE SYMPOSIUM, &amp;quot;IMPLICATIONS OF A PROGRAM OF RESEARCH ON STUDENT DEVELOPMENT IN HIGHER EDUCATION.&amp;quot; (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011680</dc:identifier>
<dc:title>INTERACTION BETWEEN THE STUDENT AND COLLEGE ENVIRONMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Family Counseling</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Q Methodology</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>ZWETSCHKE, EARL T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PORTLAND</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State System of Higher Education, Portland. Portland Continuation Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A Q-SORT WAS USED TO MEASURE ATTITUDINAL CHANGE BROUGHT ABOUT BY FAMILY GROUP CONSULTATION. NINE FAMILY MEMBERS OF THREE FAMILIES WERE GIVEN THE Q-SORT AT THE BEGINNING OF COUNSELING AND AGAIN 8 WEEKS LATER. THESE TWO SORTS ASKED THE FAMILY GROUP MEMBERS TO RATE THEIR IDEAL SELF AND THEIR PERCEIVED SELF. THESE RATINGS WERE CORRELATED WITH AN INDEX OF PERSONAL ADJUSTMENT, A SORT WHICH SHOWED HIGH INTER-RATER CORRELATIONS FOR THE STAFF COUNSELORS. THE DATA SHOWED THAT THE Q-SORT IS A FAIRLY RELIABLE MEASURE OF INDIVIDUAL PROGRESS IN COUNSELING AND SERVES AS AN EVALUATION OF THE COUNSELING PROGRAM. THROUGH EXAMPLES OF THE MEMBERS OF ONE FAMILY, IT WAS SHOWN HOW THE SORTS COULD BE CORRELATED. EVALUATION OF INDIVIDUAL COUNSELING GOALS IS ONE AREA OF FAMILY GROUP CONSULTATION REMAINING  TO BE EXPLORED. THE EFFECTS OF THE METHOD ON &amp;quot;ACTING-OUT&amp;quot; TEENS AND YOUNGER CHILDREN, ON FAMILIES OF DIFFERENT SOCIOCULTURAL LEVELS, AND ON FAMILY MEMBERS WHO ARE PRIMARILY OBSERVERS IN THE GROUP NEEDS TO BE EVALUATED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011681</dc:identifier>
<dc:title>RESEARCH--FAMILY GROUP CONSULTATION AND THE SCHOOL COUNSELOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Analysis of Variance</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Sociometric Techniques</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:creator scheme='personal author'>MAYER, G. ROY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MICHIGAN STUDENT QUESTIONNAIRE</eric:keywords>
<eric:keywords>TEACHER PUPIL RELATIONSHIP SCALE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO ASSESS THE EFFECTS OF ELEMENTARY SCHOOL COUNSELORS ON FIFTH- AND SIXTH-GRADE TEACHER-PUPIL RELATIONS. A MODIFIED SOCIOMETRIC DEVICE, THE TEACHER-PUPIL RELATIONSHIP SCALE, WAS SELECTED AS THE CRITERION. FROM EACH OF SEVEN CLASSROOMS, AN EQUAL NUMBER OF SUBJECTS WAS RANDOMLY ASSIGNED TO EACH OF THREE TREATMENT CONDITIONS--COUNSELING, TEACHER-GUIDANCE, AND CONTROL. ON THE BASIS OF MICHIGAN STUDENT QUESTIONNAIRE SCORES, FOUR OF THE SEVEN CLASSROOMS WERE CLASSIFIED AS &amp;quot;DIRECTIVE,&amp;quot; AND THREE AS &amp;quot;INDIRECTIVE.&amp;quot; THE RESULTS INDICATED THAT THE EFFECT COUNSELORS HAVE ON TEACHER-PUPIL RELATIONS MIGHT DEPEND ON THE TYPE OF CLASSROOM ENVIRONMENT FROM WHICH THEIR COUNSELEES COME. COUNSELORS WERE FOUND TO ENHANCE TEACHER-PUPIL RELATIONS IN &amp;quot;INDIRECTIVE&amp;quot; TYPES OF  CLASSROOMS, BUT TO HAVE LITTLE EFFECT ON TEACHER-PUPIL RELATIONS IN &amp;quot;DIRECTIVE&amp;quot; CLASSROOMS. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011682</dc:identifier>
<dc:title>THE ELEMENTARY SCHOOL COUNSELOR AND TEACHER-PUPIL RELATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Analysis of Variance</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Student Development</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>LACHICA, GENARO</dc:creator>
<dc:creator scheme='personal author'>TANNER, DANIEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLLEGE DISCOVERY AND DEVELOPMENT PROGRAM</eric:keywords>
<eric:keywords>UPWARD BOUND</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PRESENTS A 1ST-YEAR SUMMARY OF THE COLLEGE DISCOVERY AND DEVELOPMENT PROGRAM INSTITUTED BY THE CITY UNIVERSITY OF NEW YORK AND THE NEW YORK CITY SCHOOL SYSTEM. THE AIM OF THE LONGITUDINAL PROGRAM IS TO IDENTIFY DISADVANTAGED AND UNDERACHIEVING NINTH GRADERS AND TO DEVELOP THEIR COLLEGE POTENTIAL IN SPECIAL HIGH SCHOOL DEVELOPMENT CENTERS. IN THIS 1ST YEAR, 579 STUDENTS WERE IDENTIFIED AND ENROLLED IN FIVE CENTERS WHICH PROVIDED SMALL CLASSES, BLOCK-TIME STUDIES, CULTURAL ACTIVITIES, AND FULL-TIME COUNSELORS. THE UNIVERSITY FACULTY SERVED AS CURRICULUM CONSULTANTS, AND COLLEGE STUDENTS TUTORED THE YOUTH. A SUMMER PROGRAM IN CONNECTION WITH THE &amp;quot;UPWARD BOUND&amp;quot; PROGRAM AT COLUMBIA UNIVERSITY WAS ALSO PROVIDED. RESEARCH USING ACHIEVEMENT AND APTITUDE TESTS IS BEING DONE TO  COMPARE THE DISADVANTAGED YOUTH TO REGULAR COLLEGE PREPARATORY YOUTH IN EACH OF THE FIVE HIGH SCHOOLS. THE CENTERS ARE ALSO BEING COMPARED ON SOCIOECONOMIC FACTORS AND STUDENT TEST RESULTS. THE LONGITUDINAL STUDY OFFERS OPPORTUNITY FOR MUCH RELATED RESEARCH, SUCH AS STUDIES OF ATTITUDES AND SELF-CONCEPT OF THE SELECTED STUDENTS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011683</dc:identifier>
<dc:title>DISCOVERING AND DEVELOPING THE COLLEGE POTENTIAL OF DISADVANTAGED HIGH SCHOOL YOUTH, THE COLLEGE DISCOVERY AND DEVELOPMENT PROGRAM. A REPORT OF THE FIRST YEAR OF A LONGITUDINAL STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>263</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Centralization</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject weight='MAJOR'>Educational Policy</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Industrialization</dc:subject>
<dc:subject weight='MAJOR'>Models</dc:subject>
<dc:subject weight='MAJOR'>Political Influences</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject weight='MAJOR'>Socioeconomic Influences</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject weight='MAJOR'>Systems Analysis</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Urbanization</dc:subject>
<dc:creator scheme='personal author'>DYE, THOMAS R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR&apos;S POSITION WAS THAT ECONOMIC DEVELOPMENT VARIABLES (LEVEL OF URBANIZATION, INDUSTRIALIZATION, INCOME, AND EDUCATION) ARE MOST CLOSELY CORRELATED TO EDUCATIONAL POLICY OUTCOMES (EDUCATIONAL EXPENDITURES, STATE EFFORTS IN EDUCATION ORGANIZING AND FINANCING PUBLIC SCHOOLS, STATUS OF TEACHERS, AND NUMBER OF DROPOUTS AND SELECTIVE SERVICE MENTAL FAILURES) THAN POLITICAL SYSTEM VARIABLES (PARTISAN CHARACTER, PARTY COMPETITION, POLITICAL PARTICIPATION, AND MALAPPORTIONMENT OF THE STATES). DATA FROM 50 STATES WERE SUBJECTED TO SIMPLE, PARTIAL, AND MULTIPLE REGRESSION ANALYSIS TO ASSESS THE EFFECT OF THE VARIABLES ON EDUCATIONAL POLICY OUTCOMES. SIMPLE CORRELATION COEFFICIENTS COMPUTED FOR ALL RELATIONSHIPS BETWEEN ECONOMIC AND POLITICAL VARIABLES AND EDUCATIONAL POLICY  OUTCOMES INDICATED THAT ECONOMIC DEVELOPMENT IS DIRECTLY RELATED TO EDUCATIONAL OUTCOMES. NO MEANINGFUL SIMPLE CORRELATIONS EXIST, HOWEVER, BETWEEN PARTICULAR POLITICAL VARIABLES AND EDUCATIONAL POLICY OUTCOMES. MULTIPLE CORRELATION ANALYSIS CORRELATING ALL ECONOMIC AND POLITICAL VARIABLES AND EDUCATIONAL OUTCOMES SIMULTANEOUSLY EXPLAINS MOST VARIATION AMONG THE 50 STATES IN IMPORTANT POLICY OUTCOMES. THROUGH THE USE OF MULTIPLE-PARTIAL CORRELATION A COMPARISON OF THE INDIVIDUAL EFFECTS OF ECONOMIC AND POLITICAL VARIABLES CAN BE MADE. THE DATA ILLUSTRATE THAT ECONOMIC DEVELOPMENT VARIABLES ARE MORE INFLUENTIAL THAN POLITICAL SYSTEM VARIABLES IN SHAPING POLICY OUTCOMES. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011684</dc:identifier>
<dc:title>POLICY OUTCOMES IN PUBLIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:46:06</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Behavior Standards</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Political Socialization</dc:subject>
<dc:subject>Public Education</dc:subject>
<dc:creator scheme='personal author'>LITT, EDGAR</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR PROPOSED THAT EDUCATIONAL SYSTEMS SHOULD FOCUS UPON POLITICAL RESOCIALIZATION, THAT IS, THE ATTEMPT TO CREATE NEW COGNITIVE, AFFECTIVE, AND BEHAVIORAL DIMENSIONS OF POLITICAL LEARNING. THE CURRENT POLITICAL SOCIALIZATION PROCESS SERVES TO REINFORCE TRADITIONAL MIDDLE-CLASS VALUES RATHER THAN TO EXPAND POLITICAL PARTICIPATION AND CONSCIOUSNESS AMONG THE PREVIOUSLY APOLITICAL STRATA. TO CREATE THE CONDITIONS OF DEMOCRATIC PARTICIPATION REQUIRES DIRECT ACTION UPON THE EXISTING EDUCATIONAL STRUCTURES. OTHERWISE CURRENT PROCESSES WILL CONTINUE TO FOSTER DEPENDENCE UPON AUTHORITY SYSTEMS, AND OPPORTUNITIES FOR ACQUIRING SHARED POWER AND INTERPERSONAL COMPETENCE WILL BE RESTRICTED. SCHOOLS ARE ONE OF THE FEW INSTITUTIONS WHICH SIGNIFICANTLY REACH INTO THE LIVES OF LOWER  STATUS CHILDREN AND WHICH HAVE THE BEHAVIORAL OPPORTUNITIES TO ENHANCE PARTICIPATORY DEMOCRACY. A RESTRUCTURING OF EDUCATIONAL RESOURCES WILL PROVIDE THE CONDITIONS WHICH ARE CLOSELY CORRELATED WITH HIGH EDUCATIONAL AND POLITICAL PERFORMANCE. THIS PAPER WAS PRESENTED AT THE CONFERENCE ON POLITICS AND EDUCATION (UNIVERSITY OF OREGON, JUNE 14-17, 1966). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011685</dc:identifier>
<dc:title>EDUCATION AND POLITICAL COMPETENCE--A PRESCRIPTIVE APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Grievance Procedures</dc:subject>
<dc:subject>Sanctions</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Teacher Strikes</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of School Administrators, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COLLECTIVE NEGOTIATION BY MAJOR PERSONNEL IN THE EDUCATIONAL PROCESS IS DISCUSSED PRIMARILY FROM THE SCHOOL SUPERINTENDENT&apos;S VIEWPOINT. SINCE WORLD WAR II, SCHOOL STAFFS HAVE INCREASINGLY DEMANDED A CHANGE IN THE HIERARCHICAL STRUCTURE AND THE DEVELOPMENT OF A HORIZONTAL CONCEPT OF EDUCATIONAL AUTHORITY. THIS DEMAND IS ATTRIBUTED TO THE INCREASING LEVEL OF PREPARATION AND COMPETENCE OF TEACHERS, THE GROWING SIZE OF SCHOOLS, THE INCREASING TREND TOWARD TEACHING AS A LIFE CAREER, URBANIZATION, AND THE GROWING CONTROL BY TEACHERS OF THEIR OWN PROFESSIONAL STANDARDS. SHARED RESPONSIBILITY--BASED UPON COMMON GOALS AND INTERESTS AMONG TEACHERS, SCHOOL BOARDS, AND ADMINISTRATORS--IS REGARDED AS THE MOST APPROPRIATE CONCEPT FOR COLLECTIVE BARGAINING AMONG PROFESSIONALS IN THE FIELD OF  EDUCATION. THE SUPERINTENDENT OF SCHOOLS SHOULD BE AN ACTIVE PARTICIPANT IN THIS PROCESS AS IT RELATES TO THE DEVELOPMENT OF POLICIES WHICH AFFECT THE STAFF AND THE SCHOOL SYSTEMS OPERATION. PARTICULAR ASPECTS OF NEGOTIATION CONSIDERED INCLUDE--(1) ADVANTAGES OF A SINGLE ORGANIZATION AS REPRESENTATIVE OF THE STAFF, (2) COMPOSITION OF THE NEGOTIATING UNIT, (3) TIME AS AN OPEN OR CLOSED ELEMENT OF NEGOTIATION, (4) GRIEVANCE PROCEDURES, KINDS OF SANCTIONS, AND TEACHER STRIKES, (5) STATE LEGISLATIVE DEVELOPMENTS AND GUIDELINES, (6) VALUES OF UNION AFFILIATION, AND (7) THE UNIQUE POSITION OF THE SCHOOL SUPERINTENDENT WITH RESPECT BOTH TO THE EDUCATIONAL PROCESS AND TO THE PROCESS OF PROFESSIONAL NEGOTIATION THIS DOCUMENT IS AVAILABLE FROM THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, 1201  SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011686</dc:identifier>
<dc:title>SCHOOL ADMINISTRATORS VIEW PROFESSIONAL NEGOTIATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Budgeting</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Decentralization</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:creator scheme='personal author'>GITTELL, MARILYN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-YEAR STUDY OF DECISION MAKING IN THE NEW YORK CITY SCHOOLS EXPLORES THE POLITICAL FORCES AFFECTING EDUCATIONAL POLICY AND EVALUATES THE RELATIVE OPENNESS OF THE SYSTEM. POLICY MAKERS INCLUDE THE BOARD OF EDUCATION, 31 LOCAL SCHOOL BOARDS, THE SUPERINTENDENT, THE HEAD OFFICE STAFF, THE FIELD STAFF (PRINCIPALS, ASSISTANT PRINCIPALS, DISTRICT SUPERINTENDENTS, AND DEPARTMENT CHAIRMEN), A HEADQUARTERS SUPERVISORY GROUP, LOCAL DISTRICT SUPERINTENDENTS, SUPERVISORY ASSOCIATIONS, THE TEACHERS&apos; UNION, LOCAL CIVIC AND INTEREST GROUPS, AND THE CITY&apos;S PRESS. AS POLICY-FORMULATION FOR AN INCREASINGLY COMPLEX SCHOOL SYSTEM HAS DEMANDED MORE SPECIALIZED KNOWLEDGE, POWER HAS SHIFTED FROM THE BOARD TO PROFESSIONALS IN THE SYSTEM AND TO SPECIAL INTEREST GROUPS. CURRICULUM DEVELOPMENT AND  BUDGETING ARE ALMOST COMPLETELY CONTROLLED BY THE HEADQUARTERS SUPERVISORY BUREAUCRACY. IN THE SELECTION OF THE SUPERINTENDENT, THE BOARD OF EDUCATION PLAYS A PRIMARY ROLE. THE DETERMINERS OF SALARY POLICY INCLUDE THE MAYOR AND SPECIAL INTEREST GROUPS AS PARTICIPANTS. PROBLEMS CONCERNING INTEGRATION HAVE PROMPTED THE ACTIVE INVOLVEMENT OF SPECIAL INTEREST GROUPS, FURTHER BREAKING THE MONOPOLY OF POWER VESTED IN THE SMALL CORE OF SUPERINTENDENTS, BOARDS, AND SCHOOL BUREAUCRACIES. SUGGESTIONS FOR DECENTRALIZING THE SYSTEM INCLUDE (1) DEVELOPING EDUCATIONAL PARKS, (2) STRENGTHENING LOCAL SCHOOL BOARDS, (3) DECENTRALIZING ECONOMIC ADMINISTRATION INTO LOCAL SCHOOL DISTRICTS, AND (4) REPLACING THE PRESENT SINGLE DISTRICT WITH SEVERAL COORDINATED SMALLER DISTRICTS. THESE SUGGESTIONS ARE APPLIED  TO THE FIVE BOROUGHS OF NEW YORK CITY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR URBAN EDUCATION, 33 W. 42 ST., NEW YORK, N.Y. 10036, FOR $1.00. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011687</dc:identifier>
<dc:title>PARTICIPANTS AND PARTICIPATION, A STUDY OF SCHOOL POLICY IN NEW YORK CITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>120</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Economic Research</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Operating Expenses</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Quarter System</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Schedules</dc:subject>
<dc:subject>School Taxes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Year Round Schools</dc:subject>
<dc:creator scheme='personal author'>BAUMAN, W. SCOTT</dc:creator>
<dc:type></dc:type>
<eric:keywords>TOLEDO</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Toledo Univ., OH. Coll. of Business Administration.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR SUBMITS THAT PROBLEMS OF FINANCE AND STUDENT CAPACITY NECESSITATE INCREASED FLEXIBILITY IN SCHOOL PROGRAMS. A POSSIBLE SOLUTION IS PRESENTED--SCHEDULING THE SCHOOL YEAR ON A QUARTER SYSTEM (OR THE FLEXIBLE SYSTEM)--UNDER WHICH ONLY 75 PERCENT OF THE STUDENTS WOULD BE IN SCHOOL AT THE SAME TIME AND THE SCHOOL YEAR WOULD BE EXTENDED TO 11 MONTHS. THIS SYSTEM WOULD INCREASE TEACHER EFFECTIVENESS BY GIVING TEACHERS PROFESSIONAL WORK 11 MONTHS A YEAR AND SUBSTANTIALLY INCREASING THEIR SALARIES. SUCH A PROGRAM WOULD ALSO GIVE STUDENTS GREATER FLEXIBILITY IN PROGRAM PLANNING. ACCELERATED AND DECELERATED PROGRAMS COULD BE EFFECTED MORE EASILY. TWO POSSIBLE FLEXIBLE SYSTEMS ARE PROPOSED--(1) THE PUPIL ROTATION PLAN, AND (2) THE CONSTANT QUARTER PLAN, BOTH OF WHICH ARE DETAILED  IN THE REPORT. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011688</dc:identifier>
<dc:title>THE FLEXIBLE SYSTEM, AN ECONOMIC ANALYSIS OF ADVANTAGES OF THE QUARTERLY CALENDAR IN PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Community Colleges</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Grants</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Tuition</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HOWARD, JOHN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oregon State Educational Coordinating Council, Salem.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OREGON&apos;S POST-HIGH SCHOOL EDUCATION PROGRAM IS ANALYZED, AND A MASTER PLAN IS PROPOSED BY A COMMITTEE REPRESENTING PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES OF OREGON. BASES FOR THE STUDY INCLUDE DISCUSSIONS WITH REPRESENTATIVES OF EDUCATION, BUSINESS, LABOR, AND GOVERNMENT, AND STAFF REPORTS FROM A VARIETY OF AGENCIES, INDIVIDUALS, AND INSTITUTIONS. OBJECTIVES INCLUDE (1) POST-HIGH SCHOOL EDUCATIONAL OPPORTUNITIES, (2) EDUCATION IN THE ARTS AND SCIENCES, (3) OCCUPATIONAL PREPARATION, (4) RESEARCH AND ITS APPLICATION, (5) CONTINUING EDUCATION PROGRAMS, AND (6) GUIDANCE AND COUNSELING SERVICES. POPULATION CHARACTERISTICS FOR THE STATE ARE PROJECTED TO 1985, AND POST-HIGH SCHOOL ENROLLMENT TRENDS TO 1975. RECOMMENDATIONS ARE MADE CONCERNING ADMISSIONS PRACTICES, TUITION AND  FEES, AND STUDENT FINANCIAL AID PROGRAMS. SPECIFIC ASPECTS OF GRADUATE EDUCATION, THE STATE SYSTEM OF HIGHER EDUCATION, PRIVATE OR INDEPENDENT COLLEGES AND UNIVERSITIES, COMMUNITY COLLEGES, PROPRIETARY SCHOOLS, AND CONTINUING EDUCATION ARE REVIEWED. FACULTY, FACILITIES, STATE FISCAL BASIS FOR SUPPORT OF EDUCATION, AND ASPECTS OF STATE-LEVEL COORDINATION FOR THE VARIOUS TYPES OF INSTITUTIONS ARE DISCUSSED. A SUMMARY RATIONALE STRESSES THE NEED FOR VARIETY IN EDUCATIONAL LEARNING OPPORTUNITIES AND PROVIDES THE BASIS FOR RECOMMENDATIONS RELATED TO ALL AREAS OF POST-HIGH SCHOOL EDUCATION. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011689</dc:identifier>
<dc:title>EDUCATION BEYOND THE HIGH SCHOOL, A PROJECT FOR OREGON.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-07</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>470</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acceleration</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Quarter System</dc:subject>
<dc:subject>School Schedules</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Trimester System</dc:subject>
<dc:subject>Year Round Schools</dc:subject>
<dc:creator scheme='personal author'>WHITE, J. B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Educational Research and Development Council, Inc., Ft. Myers.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO EVALUATE YEAR-ROUND SCHOOLS, POLK COUNTY, FLORIDA, SCHOOLS REQUESTED A STUDY OF THE LITERATURE ON YEAR-ROUND OPERATION OF PUBLIC SCHOOLS AND A NATIONWIDE SURVEY OF STATE DEPARTMENTS OF EDUCATION. NEW YORK, CALIFORNIA, AND FLORIDA WERE FOUND TO OPERATE SOME SCHOOLS ON A YEAR-ROUND BASIS. THREE OF SEVEN OUTLINED PLANS WERE SELECTED FOR SPECIAL ANALYSIS--REGULAR YEAR PLUS SUMMER ATTENDANCE, STAGGERED FOUR QUARTERS, AND THE TRIMESTER PLAN. UNDER THE QUARTER SYSTEM, A POLK COUNTY ELEMENTARY SCHOOL WOULD REQUIRE A MINIMUM OF 540 PUPILS TO OPERATE AT LOWER COST THAN THE PRESENT SYSTEM ALLOWS BECAUSE INSTRUCTIONAL SALARIES AMOUNT TO 80 PERCENT OF ALL CURRENT EDUCATIONAL EXPENSES IN POLK COUNTY. UNDER THE TRIMESTER SYSTEM, THE ELEMENTARY SCHOOL WOULD REQUIRE A MINIMUM OF 432 PUPILS TO  OPERATE WITH A LOWER TOTAL INSTRUCTIONAL SALARIES COST. JUNIOR AND SENIOR HIGH SCHOOLS WOULD REQUIRE MORE TEACHERS AND HIGHER SALARIES FOR BOTH THE QUARTER AND TRIMESTER SYSTEMS BECAUSE THEY MUST OFFER A WIDE RANGE OF SUBJECTS REQUIRING A LARGER PROPORTIONATE TEACHING STAFF THAN ELEMENTARY SCHOOLS. OTHER COST DIFFERENTIALS INCLUDE ADMINISTRATION, PLANT OPERATION, AUXILIARY CHARGES, FIXED CHARGES, AND CAPITAL OUTLAY. SPECIAL PROBLEMS INCLUDE ADMINISTRATION, PLANT MAINTENANCE, TEACHER RECRUITMENT AND RETENTION, CURRICULUM DEVELOPMENT, PUPIL REASSIGNMENT, AND PUBLIC RELATIONS. PUBLIC REACTION FROM 4,210 RESPONDENTS (2,477 PARENTS, 487 TEACHERS, AND 1,246 STUDENTS) FAVORED THE REGULAR SCHOOL YEAR PLUS SUMMER PROGRAM OPERATED WITHOUT COST TO PARENTS BUT WITH ATTENDANCE COMPULSORY FOR STUDENTS  NOT PROMOTED AND VOLUNTARY FOR OTHERS. AN EIGHTH PLAN PROVIDING 210 DAYS OF CONTINUOUS STUDY FOR ALL PUPILS IS RECOMMENDED AS THE BEST MEANS OF INCREASING THE EDUCATIONAL QUALITY LEVEL AND OBTAINING THE GREATEST AMOUNT OF EDUCATIONAL RETURN PER DOLLAR INVESTED IN THE PUBLIC SCHOOLS. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011690</dc:identifier>
<dc:title>YEAR-ROUND SCHOOLS FOR POLK COUNTY, FLORIDA, A FEASIBILITY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Background</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Profiles</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>FRADY, CLAUDE</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FROM THE 206 QUESTIONNAIRES RETURNED FROM THE 337 KENTUCKY PUBLIC SENIOR HIGH SCHOOLS, THE AUTHOR FOUND A COMPOSITE PRINCIPAL WHO IS--(1) A FAMILY MAN IN HIS MIDDLE FORTIES, BORN AND EDUCATED IN KENTUCKY, (2) A SOLID, ACTIVE MEMBER OF HIS SOCIAL COMMUNITY, AND (3) A MEMBER OF HIS PROFESSIONAL ASSOCIATIONS, ATTENDING ONE CONVENTION YEARLY AND CONSIDERING &amp;quot;THE NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS BULLETIN&amp;quot; TO BE HIS MOST VALUABLE PROFESSIONAL PERIODICAL, AND PLANNING TO CONTINUE PRINCIPALSHIP. HE FAVORS (1) THE SUPREME COURT DECISIONS ON PRAYER, SCHOOL INTEGRATION, AND FACULTY DESEGREGATION, (2) FEDERAL AID TO PUBLIC SCHOOLS, (3) REQUIREMENT OF 18 CREDITS FOR HIGH SCHOOL GRADUATION, (4) IMPROVEMENT OF THE ENGLISH CURRICULUM, (5) EMPHASIS ON GENERAL EDUCATION, AND (6)  HIGH SCHOOL EDUCATION FOR ALL. HE HOLDS A CONSERVATIVE VIEW TOWARD THE UNGRADED HIGH SCHOOL, THE CARNEGIE UNIT, EDUCATIONAL TELEVISION, AND TEAM TEACHING. HE BELIEVES THAT COLLEGES INFLUENCE HIGH SCHOOL COURSE OFFERINGS MORE THAN ANY OTHER INSTITUTION AND THAT NEITHER COLLEGE INSTRUCTORS NOR PROFESSORS ARE AWARE OF THE REALITIES OF PUBLIC HIGH SCHOOL EDUCATION. FROM COMPARISON WITH A 1950 STUDY, THE AUTHOR CONCLUDED THAT BOTH PRINCIPAL AND PRINCIPALSHIP HAVE IMPROVED. THE 33 QUESTIONS OF THE OPINION PROFILE ARE REPRODUCED. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;BULLETIN OF THE BUREAU OF SCHOOL SERVICE,&amp;quot; VOLUME 38, NUMBER 3, MARCH 1966, OF THE COLLEGE OF EDUCATION, UNIVERSITY OF KENTUCKY, AND IS ALSO AVAILABLE FROM THE UNIVERSITY OF KENTUCKY, LEXINGTON, KENTUCKY 40506, FOR $1.00.  (JB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011691</dc:identifier>
<dc:title>THE PRINCIPAL IN PROFILE, A STUDY OF KENTUCKY SENIOR HIGH SCHOOL PRINCIPALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Faculty Promotion</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Merit Rating</dc:subject>
<dc:subject>Peer Groups</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>BOLIN, JOHN G.</dc:creator>
<dc:creator scheme='personal author'>MUIR, JOHN W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ATHENS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Univ., Athens. Inst. of Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEMANDS FOR QUALITY EDUCATION HAVE EMPHASIZED THE NEED FOR OBJECTIVE MERIT RATING OF TEACHERS FOR PROMOTION AND SALARY INCREASES. THE STUDY REVIEWS MERIT-RATING LITERATURE, ANALYZES RATING SCALES AND PROCEDURES, AND MAKES RECOMMENDATIONS FOR DEVELOPING AND IMPLEMENTING MERIT PROGRAMS. THE WRITERS CONCLUDE THAT A COMBINATION OF SUPERORDINATE, PEER, STUDENT, AND SELF-EVALUATION BEST PROVIDES A BASIS FOR DECISIONS ON MERIT INCREASES AND PROMOTIONS. CONTENTS OF 21 RATING SCALES (SEVEN SUPERORDINATE, FOUR PEER, FIVE SELF, AND FIVE STUDENT) REVEALED THAT THE IMPORTANT FACTORS INVOLVED IN FACULTY RATING ARE, IN DESCENDING ORDER, (1) CLASSROOM TEACHING, (2) PERSONAL ATTRIBUTES, (3) PROFESSIONAL GROWTH ACTIVITIES, (4) STUDENT-FACULTY RELATIONS, (5) COMMUNITY SERVICE, (6) SERVICE TO THE  INSTITUTION, (7) LENGTH OF SERVICE, (8) RESEARCH AND PUBLICATION, AND (9) COMPETING OFFERS. THIS ORDERING SHOWS A HIGH CORRELATION WITH PREVIOUS STUDIES. THERE IS NO STANDARD PATTERN OF MERIT RATING. HOWEVER, THE AGREEMENT ON FACTORS IMPORTANT IN JUDGING TEACHER EFFECTIVENESS CAN SERVE AS A GUIDELINE IN DEVELOPING A MERIT PROGRAM. SEVERAL RATINGS FROM DIFFERENT SOURCES SHOULD BE USED, AND BOTH DESCRIPTIVE PHRASES AND NUMERICAL RATING ARE USEFUL. THIS PUBLICATION IS ALSO AVAILABLE FROM THE INSTITUTE OF HIGHER EDUCATION, UNIVERSITY OF GEORGIA, ATHENS, GEORGIA, FOR $.50. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011692</dc:identifier>
<dc:title>MERIT RATING FOR SALARY INCREASES AND PROMOTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board Candidates</dc:subject>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>School Budget Elections</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>PERKINS, JAMES A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany. Regents Advisory Committee on Educational Leadership.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CHARACTERISTICS OF NEW YORK STATE SCHOOL BOARDS AND THEIR MEMBERS ARE INVESTIGATED, AND A DIFFERENTIATION IS MADE BETWEEN EFFECTIVE AND INEFFECTIVE BOARDS. TWENTY-SEVEN SCHOOL DISTRICTS, STRATIFIED BY REGION AND EFFECTIVENESS, WERE INCLUDED IN THE SAMPLE. INTERVIEWS AND QUESTIONNAIRES WERE USED TO OBTAIN DATA FROM ALL CURRENT BOARD MEMBERS, TWO OF THE MOST RECENTLY RETIRED BOARD MEMBERS, AND THE PRESIDENTS OF TEACHERS&apos; AND PARENTS&apos; ORGANIZATIONS. FOUR SEPARATE CRITERIA WERE USED TO ASSESS THE EFFECTIVENESS OF EACH SCHOOL BOARD--(1) A SUBJECTIVE RATING BY EDUCATORS, (2) A SUBJECTIVE RATING BY THE INTERVIEWERS, (3) AN OBJECTIVE COMPARISON WITH SIMILAR SCHOOL DISTRICTS ON PER PUPIL EXPENDITURES FOR INSTRUCTIONAL SERVICES, AND (4) AN OBJECTIVE COMPARISON WITH LIKE SCHOOL  DISTRICTS ON THE LEVEL OF LOCAL FINANCIAL EFFORT FOR EDUCATION. A SCHOOL BOARD RANKED AS EFFECTIVE ON TWO OF THE FOUR CRITERIA AND AVERAGE ON THE OTHER TWO WAS CONSIDERED EFFECTIVE. THE FINDINGS REVEALED--(1) BOARD MEMBERS TENDED TO BE MIDDLE AGED, FINANCIALLY AND OCCUPATIONALLY ABOVE AVERAGE, WELL-EDUCATED, MALE, PROTESTANT, AND REPUBLICAN, (2) MEMBERS OF EFFECTIVE BOARDS WERE FINANCIALLY MORE SUCCESSFUL, WERE BETTER EDUCATED AND OF HIGHER OCCUPATIONAL STATUS, AND HAD LONGER BOARD EXPERIENCE THAN MEMBERS OF INEFFECTIVE BOARDS, AND (3) EFFECTIVE BOARDS WERE LOCATED IN LARGER AND WEALTHIER DISTRICTS, WERE MORE LIKELY TO USE FORMAL NOMINATING COMMITTEES TO SELECT AND RECRUIT NEW BOARD MEMBERS, AND MORE OFTEN ASSISTED NEW BOARD MEMBERS IN LEARNING THEIR JOB THAN INEFFECTIVE BOARDS.  (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011693</dc:identifier>
<dc:title>SCHOOL BOARDS AND SCHOOL BOARD MEMBERSHIP, RECOMMENDATIONS AND REPORT OF A SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Doctoral Programs</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Library Facilities</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>HILL, WATTS, JR.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>East Carolina University NC</eric:keywords>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Board of Higher Education, Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EAST CAROLINA COLLEGE&apos;S REQUEST FOR UNIVERSITY STATUS STIMULATED NORTH CAROLINA&apos;S BOARD OF HIGHER EDUCATION TO EVALUATE THE STATE&apos;S NEED FOR AND ABILITY TO FINANCE ADDED INSTRUCTIONAL FACILITIES AND PROGRAMS AT THE DOCTORAL LEVEL THROUGH 1975, THE PRESENT ORGANIZATION OF HIGHER EDUCATION, AND THE INTEREST OF SEVERAL INSTITUTIONS IN BECOMING UNIVERSITIES. BASED ON THE FINDINGS OF THE VARIOUS STUDIES, THE FOLLOWING RECOMMENDATIONS WERE MADE--(1) AT PRESENT, THERE SHALL BE NO FUNDAMENTAL CHANGE IN THE STRUCTURE OF HIGHER EDUCATION IN NORTH CAROLINA, (2) NEED FOR SUCH CHANGE SHALL BE PART OF A LONG-RANGE STUDY TO BE COMPLETED IN AUGUST 1968, (3) EAST CAROLINA COLLEGE&apos;S REQUEST SHOULD NOT BE GRANTED. THE SCHOOL SHOULD STRENGTHEN AND BROADEN ITS MASTER&apos;S DEGREE PROGRAMS, AND (4) EAST  CAROLINA COLLEGE AND OTHER 5-YEAR COLLEGES SHOULD HAVE SUFFICIENT RESOURCES FOR FULFILLING WITH DISTINCTION PROGRAMS APPROPRIATE TO THEIR PRESENT FUNCTIONS AS ESTABLISHED IN THE GENERAL STATUTES OF NORTH CAROLINA. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011694</dc:identifier>
<dc:title>BOARD OF HIGHER EDUCATION REPORT ON THE DESIRABILITY OF ELEVATING EAST CAROLINA COLLEGE TO INDEPENDENT UNIVERSITY STATUS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>171</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Faculty Promotion</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Univ. Professors, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LENGTH OF SERVICE AND LEVEL OF EDUCATION ATTAINMENT PROVIDED THE BASES FOR COMPARING FACULTY SALARIES IN JUNIOR COLLEGES WHICH DO NOT USE ACADEMIC RANKS WITH THOSE OF 4- AND 5-YEAR INSTITUTIONS. DATA WERE OBTAINED FROM 57 USABLE RESPONSES TO QUESTIONNAIRES SENT TO 150 JUNIOR COLLEGES. SALARY EQUIVALENTS WERE DETERMINED BY THE FORMULAS--(1) INSTRUCTOR&apos;S EQUIVALENT SALARY EQUALS 25 PERCENT OF SALARY OF HOLDER OF A DOCTOR&apos;S DEGREE PLUS 75 PERCENT OF SALARY OF HOLDER OF A MASTER&apos;S DEGREE AND (2) PROFESSOR&apos;S EQUIVALENT SALARY EQUALS 80 PERCENT OF HOLDER OF A DOCTOR&apos;S DEGREE PLUS 20 PERCENT OF SALARY OF HOLDER OF A MASTER&apos;S DEGREE. THE INFORMATION WAS USED TO DETERMINE LENGTH OF SERVICE DIFFERENTIALS AND EDUCATIONAL ATTAINMENT DIFFERENTIALS IN SALARIES. IT WAS CONCLUDED THAT (1) IT IS  POSSIBLE TO DEVELOP PROCEDURES BY WHICH JUNIOR COLLEGES WITHOUT RANK CAN BE COMPARED WITH AVERAGE SALARIES BY RANK IN LIBERAL ARTS COLLEGES, (2) IN THE ADVANCED CAREER STAGE, LIBERAL ARTS COLLEGES HAVE AVERAGE SALARY LEVELS ABOUT $1,600 OR $1,700 HIGHER THAN THE EQUIVALENT AVERAGE FOR THE 57 PUBLIC JUNIOR COLLEGES, (3) AVERAGE SALARY DIFFERENTIALS BETWEEN PROFESSORS AND INSTRUCTORS IS GREATER IN THE LIBERAL ARTS COLLEGES THAN IT IS IN JUNIOR COLLEGES, (4) THE HYPOTHESIS THAT JUNIOR COLLEGES GENERALLY PAY MORE THAN LIBERAL ARTS COLLEGES IN THE EARLY STAGES OF A TEACHER&apos;S CAREER IS NOT GENERALLY SUBSTANTIATED, AND (5) JUNIOR COLLEGE SALARY DIFFERENCES ARE RELATIVELY SMALL BETWEEN THOSE HOLDING THE PH.D. AND THOSE HAVING ONLY THE MASTER&apos;S DEGREE. TO EASE INCREASING STAFFING PROBLEMS, IT IS  RECOMMENDED THAT JUNIOR COLLEGE SALARIES BE INCREASED AT LEAST AS RAPIDLY AS THOSE OF LIBERAL ARTS COLLEGES. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011695</dc:identifier>
<dc:title>SALARY STRUCTURES IN PUBLIC JUNIOR COLLEGES WHICH DO NOT HAVE THE USUAL ACADEMIC RANKS, 1965-66.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Human Relations Programs</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Skills</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:creator scheme='personal author'>PHARIS, WILLIAM L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR CONTINUING EDUCATION OF THE ELEMENTARY SCHOOL PRINCIPAL IS EMPHASIZED, ESPECIALLY AS IT RELATES TO SOCIAL PROBLEMS (POPULATION EXPLOSION, URBANIZATION, RESOURCE DISTRIBUTION, IMBALANCE, AND POPULATION MOBILITY) WHOSE EVENTUAL SOLUTIONS DEPEND UPON EDUCATION. PARTICULAR AREAS OF EDUCATIONAL CHANGE REQUIRING INSERVICE EDUCATION OF ELEMENTARY SCHOOL PRINCIPALS INCLUDE CURRICULUM CONTENT AND ORGANIZATION, USE OF NEW METHODS AND MATERIALS, INTERNAL SCHOOL REORGANIZATION, CHANGING OBJECTIVES, INCREASING PROFESSIONALIZATION OF THE TEACHING STAFF, PROLIFERATION OF SPECIAL SERVICES AND PERSONNEL, AND EXPANDED UNDERSTANDING OF THE SOCIALIZATION PROCESS. INSERVICE PROGRAMS SHOULD BE DESIGNED FOR THE PARTICULAR NEEDS AND INTERESTS OF THE PARTICIPANTS. INSERVICE MEDIUMS FOR  INDIVIDUAL INCLUDE--(1) SELF-EVALUATION WITH ANALYSIS OF BOTH TIME AND WORK ALLOTMENTS, (2) WIDE READING IN THE HUMANITIES AS WELL AS IN THE FIELD OF EDUCATION, AND (3) WRITING, TO CRYSTALLIZE CONCEPTS AND CLARIFY ASPECTS OF THE INDIVIDUAL&apos;S EXPERIENCE. INSERVICE MEDIUMS FOR GROUPS INCLUDE--(1) SIMULATION, (2) CASE STUDIES, (3) HUMAN RELATIONS EXERCISES CONDUCTED UNDER LABORATORY CONDITIONS, (4) RESEARCH SEMINARS, (5) UNSTRUCTURED SEMINARS, AND (6) RETREATS. THIS DOCUMENT IS AVAILABLE AS NEA STOCK NUMBER 181-05512 OF THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. FOR $1.00. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011696</dc:identifier>
<dc:title>IN-SERVICE EDUCATION OF ELEMENTARY SCHOOL PRINCIPALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Contracts</dc:subject>
<dc:subject>Grievance Procedures</dc:subject>
<dc:subject>Labor Legislation</dc:subject>
<dc:subject>Merit Rating</dc:subject>
<dc:subject>Personnel Policy</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>LINTON, THOMAS</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WISCONSIN EMPLOYMENT RELATIONS BOARD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Association of School Boards, Winneconne.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AT A CONFERENCE OF WISCONSIN SCHOOL BOARDS IN DECEMBER 1966, EIGHT MAJOR ASPECTS OF COLLECTIVE BARGAINING BETWEEN SCHOOL BOARDS AND SCHOOL EMPLOYEES WERE CONSIDERED. THEY WERE--(1) PREPARATORY WORK FOR NEGOTIATIONS INCLUDES RECOGNITION OF COLLECTIVE NEGOTIATION IN PUBLIC EDUCATION AND DEVELOPMENT OF THE SCHOOL BOARD&apos;S POSITION, (2) THE NEGOTIATION SESSION INVOLVES THE SCHOOL BOARD IN THE ROLE OF MANAGEMENT, PROBLEMS OF WHO SHOULD DO THE NEGOTIATING, AND TECHNIQUES FOR RESOLVING DEADLOCKS, (3) THE WRITTEN AGREEMENT RAISES PROBLEMS OF FORM, COVERAGE, REPRESENTATION, GRIEVANCE AND ARBITRATION PROCEDURES, CONTRACT DURATION, AND THE SAVING CLAUSE, (4) A RECOMMENDED PROGRAM OF PERSONNEL ADMINISTRATION INCLUDES EMPLOYMENT PROCEDURES, PROVISION FOR INSERVICE IMPROVEMENT, AND COMMENSURATE  COMPENSATION, (5) A PREVENTIVE GRIEVANCE PROGRAM INVOLVES DEVELOPMENT OF A COMBINED ORAL AND WRITTEN GRIEVANCE PROCEDURE, (6) AN APPROVED SALARY SCHEDULE IS SUGGESTED, BASED UPON EIGHT ESSENTIALS ADOPTED BY THE NEA, (7) THE EXPANDING SCOPE OF NEGOTIATIONS BETWEEN SCHOOL BOARDS AND TEACHERS INCLUDES ANY PHASE OF EDUCATION AFFECTING THE WORKING LIFE OF THE TEACHER OR THE QUALITY OF THE EDUCATIONAL PROGRAM, AND (8) THE STATE&apos;S MUNICIPAL LABOR LAW IS REVIEWED WITH RESPECT TO BOTH PROFESSIONAL AND NONPROFESSIONAL EMPLOYEES OF THE SCHOOL BOARD. THIS DOCUMENT IS ALSO AVAILABLE FROM THE WISCONSIN ASSOCIATION OF SCHOOL BOARDS, BOX 160, WINNECONNE, WISCONSIN 54986, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011697</dc:identifier>
<dc:title>SCHOOL BOARD--SCHOOL EMPLOYE NEGOTIATIONS, REPORT OF PRESENTATIONS AT A CONFERENCE ON SCHOOL BOARD-SCHOOL EMPLOYE NEGOTIATIONS (MADISON, DECEMBER 10, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>76</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Annual Reports</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>News Media</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Radio</dc:subject>
<dc:subject>School Activities</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Publications</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Television</dc:subject>
<dc:creator scheme='personal author'>PINSON, GERALD W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COMMERCE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>East Texas School Study Council, Commerce.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FEATURES OF THE PUBLIC RELATIONS PROGRAMS OF MEMBER SCHOOLS OF THE SPONSORING COUNCIL ARE EVALUATED AND COMPARED WITH THE STANDARDS OF EIGHT CURRENT TEXTS ON SCHOOL PUBLIC RELATIONS. THE SIX CATEGORIES DISTINGUISHED FOR EVALUATION INCLUDE (1) ADMINISTRATIVE ORGANIZATIONS, (2) FACULTY AND STAFF ACTIVITIES, (3) PUPIL ACTIVITIES AND PUBLICATIONS, (4) SCHOOL PUBLICATIONS, (5) PATRON ACTIVITIES, AND (6) MISCELLANEOUS ACTIVITIES. EXCERPTS FROM THE TEXTS ARE INCLUDED IN A REVIEW OF LITERATURE RELATED TO EACH OF THE CATEGORIES. DIFFERENTIAL RESPONSES TO A QUESTIONNAIRE OF 50 ITEMS ARE APPRAISED WITH RESPECT TO ESTABLISHED PUBLIC RELATIONS POLICIES, EFFORTS TO INCREASE EFFECTIVENESS, A SCHOOL PAPER, LOCAL NEWSPAPER COVERAGE, PUBLICATION AND DISTRIBUTION OF AN ANNUAL REPORT, PUPIL  EVALUATION, A SCHOOL YEARBOOK, PTA AND SIMILAR ORGANIZATIONS, ADULT EDUCATION PROGRAMS, SPECIAL SPECTATOR AND PARTICIPANT EVENTS FOR THE PUBLIC, TEACHER-PARENT CONFERENCES, AND LOCAL RADIO PUBLICITY. MAJOR RECOMMENDATIONS TO IMPROVE SCHOOL PUBLIC RELATIONS PROGRAMS INCLUDE (1) APPOINTMENT OF A STAFF MEMBER WITH RESPONSIBILITY TO DEVELOP SCHOOL-COMMUNITY RELATIONS, (2) ORGANIZATION OF A PROGRAM WITH SPECIFIC LONG-RANGE PLANS, (3) INCREASED REPRESENTATION OF PRINCIPALS AND TEACHERS IN CIVIC SPEAKING ASSIGNMENTS, (4) REGULAR PUBLICATION OF A SCHOOL PAPER, (5) PUBLICATION OF AN ANNUAL REPORT, AND (6) EFFECTIVE PARTICIPATION BY ADMINISTRATORS AND TEACHERS TO INCREASE THE USEFULNESS OF THE PARENT-TEACHER ASSOCIATION. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011698</dc:identifier>
<dc:title>CURRENT TRENDS AND PRACTICES IN SCHOOL PUBLIC RELATIONS, A RESEARCH PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>66</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Educational Improvement</dc:subject>
<dc:subject weight='MAJOR'>Educational Objectives</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject weight='MAJOR'>Federal Programs</dc:subject>
<dc:subject weight='MAJOR'>Federal State Relationship</dc:subject>
<dc:subject weight='MAJOR'>Program Evaluation</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:creator scheme='personal author'>LINDMAN, ERICK L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CRITERIA ARE SUGGESTED FOR REVIEWING THE PURPOSE, METHOD, AND DESIGN OF EXISTING AND PROPOSED FEDERAL GRANT PROGRAMS FOR PUBLIC SCHOOLS. EVALUATION OF EXISTING FEDERAL EDUCATIONAL PROGRAMS IS NECESSITATED BY THEIR INCREASINGLY COMPLEX RELATIONSHIP WITH STATE AND LOCAL PROGRAMS. OF PRIMARY CONCERN ARE THE PURPOSE OF FEDERAL EDUCATIONAL PROGRAMS, THE EFFECTIVENESS OF ADMINISTRATIVE RELATIONS FOR SOUND FEDERAL-STATE-LOCAL RELATIONSHIPS, AND THE COMBINED EFFECT OF ALL FEDERAL PROGRAMS IN THE DEVELOPMENT OF ADEQUATE PUBLIC SCHOOLS IN ALL STATES. GOALS INCLUDE PROVISION OF SPECIAL PURPOSE GRANTS FOR EDUCATING DISADVANTAGED CHILDREN, COMPENSATION FOR DEFICIENCIES IN THE SCHOOL TAX BASE RESULTING FROM THE TAX-EXEMPT STATUS OF FEDERAL PROPERTY, AND FINANCING OF RESEARCH AND DEVELOPMENT  PROGRAMS FOR EDUCATIONAL IMPROVEMENT. IT WAS SUGGESTED THAT FEDERAL PROGRAM ADMINISTRATION SHOULD BE COORDINATED WITH STATE AND LOCAL PROGRAMS THROUGH STATE DEPARTMENTS OF EDUCATION. AS FEDERAL CATEGORICAL AID BECOME OPERATIVE, PROVISION SHOULD BE MADE FOR THE STATE TO ADJUST ITS GRANT PROGRAM TO LOCAL SCHOOL SYSTEMS IN ORDER TO REALIZE OPTIMUM ALLOCATION OF TOTAL FUNDING. DISCRETIONARY ALLOCATION OF FEDERAL PROGRAM FUNDS SHOULD BE MINIMIZED BY THE APPLICATION OF OBJECTIVE FORMULAS. ONLY THROUGH A TAX-SHARING PLAN OR SOME OTHER FORM OF FEDERAL SUPPORT WILL ADEQUATE PUBLIC SCHOOL PROGRAMS BE DEVELOPED IN ALL STATES. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011699</dc:identifier>
<dc:title>CRITERIA FOR EVALUATING FEDERAL EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:46:33</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Teacher Participation</dc:subject>
<dc:creator scheme='personal author'>DYKES, ARCHIE R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR VIEWS THE SCHOOL ADMINISTRATOR&apos;S ROLE AS A RESPONSE TO SOCIAL AND CULTURAL CHANGES SHAPING CONTEMPORARY HUMAN LIFE. FOUR ASPECTS OF THIS EMERGENT ROLE ARE OUTLINED--(1) THE ADMINISTRATOR WILL BECOME STRONGER AND MORE INFLUENTIAL IN BOTH ADMINISTRATIVE AND LEADERSHIP DIMENSIONS OF HIS ROLE, (2) ADMINISTRATIVE VALUES AND BEHAVIOR WILL BECOME MORE DEMOCRATIC, (3) THE ADMINISTRATOR&apos;S ROLE WILL BECOME MORE POLITICAL IN CHARACTER, ESPECIALLY WITH RESPECT TO POLICY FORMULATION AND THE SECURING OF SUFFICIENT PUBLIC SUPPORT, AND (4) THE FOSTERING OF INNOVATION WILL BE AN INCREASINGLY IMPORTANT FUNCTION OF THE ADMINISTRATOR. IMPLICATIONS OF THIS DEVELOPING ADMINISTRATOR ROLE INCLUDE (1) INCREASED TEACHER INVOLVEMENT IN EDUCATIONAL DECISION MAKING, (2) ADMINISTRATIVE ASSUMPTION  OF A MORE IMPORTANT ROLE IN RELATIONSHIPS WITH TEACHER GROUPS, (3) INCREASED FOCUS OF TEACHER-ADMINISTRATOR RELATIONSHIPS UPON COOPERATIVE GOAL ESTABLISHMENT, AND (4) REPLACEMENT OF ORTHODOX ADMINISTRATIVE IDEOLOGY IN TEACHER-ADMINISTRATOR RELATIONSHIPS WITH A MORE DEMOCRATIC IDEOLOGY. THE COMPLETE DOCUMENT &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; OF WHICH THIS IS CHAPTER 2, IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011700</dc:identifier>
<dc:title>THE EMERGENT ROLE OF ADMINISTRATORS AND THE IMPLICATIONS FOR TEACHER-ADMINISTRATOR RELATIONSHIPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Teacher Strikes</dc:subject>
<dc:creator scheme='personal author'>WILDMAN, WESLEY A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVENTY PERCENT RESPONSE TO A SURVEY OF THE NATION&apos;S 6,000 LARGEST SCHOOL SYSTEMS (1963-64 ENROLLMENT OF 1,200 OR MORE) INDICATED THAT 45 PERCENT OF THE DISTRICTS ACKNOWLEDGED A FORMAL RELATIONSHIP BETWEEN TEACHER ORGANIZATION AND SCHOOL ADMINISTRATION, WITH GUIDELINES ESTABLISHED FOR NEGOTIATIONS REGARDING SALARIES AND WORKING CONDITIONS. BOTH NEA AND AFT REGARD COMMITMENT TO MUTUAL AGREEMENT AS A CRUCIAL FACTOR IN A NEGOTIATING RELATIONSHIP. OF 419 WRITTEN POLICY AGREEMENTS ANALYZED, ONLY 36 (8.5 PERCENT) WERE JOINTLY SIGNED. THE REMAINING 383 WERE PRODUCTS OF UNILATERAL BOARD POLICY. SUBJECTS FOR NEGOTIATION HAVE INCLUDED CURRICULUMS, METHODS OF INSTRUCTION, SCHOOL CALENDAR, INSURANCE, DISMISSAL OF CLASSES, AND RELATED NONSALARY ISSUES. COMMUNITY FINANCIAL SUPPORT OF  EDUCATION, BUDGETING ALLOTMENT PRIORITIES, ACADEMIC TRAINING AS A DETERMINANT FOR TEACHER-ADVANCEMENT, AND ROTATION OF TEACHING WITH NONTEACHING ASSIGNMENTS HAVE BEEN SPECIAL AREAS OF CONFLICT. WHILE THE TEACHER STRIKE IS CURRENTLY REGARDED AS A UNILATERAL IMPASSE RESOLUTION PROCEDURE, COLLECTIVE BARGAINING IS RAPIDLY BECOMING A SYSTEM OF BILATERAL NEGOTIATIONS BETWEEN PUBLIC EMPLOYERS AND EMPLOYEE ORGANIZATIONS. THE AFT, CENTERING ITS ORGANIZATIONAL WORK IN A NUMBER OF THE NATION&apos;S LARGEST CITIES, IS MORE INCLINED TO CONSIDER CONFLICT IN THE SCHOOL SYSTEM INEVITABLE THAN IS THE NEA. THE COMPLETE DOCUMENT, OF WHICH THIS IS CHAPTER 3, &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE,  COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS 72701, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011701</dc:identifier>
<dc:title>THE NATURE AND DYNAMICS OF TEACHER ORGANIZATION-SCHOOL ADMINISTRATION NEGOTIATING ACTIVITIES AND THEIR IMPACT ON SCHOOL ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:creator scheme='personal author'>REHMUS, CHARLES M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GROWING UNION ORGANIZATION OF GOVERNMENT EMPLOYEES IS ATTRIBUTED TO THREE MAIN FACTORS--(1) UNION NEED OF LARGER MEMBERSHIP FOR INCREASED INCOME AND PRESSURE GROUP STRENGTH, (2) SUCCESSFUL ORGANIZATION OF GOVERNMENT WHITE COLLAR WORKERS TO PROVIDE UNION LEADERS WITH AN IMPORTANT WEDGE IN ORGANIZING WHITE COLLAR WORKERS IN THE PRIVATE SECTOR, AND (3) UNION ACTIVISTS VIEW THAT UNIONISM WILL RAISE WORKING CONDITIONS, WAGES, AND FRINGE BENEFITS OF GOVERNMENT EMPLOYEES TO LEVELS FOUND IN THE ORGANIZED PRIVATE SECTOR. TEACHER ORGANIZATION NEGOTIATIONS HAVE RESULTED FROM THE DESIRE OF TEACHERS FOR GREATER SECURITY OR CONTROL OVER THEIR WORKING CONDITIONS AND FOR ELIMINATION OF EMPLOYER DISCRIMINATION IN DECISIONS AFFECTING TEACHERS. FOR BOTH SUPERINTENDENTS AND TEACHERS, A SUGGESTED  ALTERNATE TO THE PRESENT ALL-INCLUSIVE NEA ORGANIZATION IS A COMMUNITY-LEVEL STRUCTURE WHICH WOULD PROVIDE FOR NEGOTIATIONS BETWEEN THE LOCAL TEACHER ORGANIZATION AND THE SUPERINTENDENT AS DISTINCT UNITS BUT WOULD INCLUDE THEM IN THE SAME STRUCTURE ON THE STATE AND NATIONAL LEVEL. NEGOTIATION IS VIEWED AS A COMPLEX PROCESS REQUIRING THOROUGH PREPARATION, AN UNDERSTANDING OF THE TOTAL NEGOTIATION PROCESS, AND CAREFUL PLANNING FOR THE ADMINISTRATION OF A NEW LABOR AGREEMENT. THE ADEQUATE RESOLUTION OF NEGOTIATION IMPASSES DEPENDS UPON A PROBLEM-SOLVING ORIENTATION ON THE PART OF MANAGEMENT AND A WILLINGNESS TO NEGOTIATE WITHIN THE LIMITS OF MANAGERIAL RESPONSIBILITY. THE COMPLETE DOCUMENT &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; OF WHICH THIS IS CHAPTER 4, IS AVAILABLE FROM  THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011702</dc:identifier>
<dc:title>PUBLIC MANAGEMENT AND COLLECTIVE NEGOTIATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Conflict</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>OHM, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT CONFLICT, CONTROL, AND BARGAINING ARE PRIMARY ELEMENTS FOR RELEVANT THEORY AND RESEARCH ON COLLECTIVE TEACHER NEGOTIATION. COLLECTIVE ACTIVITY BY TEACHERS IS ATTRIBUTED TO THEIR INCREASED PROFESSIONALIZATION AND IS REGARDED AS AN ORGANIZATIONAL RESPONSE GENERATED BY AN EMERGING MANAGERIAL-PROFESSIONAL-BUREAUCRATIC DISCONTINUITY IN SCHOOL ORGANIZATION. BARGAINING IS A GENERALIZED SOCIAL CONTROL TECHNIQUE FOR DEALING WITH COMPLEX AUTHORITY AND CONTROL SYSTEMS. SUGGESTED AREAS OF RESEARCH INCLUDE--(1) THE PROFESSIONALIZATION OF THE ROLE OF THE TEACHER AND ITS EFFECT UPON COMPLEMENTARY ROLES, (2) THE FORMS OF CONFLICT GENERATED BY PROFESSIONAL-EMPLOYEE ORIENTATIONS, (3) FACTORS CONTRIBUTING TO THE FORMATION OF AN ORGANIZED TEACHER GROUP, (4) OPERATIONAL  CLARIFICATION OF AUTHORITY, POWER, AND CONTROL, (5) THE SCHOOL AS A CLOSED SYSTEM, AND (6) EFFECTS OF EMERGING FORMS OF COLLECTIVE TEACHER ACTION ON THE TOTAL POWER OF THE SCHOOL SYSTEM. CYBERNETIC AND COMMUNICATION THEORY ARE SUGGESTED AS TOOLS FOR RESEARCH ON CONTROL STRUCTURES AND PROCESSES CONSISTENT WITH A MULTIPLE POWER BASE. GAME THEORY IS SUGGESTED AS A VALID APPROACH TO THE STUDY OF CONTROL TRANSFORMATION FOR ARTICULATING THE ORGANIZATIONAL COMPLEXITY OF SCHOOL SYSTEMS AND FOR FORMULATING NEW ORGANIZATIONAL DESIGNS AND PROCESSES. THE COMPLETE DOCUMENT &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; OF WHICH THIS IS CHAPTER 7, IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN,  COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701, FOR $2.50. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011703</dc:identifier>
<dc:title>COLLECTIVE NEGOTIATIONS--IMPLICATIONS FOR RESEARCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:creator scheme='personal author'>ALLEN, ROY B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Arkansas</eric:keywords>
<eric:keywords_geo>Arkansas</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Arkansas Univ., Fayetteville. Coll. of Education.</dc:creator>
<dc:creator scheme='institution'>University Council for Educational Administration, Columbus, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT THREE DEFINITIONS OF THE SUPERINTENDENT&apos;S ROLE ARE DISTINGUISHED BY THE FORM OF THE PARTICULAR NEGOTIATION PROCESS--(1) SUPERINTENDENT UNINVOLVED, WITH NEGOTIATION CARRIED ON DIRECTLY BY TEACHER-ORGANIZATION REPRESENTATIVES AND THE BOARD OF EDUCATION, (2) SUPERINTENDENT ACTING AS BOARD OF EDUCATION REPRESENTATIVE IN NEGOTIATION WITH TEACHERS&apos; ORGANIZATION REPRESENTATIVES, AND (3) SUPERINTENDENT SERVING IN ONE OF SEVERAL CAPACITIES, PRIMARILY AS CONSULTANT, WITH BOTH BOARD OF EDUCATION AND TEACHERS&apos; ORGANIZATION REPRESENTATIVES. THE SUPERINTENDENT&apos;S ROLE IN COLLECTIVE NEGOTIATION WILL CONTINUE TO LACK DEFINITION UNTIL THE ROLE OF THE TEACHERS&apos; ORGANIZATION IS MORE CLEARLY DEFINED. IN HIS ROLE AS ADMINISTRATOR, THE SUPERINTENDENT HAS RECEIVED SPECIFIC  TRAINING AND IS PROFESSIONALLY QUALIFIED, WHEREAS REPRESENTATIVES OF TEACHERS&apos; ORGANIZATIONS LACK TRAINING BOTH IN NEGOTIATION AND ADMINISTRATION AND ASSUME ADMINISTRATIVE FUNCTIONS THROUGH A NEGOTIATION PROCESS THAT IS MORE REVOLUTIONARY THAN EVOLUTIONARY. THE VIEW THAT THE SUPERINTENDENT REPRESENTS MANAGEMENT AND THE TEACHERS&apos; ORGANIZATION REPRESENTS LABOR JEOPARDIZES THE SUPERINTENDENT&apos;S ROLE AS THE EDUCATIONAL LEADER OF THE PROFESSIONAL STAFF. THE COMPLETE DOCUMENT &amp;quot;COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION,&amp;quot; OF WHICH THIS IS CHAPTER 8, IS AVAILABLE FROM THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION, 65 SOUTH OVAL DRIVE, COLUMBUS, OHIO 43210, AND FROM DR. ROY B. ALLEN, COLLEGE OF EDUCATION, UNIVERSITY OF ARKANSAS, FAYETTEVILLE, ARKANSAS 72701, FOR $2.50.  (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011704</dc:identifier>
<dc:title>IMPLICATIONS OF COLLECTIVE NEGOTIATION FOR THE ROLE OF SUPERINTENDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Assessed Valuation</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Inner City</dc:subject>
<dc:subject>Internship Programs</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>School Taxes</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:subject>Urban Problems</dc:subject>
<dc:subject>Urban Renewal</dc:subject>
<dc:creator scheme='personal author'>COHRS, RAY M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN MARCH 1966, THE DETROIT EDUCATION ASSOCIATION REQUESTED THAT THE NATIONAL COMMISSION ON PROFESSIONAL RIGHTS AND RESPONSIBILITIES OF THE NATIONAL EDUCATION ASSOCIATION CONDUCT A FULL SCALE INVESTIGATION OF THE ALLEGED GROSS INEQUALITY OF EDUCATIONAL OPPORTUNITIES AVAILABLE TO DETROIT&apos;S YOUTH. THE COMMISSION DISCOVERED THAT THE ROOT OF THE PROBLEM LAY IN THE STRUCTURE AND SUBSTANCE OF THE URBAN SOCIETY ITSELF. SINCE 1950, THERE HAS BEEN A RAPID MOVEMENT OF MIDDLE AND UPPER-MIDDLE CLASS WHITES TO THE SUBURBS AND A LARGE IMMIGRATION OF LOW-INCOME NEGROES INTO THE CENTER CITY. BUSINESSES HAVE MOVED TO THE SUBURBS, AND THE LOWERED TAX BASE AND PROPERTY VALUE HAVE RESULTED IN A LACK OF TAX FUNDS FOR THE FINANCING OF CENTER CITY EDUCATION. IN CONSEQUENCE, THERE IS AN INSUFFICIENCY OF  CLASSROOM SPACE AND QUALIFIED TEACHERS, EXCESSIVELY HIGH TEACHER TURNOVER, COMMUNICATION FAILURE BETWEEN ADMINISTRATION AND TEACHING STAFF AND BETWEEN SCHOOL SYSTEM AND ECONOMICALLY DISSADVANTAGED COMMUNITIES, DE FACTO SEGREGATION, AND AN ACHIEVEMENT GAP BETWEEN LOW-INCOME AREA SCHOOLS AND MIDDLE- AND UPPER-INCOME AREA SCHOOLS. THE COMMISSION RECOMMENDED DEVELOPMENT OF THE CENTER CITY IN THE AREAS OF (1) FISCAL REFORM, (2) TEACHER PREPARATION, (3) URBAN PLANNING, (4) DE FACTO SEGREGATION, (5) HIGHER EDUCATION, AND (6) PUBLIC RELATIONS. THIS DOCUMENT IS ALSO AVAILABLE AS NEA STOCK NUMBER--165-04948 25M FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011705</dc:identifier>
<dc:title>DETROIT, MICHIGAN--A STUDY OF BARRIERS TO EQUAL EDUCATIONAL OPPORTUNITY IN A LARGE CITY. REPORT OF AN INVESTIGATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>114</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Boards of Education</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Political Influences</dc:subject>
<dc:subject>Power Structure</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>EYE, GLEN G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kentucky (Louisville)</eric:keywords>
<eric:keywords_geo>Kentucky (Louisville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEFINITION OF SCHOOL ADMINISTRATION AS THE SELECTION, ASSIGNMENT, STIMULATION, GUIDANCE, AND EVALUATION OF HUMAN EFFORT TOWARD THE DEVELOPMENT OF HUMAN QUALITIES IS USED AS A FUNCTIONAL DEFINITION FOR IDENTIFYING AND CLARIFYING THE INFLUENCES AND CONTROLS OVER LOCAL SCHOOL SYSTEMS. IF INFLUENCE REFERS TO THE POWER OF PRODUCING EFFECTS BY INVISIBLE OR INSENSIBLE MEANS, AND IF CONTROL REFERS TO THE EXERCISE OF RESTRAINT OR DIRECTION OVER SOMETHING, THEN CONSIDERATION CAN BE FOCUSED UPON 2 LEVELS OF INFLUENCE AND CONTROL WITHIN THE SCHOOL SYSTEM. THE FIRST, FORMAL INFLUENCES AND CONTROLS, ORIGINATES WITH THE JUDICIAL, LEGISLATIVE, AND EXECUTIVE AGENCIES OF THE FEDERAL, STATE, AND LOCAL GOVERNMENTS. THE SECOND LEVEL OF FOCUS INVOLVES THE INFORMAL INFLUENCES AND CONTROLS,  ORIGINATING FROM THE FORCES, AGENCIES, AND INTERACTIONS OF THE TOTAL SOCIAL ENVIRONMENT. THIS LEVEL OF INFLUENCE AND CONTROL IS A RESULT OF THE ENVIRONMENTAL FACTORS INDIGENOUS TO A PARTICULAR SCHOOL SYSTEM. SCHOOL BOARDS AND SUPERINTENDENTS SHOULD BE AWARE OF SUCH FORCES IN ORDER TO ADOPT PROCEDURES TO DEAL OBJECTIVELY WITH THE TOTAL FIELD OF FORCES INFLUENCING EDUCATIONAL DECISIONS. IN ORDER TO REALIZE SUCH PROCEDURES, A MATRIX FOR PLANNING AN ADMINISTRATIVE ATTACK IS PROPOSED IN ORDER THAT THE SUPERINTENDENT MIGHT OBJECTIVELY DEAL WITH THE SELECTION, ASSIGNMENT, STIMULATION, GUIDANCE, AND EVALUATION OF IDEAS, PEOPLE, PLACES, AND THINGS. THIS ADDRESS WAS DELIVERED TO THE ADMINISTRATORS OF FIVE STATES AT THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS DRIVE-IN CONFERENCE (LOUISVILLE,  APRIL 30, 1967). (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011706</dc:identifier>
<dc:title>THE INFLUENCES AND CONTROLS OVER LOCAL SCHOOL SYSTEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Clinics</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Family (Sociological Unit)</dc:subject>
<dc:subject>Guidance Centers</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Psychoeducational Clinics</dc:subject>
<dc:subject>Public Health</dc:subject>
<dc:creator scheme='personal author'>POOLE, BELLE</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>CHILD DEVELOPMENT PROJECT</eric:keywords>
<eric:keywords>Childrens Hospital of Los Angeles CA</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Public Health, Berkeley.</dc:creator>
<dc:creator scheme='institution'>Children&apos;s Hospital, Los Angeles, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CLINIC TEAM CONSISTING OF A PEDIATRICIAN, SOCIAL WORKER, PSYCHOLOGIST, AND PUBLIC HEALTH NURSE PROVIDED EVALUATIVE SERVICES. THE PURPOSES WERE TO DEMONSTRATE A MULTIDISCIPLINARY APPROACH TO DIAGNOSIS AND PARENT COUNSELING, TO TRAIN AND STIMULATE INTEREST OF OTHER PROFESSIONS IN MENTAL RETARDATION, AND TO HELP COMMUNITIES DEVELOP THEIR OWN SERVICE FOR THE RETARDED CHILD AND HIS FAMILY. FROM MAY 1960 TO OCTOBER 1961 THE DEMONSTRATION PROJECT HELD A TOTAL OF 14 CLINICS IN WHICH 54 CHILDREN (FOUR AT EACH CLINIC) WERE EVALUATED. THIS STAFF ALSO CONDUCTED AN INSERVICE EDUCATIONAL PROGRAM FOR PUBLIC HEALTH NURSES AND SOCIAL WORKERS. OTHER PROFESSIONAL PERSONNEL ATTENDED CASE STAFFINGS, INCLUDING PHYSICIANS, TEACHERS AND SCHOOL ADMINISTRATORS, AND PSYCHOLOGISTS. FOLLOWING TERMINATION  OF THE DEMONSTRATION PROJECT, A CLINIC TEAM WAS ORGANIZED THROUGH THE EFFORTS OF SEVERAL PUBLIC AGENCIES, INCLUDING THE PUBLIC SCHOOLS. A SPECIAL EDUCATION CLINIC UNDER THE AUSPICES OF THE PUBLIC SCHOOLS DEVELOPED. OTHER BENEFITS ASCRIBED TO THE PROGRAM AS WELL AS PROBLEMS IN ITS IMPLEMENTATION ARE POINTED OUT AND BRIEFLY DISCUSSED. TABLES INCLUDE DATA FOR THE 54 CASES. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011707</dc:identifier>
<dc:title>EXTENDING CLINICAL SERVICES FOR MENTALLY RETARDED CHILDREN AT THE COMMUNITY LEVEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Amputations</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Prostheses</dc:subject>
<dc:creator scheme='personal author'>FISHMAN, SIDNEY</dc:creator>
<dc:creator scheme='personal author'>KAY, HECTOR W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Artifical Limbs</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. Coll. of Engineering.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SEVENTY-SEVEN CHILDREN, AGED 4 YEARS TO 12 YEARS, 4 MONTHS AND EXEMPLIFYING ALL LEVELS OF UPPER EXTREMITY AMPUTATION (PROSTHETIC TYPE) FROM WRIST-DISARTICULATION TO SHOULDER-DISARTICULATION, WORE THE APRL-SIERRA CHILD SIZE MODEL NUMBER 1 HAND FOR APPROXIMATELY 4 MONTHS. CHILD AND PARENTS MADE FOUR CLINIC VISITS FOR INITIAL SCREENING, FITTING, 2 MONTHS POSTFITTING EVALUATION, AND FINAL EVALUATION. TWENTY-ONE CHILDREN WANTED TO WEAR THE HAND EXCLUSIVELY, 21 DESIRED IT FOR MOST ACTIVITES, SEVEN CHILDREN PREFERRED IT ABOUT EQUALLY TO A HOOK, EIGHT CHILDREN AND PARENTS DISAGREED IN PRIMARY CHOICE, 13 PREFERRED THE HOOK, AND SEVEN REJECTED THE HAND COMPLETELY. WHEN COMPARED TO THE EQUIVALENT DORRANCE NUMBER 10X HOOK, THE NUMBER 1 HAND PROVIDED LESS TOTAL FUNCTION, BUT EQUAL FUNCTION  FOR NUMEROUS ACTIVITIES, AND SUPERIOR FUNCTION FOR SOME CHILDREN ON CERTAIN TASKS. THE HAND HELPED THE CHILD&apos;S SELF CONFIDENCE, AND ACCEPTANCE BY PEERS AND TEACHERS. PRESCRIPTION OF THE HAND WAS RECOMMENDED FOR APPROPRIATE SIZE AND AMPUTATION LEVELS. THE AUTHORS SAW THE NEED TO REDUCE THE AMOUNT OF BREAKAGE OF THE HAND AND TO PROVIDE A MORE DURABLE GLOVE. A HOOK IS SUGGESTED AS A SPARE OR PLAY DEVICE WHEN PRESCRIPTION FOR THE HAND IS MADE. APPENDIXES INCLUDE DATA-GATHERING QUESTIONNAIRES AND CHART OF HAND MALFUNCTIONS. A SIX-ITEM BIBLIOGRAPHY IS INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011708</dc:identifier>
<dc:title>ACCEPTABILITY OF A FUNCTIONAL-COSMETIC ARTIFICIAL HAND FOR YOUNG CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Child Development Specialists</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Institutional Personnel</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Occupational Therapists</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Physical Therapists</dc:subject>
<dc:subject>Psychiatrists</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>BOSS, MILTON R.</dc:creator>
<dc:creator scheme='personal author'>GREGG, RANDOLPH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Manpower Administration (DOL), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWENTY-SEVEN FULL TIME OCCUPATIONS INVOLVING DIAGNOSIS, CARE, AND REHABILITATION OF THE MENTALLY RETARDED ARE DISCUSSED. FOR EACH, AN OCCUPATIONAL DEFINITION, THE NEEDED QUALIFICATIONS, AND SOME INDICATION OF THE NECESSARY WORKER TRAIT REQUIREMENTS SUCH AS APTITUDES, INTERESTS, TEMPERAMENT, AND PHYSICAL DEMANDS AND WORKING CONDITIONS ARE DESCRIBED. THE BIBLIOGRAPHY CONTAINS 29 REFERENCES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011709</dc:identifier>
<dc:title>OCCUPATIONS IN THE CARE AND REHABILITATION OF THE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Cleft Palate</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>VAN HATTUM, ROLLAND J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED TO STRENGTHEN THE SKILLS, COMPETENCIES, AND KNOWLEDGE OF SPEECH CORRECTION TEACHERS, THIS SUMMARY OF A SPECIAL STUDY INSTITUTE CONTAINS A SERIES OF PRESENTATIONS. SPEAKERS DISCUSS ASPECTS OF CLEFT PALATE INCLUDING SPEECH, SPEECH ANATOMY, SURGICAL AND DENTAL MANAGEMENT, DIAGNOSIS, AND SPEECH THERAPY. SPEAKERS REPRESENT MEDICAL AND THERAPEUTIC DISCIPLINES. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011710</dc:identifier>
<dc:title>SPEECH HABILITATION IN THE SCHOOLS FOR THE CLEFT PALATE CHILD, THE NEW YORK STATE EDUCATION DEPARTMENT PROCEEDINGS (MARCH 17-20, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Blindness</dc:subject>
<dc:subject weight='MAJOR'>Child Rearing</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>Handicapped Children</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Nursery Schools</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Residential Schools</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:creator scheme='personal author'>LOWENFELD, BERTHOLD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN AS AN AID TO PARENTS, THIS BOOK PRESENTS FACTS ON BLINDNESS AND PRACTICAL INFORMATION ON THE REARING OF BLIND CHILDREN FROM INFANCY THROUGH ADOLESCENCE. INFORMATION IS GIVEN ABOUT TEACHING BLIND CHILDREN SKILLS AND HABITS RELATED TO EATING, TOILET TRAINING, SLEEPING, DRESSING, WALKING, TALKING, AND PLAYING. SCHOOLING AND RELATED QUESTIONS OF READINESS, PLACEMENT, AND SPECIAL MATERIALS AND METHODS ARE DISCUSSED. CONCERNS OF THE BLIND ADOLESCENT ARE PRESENTED. QUESTIONS OFTEN ASKED BY PARENTS OF BLIND CHILDREN ARE ANSWERED IN A SEPARATE CHAPTER. THE APPENDIX LISTS 34 BOOKS AND PAMPHLETS ABOUT CHILDREN AND BLIND CHILDREN, THREE PERIODICALS AND SEVEN ORGANIZATIONS CONCERNED WITH THE BLIND, AND SOURCES OF INFORMATION ABOUT EDUCATIONAL FACILITIES FOR THE BLIND. THIS BOOK WAS  PUBLISHED IN 1964 BY CHARLES C. THOMAS, 301-327 EAST LAWRENCE AVENUE, SPRINGFIELD, ILLINOIS 62703, AT $7.00. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011711</dc:identifier>
<dc:title>OUR BLIND CHILDREN, GROWING AND LEARNING WITH THEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:46:55</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Individual Testing</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Performance Tests</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Verbal Tests</dc:subject>
<dc:creator scheme='personal author'>CONTRUCCI, VICTOR J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEITER INTERNATIONAL PERFORMANCE SCALE</eric:keywords>
<eric:keywords>Stanford Binet Intelligence Scale</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WECHSLER INTELLIGENCE SCALE FOR CHILDREN</eric:keywords>
<eric:keywords>GOODENOUGH DRAW A MAN TEST</eric:keywords>
<eric:keywords_test>Leiter International Performance Scale</eric:keywords_test>
<eric:keywords_test>Stanford Binet Intelligence Scale</eric:keywords_test>
<eric:keywords_test>Wechsler Intelligence Scale for Children</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOUR COMMONLY USED INDIVIDUAL INTELLIGENCE TESTS ARE DESCRIBED. DESCRIPTIONS OF SUBTESTS ARE GIVEN, ALONG WITH EXPLANATION OF WHAT EACH TEST MEASURES. THIS INFORMATION IS PROVIDED TO ASSIST THE TEACHER IN IDENTIFYING SPECIFIC ABILITIES AND WEAKNESSES IN INDIVIDUAL CHILDREN. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011712</dc:identifier>
<dc:title>INDIVIDUAL TEST INTERPRETATION FOR TEACHERS OF THE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiology</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Pathology</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>FEARON, ROSS E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>University of Maine Farmington</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Farmington State Coll., ME.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PUBLICATIONS RELATED TO SPEECH PATHOLOGY AND AUDIOLOGY ARE LISTED SEQUENTIALLY BY DEWEY DECIMAL SYSTEM NUMBER OR VERTICAL FILE NUMBER. THE 266 BOOKS, PAMPHLETS, AND JOURNAL REPRINTS RANGE IN PUBLICATION DATE FROM 1892 TO 1966 AND ARE FROM THE MANTOR LIBRARY AT FARMINGTON STATE COLLEGE. THIS CATALOG IS PART OF A SERIES OF SUBJECT CATALOGS LISTING SPECIAL EDUCATION HOLDINGS AT THE MANTOR LIBRARY. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;SPECIAL EDUCATION BULLETIN,&amp;quot; OF FARMINGTON STATE COLLEGE, VOLUME 4, NUMBER 4B, NOVEMBER 1, 1966. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011713</dc:identifier>
<dc:title>CATALOG OF LIBRARY ACCESSIONS. SPEECH DEFECTS AND RELATED READINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Shelby County Schools TN</eric:keywords>
<eric:keywords>Tennessee (Memphis)</eric:keywords>
<eric:keywords_geo>Tennessee (Memphis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Shelby County Board of Education, Memphis, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OBJECTIVES, CONTENT, AND TEACHING METHODS ARE SUGGESTED FOR THE COMMUNICATING SKILLS (READING, SPELLING, LANGUAGE, WRITING), THE ENUMERATING SKILL (ARITHMETIC), THE LIVING SKILLS (HEALTH, SCIENCE), AND THE ENRICHING SKILLS (ART, MUSIC). EACH OF THESE SKILL AREAS IS DISCUSSED SEPARATELY FOR THE PRIMARY, INTERMEDIATE, AND SECONDARY LEVELS. A SECTION ON VOCATIONAL EDUCATION INCLUDES OBJECTIVES, CONTENT, AND METHODS. SPECIFIC MATERIALS ARE LISTED FOR MUSIC ACTIVITIES. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011714</dc:identifier>
<dc:title>SHELBY COUNTY SCHOOLS COURSE OF STUDY FOR EDUCABLE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Biological Sciences</dc:subject>
<dc:subject>Communication Skills</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Instructor Coordinators</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Dept. of Education, Oklahoma City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GUIDE CONSISTS OF FOUR PARTS--(1) AN INDEX OF BASIC RESOURCE UNITS AND DIRECTIONS FOR THEIR USE, (2) OUTLINES FOR EACH UNIT, (3) UNIT AND STUDENT RECORDS SHEETS, AND (4) SUPPORTIVE MATERIALS, SUCH AS BOOKS AND SOURCES FOR FREE MATERIAL. BASED ON THE ASSUMPTION THAT TEACHERS OF GRADES 1-9 HAVE TAUGHT PIVOTAL SKILLS, THE SERIES OF UNITS PROVIDE FOR CONTINUITY OF INSTRUCTION. STATE BOARD OF EDUCATION REQUIREMENTS FOR THE EDUCABLE MENTALLY HANDICAPPED INCLUDE SIX REQUIRED UNITS, THREE OF WHICH ARE IN COMMUNICATIVE SKILLS AND ONE EACH IN SOCIAL SCIENCES, LIFE SCIENCES, AND COMPUTATIONAL SKILLS. UNIT OUTLINES FOR THESE SUBJECT AREAS PLUS VOCATIONS ARE PRESENTED. TWENTY-TWO REFERENCES ARE LISTED. (JZ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011715</dc:identifier>
<dc:title>OKLAHOMA CURRICULUM GUIDE FOR TEACHER-COORDINATORS OF EDUCABLE MENTALLY HANDICAPPED STUDENTS, VOLUME 4, SPECIAL EDUCATION-VOCATIONAL REHABILITATION COOPERATIVE PROGRAM, GRADES 10-11-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>107</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Games</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject weight='MAJOR'>Mental Retardation</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject weight='MAJOR'>Physical Activities</dc:subject>
<dc:subject weight='MAJOR'>Recreation</dc:subject>
<dc:subject weight='MAJOR'>Recreational Activities</dc:subject>
<dc:subject>Singing</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>HATCH, MODESTA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rainier State School, Buckley, WA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEVELOPED AS A GUIDE FOR RECREATION LEADERS AND VOLUNTEERS WORKING WITH THE MENTALLY HANDICAPPED, THIS BOOKLET PRESENTS GUIDELINES AND SPECIFIC ACTIVITIES FOR PHYSICAL CONDITIONING AND SOCIAL-RECREATIONAL ACTIVITIES. RECREATIONAL THEORIES AND THEIR APPLICATION TO THE MENTALLY HANDICAPPED ARE PRESENTED. DIRECTIONS ARE GIVEN FOR PHYSICAL EXERCISES, BALL AND BEAN BAG GAMES, MUSICAL AND SINGING GAMES, AND FINGERPLAYS. THE BIBLIOGRAPHY CONTAINS OVER 66 ITEMS. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011716</dc:identifier>
<dc:title>GUIDE FOR TRAINING RECREATION LEADERS IN CONSTRUCTIVE AND CREATIVE RECREATION ACTIVITIES FOR THE MENTALLY RETARDED. IN SERVICE TRAINING MANUAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Homebound</dc:subject>
<dc:subject weight='MAJOR'>Legislation</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject weight='MAJOR'>Program Development</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>Psychometrics</dc:subject>
<dc:subject weight='MAJOR'>Qualifications</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:subject>Special Schools</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>State Agencies</dc:subject>
<dc:subject weight='MAJOR'>State Aid</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>FALLS, CHARLES W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska State Dept. of Education, Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ADMINISTRATOR GUIDE CONTAINS THE FULL STATEMENT OF LAWS AND RULINGS FOR THE ESTABLISHMENT AND OPERATION OF SPECIAL EDUCATION PROGRAMS. FOR EACH TYPE OF HANDICAP, A DEFINITION, ADMISSION CRITERIA, TEACHER QUALIFICATIONS, PROCEDURE FOR ESTABLISHING PROGRAM, AND REIMBURSEMENT INFORMATION ARE PROVIDED. SCHOOL PSYCHOLOGICAL SERVICES AND OTHER AGENCIES DEALING WITH EXCEPTIONAL CHILDREN ARE LISTED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011717</dc:identifier>
<dc:title>CRITERIA FOR SPECIAL EDUCATION PROGRAMS IN NEBRASKA SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Guides</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject weight='MAJOR'>Mild Mental Retardation</dc:subject>
<dc:subject weight='MAJOR'>Records (Forms)</dc:subject>
<dc:subject>Safety Education</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ALCORN, DEWAINE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska State Dept. of Education, Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PREPARED BY A 1965 SUMMER WORKSHOP AT THE UNIVERSITY OF NEBRASKA, THIS GUIDE LISTS SPECIFIC SKILLS AND UNDERSTANDINGS TO BE DEVELOPED IN SEVEN SUBJECT AREAS. IN EACH AREA, SKILLS AND UNDERSTANDINGS ARE DIVIDED INTO A PRIMARY LEVEL, AN INTERMEDIATE LEVEL, AND AN ADVANCED LEVEL. WORKBOOKS AND MATERIALS, VOCABULARY LISTS, GAMES AND EQUIPMENT, AND TEACHER REFERENCE SOURCES ARE LISTED. EXAMPLES OF FORMS FOR GATHERING PUPIL INFORMATION, FOR USE IN PARENT CONFERENCES, AND FOR EVALUATION OF THIS CURRICULUM GUIDE ARE INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011718</dc:identifier>
<dc:title>SPECIAL EDUCATION, CURRICULUM GUIDELINES FOR TEACHERS OF EDUCABLE MENTALLY RETARDED CHILDREN IN NEBRASKA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>69</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Exceptional Persons</dc:subject>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Inst. of Research for Exceptional Children.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PUBLICATIONS OF EACH OF 14 FACULTY MEMBERS OF THE INSTITUTE FOR RESEARCH ON EXCEPTIONAL CHILDREN ARE LISTED BY TYPE OF PUBLICATION, THAT IS, JOURNAL ARTICLES, BOOK REVIEWS, BOOKS, AND MONOGRAPHS. ALSO INCLUDED ARE OTHER PUBLICATIONS OF THE INSTITUTE AND DOCTORAL DISSERTATIONS SUPPORTED BY THE INSTITUTE. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011719</dc:identifier>
<dc:title>FACULTY PUBLICATIONS OF THE INSTITUTE FOR RESEARCH ON EXCEPTIONAL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Building Design</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Homebound</dc:subject>
<dc:subject>Hospitalized Children</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Population Distribution</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:type></dc:type>
<eric:keywords>MONTGOMERY COUNTY</eric:keywords>
<eric:keywords>Maryland (Rockville)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Montgomery County Public Schools, Rockville, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRAMS FOR HANDICAPPED CHILDREN AND THE NEED FOR FACILITIES ARE OUTLINED. CHARTS AND MAPS PRESENT COUNTY GEOGRAPHIC DISTRIBUTION FOR EACH HANDICAP. SPACE AND DESIGN RECOMMENDATIONS FOR PROJECTED FACILITIES AND MODIFICATION OF EXISTING PHYSICAL FACILITIES ARE INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011720</dc:identifier>
<dc:title>SPECIAL EDUCATION PROGRAMS. SPECIAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Deafness</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Idioms</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:creator scheme='personal author'>BOATNER, MAXINE T.</dc:creator>
<dc:creator scheme='personal author'>GATES, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Connecticut (West Hartford)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American School for the Deaf, West Hartford, CT.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR USE IN SECONDARY CLASSES FOR THE DEAF, THIS DICTIONARY LISTS OVER 4,000 IDIOMATIC EXPRESSIONS. FOR EACH IDIOM, THE ENTRY MAY INCLUDE VARIANT FORMS, PART OF SPEECH LABEL, STYLE LABEL, DEFINITION, USAGE NOTE, ILLUSTRATIVE SENTENCES, CROSS REFERENCES, A SYNONYM OR CONTRAST, AND ETYMOLOGY. AN APPENDIX LISTS ESSENTIAL IDIOMS. THIS DOCUMENT WAS PUBLISHED IN 1966 BY THE AMERICAN SCHOOL FOR THE DEAF, WEST HARTFORD, CONNECTICUT 06107, AT $2.70. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011721</dc:identifier>
<dc:title>A DICTIONARY OF IDIOMS FOR THE DEAF.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allergy</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Cerebral Palsy</dc:subject>
<dc:subject>Communicable Diseases</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Disease Control</dc:subject>
<dc:subject>Disease Incidence</dc:subject>
<dc:subject>Diseases</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Epilepsy</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Health</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Medical Research</dc:subject>
<dc:subject>Medical Services</dc:subject>
<dc:subject>Mental Disorders</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Population Growth</dc:subject>
<dc:subject>Prevention</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Health Education Committee, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MAJOR CAUSES OF DEATH AND DISABILITY, RESULTS OF MEDICAL RESEARCH, LIFE EXPECTANCY FIGURES, COST OF ILLNESS TO THE UNITED STATES, AND GOVERNMENT EXPENDITURES IN MEDICINE AND HEALTH ARE PRESENTED TABULARLY AND GRAPHICALLY IN QUESTION AND ANSWER FORM. FOR EACH OF 14 MAJOR DISEASES, PERTINENT FACTS ARE LISTED ABOUT INCIDENCE, COST, DEATH RATE, RESEARCH FINDINGS, PROGNOSIS, CARE AND TREATMENT, AND PREVENTION. EXPENDITURES FOR MEDICAL RESEARCH ARE COMPARED WITH OTHER AMERICAN EXPENDITURES, SUCH AS DEFENSE, SPACE EXPLORATION, AND CONSUMER GOODS. FACT SHEETS ARE ALSO PROVIDED ON REHABILITATION OF THE DISABLED AND POPULATION GROWTH. COMPREHENSIVE CHARTS PROVIDE INFORMATION ON (1) DEATH AND DEATH RATES FOR 32 DISEASES BY YEAR FROM 1945 TO 1965 AND (2) FUNDS RAISED AND FUNDS ALLOCATED TO  MEDICAL RESEARCH BY 17 VOLUNTARY HEALTH AGENCIES FROM 1952 TO 1964. SOURCES OF THE INFORMATION ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL HEALTH EDUCATION COMMITTEE, INC., 866 UNITED NATIONS PLAZA, NEW YORK, NEW YORK 10017, FOR $5.25. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011722</dc:identifier>
<dc:title>FACTS ON THE MAJOR KILLING AND CRIPPLING DISEASES IN THE UNITED STATES TODAY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>482</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Needs</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>BLANK, EARL W.</dc:creator>
<dc:creator scheme='personal author'>BLANK, GEORGIANA D.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northeastern State Univ., Tahlequah, OK.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THE SURVEY CONDUCTED BY THE SPEECH AND HEARING CLINIC, NORTHEASTERN STATE COLLEGE, TAHLEQUAH, OKLAHOMA, WAS TO DETERMINE THE NEED FOR SPEECH AND HEARING SERVICES IN FOUR ECONOMICALLY DEPRESSED OKLAHOMA COUNTIES AND TO FIND ECONOMICAL AND EFFECTIVE WAYS OF PROVIDING THE SERVICES. COUNTY SCHOOLS AND DEPARTMENTS OF PUBLIC HEALTH AND WELFARE REFERRED PERSONS WITH SUSPECTED SPEECH OR HEARING HANDICAPS. EACH SUBJECT WAS INTERVIEWED, GIVEN AN AUDIOMETRIC SCREENING TEST, A SIMPLIFIED PHONETIC INVENTORY, A VISUAL EXAMINATION, AND A BRIEF PSYCHOLOGICAL ASSESSMENT. EVALUATION CENTERS WERE ESTABLISHED IN EACH COUNTY. MORE COMPLETE SPEECH AND HEARING EVALUATIONS WERE GIVEN TO THOSE WHO DID NOT PASS THE SCREENING AND WANTED RETESTS. LESS THAN HALF THE PEOPLE REQUESTING  APPOINTMENTS FOR EVALUATION APPEARED FOR TESTING BECAUSE OF LACK OF TRANSPORTATION. FOR THE SAME REASON, LESS THAN HALF THE PEOPLE SCHEDULED FOR RETESTING KEPT THEIR APPOINTMENTS. OVER 90 PERCENT OF THE ORIGINAL REFERRALS TESTED HAD AT LEAST ONE MARKED DISORDER, AND MANY SHOWED MULTIPLE DISORDERS. MANY HAD NEVER BEEN PREVIOUSLY EVALUATED AND HAD NOT KNOWN SUCH SERVICES EXISTED. IT WAS RECOMMENDED THAT THE COLLEGE CLINIC SET UP THERAPY TEAMS, THAT A MOBILE UNIT BE ESTABLISHED FOR FIELD USE, AND THAT OTHER AGENCIES ASSIST WITH MEDICAL, DENTAL, AND PSYCHOLOGICAL SERVICES. (HK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011723</dc:identifier>
<dc:title>A SURVEY OF THE SPEECH AND HEARING NEEDS OF RESIDENTS IN FOUR COUNTIES OF AN ECONOMICALLY DEPRESSED AREA. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>High Interest Low Vocabulary Books</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject weight='MAJOR'>Reading Materials</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Textbook Publications</dc:subject>
<dc:subject weight='MAJOR'>Textbooks</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VOCABULARY LEVEL, INTEREST LEVEL, AUTHOR, TITLE, AND PUBLISHER ARE LISTED FOR 2,129 BOOKS. BOOKS ARE LISTED BY VOCABULARY LEVEL WHICH RANGES FROM PRIMER TO GRADE 7. INTEREST LEVEL RANGE IS FROM PRIMER TO GRADE 12. CONTRIBUTING PUBLISHERS AND THEIR ADDRESSES ARE PROVIDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011724</dc:identifier>
<dc:title>HIGH INTEREST, LOW VOCABULARY BOOKS, A BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:17</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Prevention</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Improvement</dc:subject>
<dc:subject>Stuttering</dc:subject>
<dc:creator scheme='personal author'>MURPHY, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Mexico (Acapulco)</eric:keywords>
<eric:keywords_geo>Mexico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Speech Foundation of America, Memphis, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN FOR PARENTS, THIS BOOKLET IS DESIGNED TO HELP PREVENT STUTTERING IN CHILDREN. COMMUNICATION AND SPEECH BETWEEN PARENT AND CHILD IS TRACED DEVELOPMENTALLY FROM BIRTH. THE IMPORTANCE OF PARENTAL ATTITUDES AND ACTIONS TOWARD THE CHILD, SPEECH, AND CONVERSATION IS DISCUSSED. PARENTS ARE GIVEN SUGGESTIONS TO HELP THE DEVELOPMENT OF GOOD SPEECH. SITUATIONS WHICH MAY HAMPER SPEECH DEVELOPMENT AND CAUSE STUTTERING ARE DISCUSSED ALONG WITH RECOMMENDATIONS OF HOW PARENTS SHOULD HANDLE THE PROBLEM. THIS DOCUMENT IS ALSO AVAILABLE FROM SPEECH FOUNDATION OF AMERICA, 152 LOMBARDY ROAD, MEMPHIS, TENNESSEE, FOR $0.25. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011725</dc:identifier>
<dc:title>STUTTERING--ITS PREVENTION. THE OPINIONS OF CERTAIN AUTHORITIES, CONFERENCE ON THE PREVENTION OF STUTTERING (ACAPULCO, DECEMBER 27, 1961 TO JANUARY 2, 1962). JANUARY 2, 1962, PUB. NO 3).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Medical Evaluation</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>STANFORD ACHIEVEMENT TESTS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_test>Stanford Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Bureau of Indian Affairs (Dept. of Interior), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-YEAR PILOT STUDY SCREENED 1,200 NAVAJO INDIAN CHILDREN ENROLLED IN INDIAN BOARDING SCHOOLS OF SAN JUAN AND SHIPROCK, NEW MEXICO. A TEACHER REFERRAL FORM USED FOR INITIAL SCREENING LOCATED 56 CHILDREN BETWEEN THE AGES OF 7 AND 14. INDIVIDUAL BEHAVIOR PROFILES WERE PREPARED FROM PSYCHOLOGICAL AND MEDICAL EVALUATIONS AND SOCIAL HISTORIES. THIRTY-FIVE CHILDREN WERE JUDGED TO BE EDUCABLE MENTALLY RETARDED, AND 15 CHILDREN WHO HAD OTHER HANDICAPPING CONDITIONS NOT RELATED TO MENTAL RETARDATION WERE REFERRED TO OTHER AGENCIES. THREE CHILDREN WHO WERE DIAGNOSED AS BEING SEVERELY RETARDED, BRAIN INJURED, AND EMOTIONALLY DISTURBED WERE REFERRED TO A RESIDENTIAL HOSPITAL. THE REMAINING THREE WERE CONSIDERED NORMAL CHILDREN AND INAPPROPRIATE REFERRALS. PLANS WERE MADE FOR FOUR SPECIAL  CLASSES OF 10 CHILDREN EACH TO BEGIN IN SEPTEMBER 1965. TEACHERS WERE TO RECEIVE SPECIAL TRAINING. RECOMMENDATIONS BASED ON THE STUDY ARE MADE. AN APPENDIX CONTAINS THE TEACHER REFERRAL FORM, SOCIAL HISTORY OUTLINE, STAFF DIRECTORY, STANFORD ACHIEVEMENT TEST DATA, ESTIMATED COST OF STUDY, AND THE DIAGNOSTIC SUMMARY AND INSTRUCTIONAL CLASSIFICATION FOR TWO OF THE CHILDREN. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011726</dc:identifier>
<dc:title>AN INTERDISCIPLINARY APPROACH IN THE IDENTIFICATION OF MENTALLY RETARDED INDIAN CHILDREN. PILOT STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Centers (Classroom)</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>BLESSING, KENNETH R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE THE AUTHOR FEELS THAT THE REGULAR ACADEMIC CURRICULUM DOES NOT MEET THE LIFE NEEDS AND INTERESTS OF THE MENTALLY RETARDED, HE SUGGESTS THAT THE CENTER OF INTEREST OR UNIT APPROACH BE USED. THIS TYPE OF CURRICULUM AND GROUPING FOR INSTRUCTION IS DISCUSSED. LISTS OF SUGGESTED CENTER OF INTEREST UNITS ARE PRESENTED FOR RETARDED CHILDREN OF VARIOUS DEVELOPMENTAL LEVELS. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011727</dc:identifier>
<dc:title>AN INVITATION TO STATEWIDE CURRICULUM BUILDING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation Impairments</dc:subject>
<dc:subject>Auditory Training</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Hearing Aids</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Lipreading</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>WALSVIK, ORVIN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS THERAPY PROGRAM OUTLINE IS INTENDED TO AID SPEECH CORRECTIONISTS WORKING WITH THE SPEECH, LANGUAGE, LIPREADING, AND AUDITORY DISCRIMINATION SKILLS OF MODERATELY HARD OF HEARING CHILDREN IN REGULAR CLASSES. IN ADDITION TO INFORMATION ON CLASSIFICATIONS AND ETIOLOGIES OF DIFFERENT TYPES OF HEARING IMPAIRMENT, THE FIRST SECTION CONTAINS A SUMMARY OF FREQUENCY AND INTENSITY CHARACTERISTICS OF EVERYDAY SPEECH AS WELL AS LISTINGS OF MEDICAL AND EDUCATIONAL FACILITIES AVAILABLE IN WISCONSIN. A SECOND SECTION PRESENTS A DISCUSSION OF PARENT COUNSELING AND SUGGESTIONS FOR AUDITORY TRAINING INCLUDING A BASIC VOCABULARY AND LEARNING SEQUENCE OF SOUND ARTICULATION. LESSON PLANS ON USING THE HEARING AID AND LIPREADING ARE PRESENTED. REPRODUCTIONS OF COMMONLY USED SPEECH DISCRIMINATION  AND LIPREADING TESTS AND A HEARING AID TROUBLESHOOTING CHART ARE INCLUDED. SUGGESTIONS FOR THE REGULAR CLASSROOM TEACHER ARE LISTED. A 76-ITEM BIBLIOGRAPHY INCLUDING LITERATURE, RECORDINGS, AND FILMS IS INCLUDED. (DN)</dc:description>
<dc:identifier scheme='eric_accno'>ED011728</dc:identifier>
<dc:title>SUGGESTIONS AND A GENERAL PLAN OF THERAPY FOR THE HARD OF HEARING CHILD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Adjustment</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Vocational Training Centers</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>CRUMP, WILLIAM A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia State Office of Vocational Rehabilitation, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS 5-YEAR DEMONSTRATION PROJECT PROVIDED ADOLESCENT EDUCABLE MENTALLY HANDICAPPED STUDENTS WITH A COMBINED PROGRAM OF VOCATIONAL REHABILITATION AND SERVICES AND OTHER SECONDARY LEVEL EDUCATIONAL AND VOCATIONAL TRAINING EXPERIENCES. STATE AND LOCAL VOCATIONAL AND EDUCATIONAL RESOURCES WERE UTILIZED. STUDENTS WERE REFERRED FOR VOCATIONAL REHABILITATION AT AGE 14. A PSYCHOLOGICAL EVALUATION, HOME VISIT, VOCATIONAL APPRAISAL REPORT, AND A VOCATIONAL TRAINING PLAN WERE MADE FOR EACH STUDENT. STUDENTS AGED 14 TO 16 WERE TRAINED IN ON-CAMPUS JOBS. OLDER STUDENTS WERE PLACED IN A WORK STUDY PROGRAM AND WERE TRAINED AT JOBS IN THE COMMUNITY. THE NUMBER OF PUPIL CLIENTS INCREASED FROM 338 THE 1ST YEAR OF THE PROJECT TO 3,636 IN THE 5TH YEAR. SIMILARLY, THE NUMBER REHABILITATED ROSE FROM  ONE TO 210. AVERAGE CASE COST PER REHABILITANT WAS $247. OF PEOPLE INVOLVED LOCALLY WHO RESPONDED TO A QUESTIONNAIRE, 80 PERCENT FELT THE COMBINED PROGRAM WAS EFFECTIVE. THE LENGTH OF TIME IN THE PROGRAM AS RELATED TO JOB PLACEMENT WAS SIGNIFICANT, BUT THE IQ SCORE WAS NOT A USEFUL PREDICTOR OF SUCCESS IN EMPLOYMENT. ON-THE-JOB TRAINING, THE WORK STUDY PROGRAM, AND THE USE OF VOCATIONAL REHABILITATION COUNSELORS WERE FOUND TO BE EFFECTIVE. THIRTY RELATED STUDIES ARE REVIEWED. SAMPLE FORMS AND EVALUATIONS ARE INCLUDED. A 41-ITEM BIBLIOGRAPHY IS INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011729</dc:identifier>
<dc:title>VOCATIONAL REHABILITATION FOR MENTALLY RETARDED PUPIL-CLIENTS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>193</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Aphasia</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Art</dc:subject>
<dc:subject>Audiology</dc:subject>
<dc:subject>Auditory Training</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Day Schools</dc:subject>
<dc:subject>Deaf Blind</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Hearing Aids</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Lipreading</dc:subject>
<dc:subject>Manual Communication</dc:subject>
<dc:subject>Multiple Disabilities</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Religion</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>FELLENDORF, GEORGE W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alexander Graham Bell Association for the Deaf, Inc., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>APPROXIMATELY 3,200 REFERENCES ARE LISTED BY AUTHOR AND GROUPED ACCORDING TO SUBJECT. ALL REFERENCES ARE ARTICLES FROM &amp;quot;THE VOLTA REVIEW,&amp;quot; 1899 TO 1965, OR &amp;quot;THE AMERICAN ANNALS OF THE DEAF,&amp;quot; 1847 TO 1965. AN AUTHOR INDEX IS INCLUDED. THIS DOCUMENT WAS PUBLISHED BY THE ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF, INC., THE VOLTA BUREAU, WASHINGTON, D.C., AT $3.50 (PAPERBACK) AND $10.00 (CLOTH). (HK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011730</dc:identifier>
<dc:title>BIBLIOGRAPHY ON DEAFNESS, A SELECTED INDEX.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Disease Incidence</dc:subject>
<dc:subject>Epilepsy</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Seizures</dc:subject>
<dc:subject>Special Health Problems</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>FORCE, DEWEY G., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Epilepsy League, St. Paul.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO DETERMINE THE INCIDENCE OF SEIZURES AMONG CHILDREN IN A PUBLIC SCHOOL SYSTEM AND TEACHERS&apos; KNOWLEDGE AND ATTITUDES ABOUT EPILEPTIC CHILDREN. OF 70,342 CHILDREN IN MINNEAPOLIS PUBLIC SCHOOLS IN SEPTEMBER 1963, 318 (A RATE OF 4.52 PER 1,000) HAD A MEDICAL DIAGNOSIS OF SEIZURES. FIFTY-SIX PERCENT OF THESE WERE BOYS AND 44 PERCENT WERE GIRLS. TEACHERS IN 16 ELEMENTARY SCHOOLS AND FIVE SECONDARY SCHOOLS RESPONDED TO A 12-ITEM QUESTIONNAIRE DESIGNED TO DETERMINE TEACHERS&apos; KNOWLEDGE ABOUT SEIZURES, THEIR EXPOSURE TO CHILDREN WITH SEIZURES, AND THEIR ATTITUDES TOWARD EPILEPSY AND EPILEPTIC CHILDREN. RESULTS SHOWED THAT EPILEPSY AMONG SCHOOL CHILDREN IS MORE FREQUENT THAN SUPPOSED, THAT STEREOTYPES AND MISCONCEPTIONS ABOUT EPILEPSY AND EPILEPTICS EXIST, THAT  KNOWLEDGE OF TEACHERS ABOUT EPILEPSY IS OFTEN SKETCHY, AND THAT TEACHERS&apos; ATTITUDES TOWARD THESE CHILDREN ARE HIGHLY VARIABLE AND OFTEN NOT BASED ON MODERN MEDICAL AND PSYCHOLOGICAL KNOWLEDGE. (JA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011731</dc:identifier>
<dc:title>A DESCRIPTIVE STUDY OF THE INCIDENCE OF SEIZURES AND TEACHERS&apos; ATTITUDES TOWARD CHILDREN WITH EPILEPSY IN THE MINNEAPOLIS, MINNESOTA, PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>78</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Visual Stimuli</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>FLEMING, GERALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONNOTATIONS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR&apos;S POSITION WAS THAT, BECAUSE PEOPLE OFTEN DIFFER IN THEIR UNDERSTANDING OF THE MEANING OF WORDS, LINGUISTS MUST WORK WITH PSYCHOLOGISTS, NEUROLOGISTS, AND OTHERS TO GUIDE LANGUAGE TEACHERS IN THEIR KNOWLEDGE OF HOW A LANGUAGE WORKS AND HOW BEST TO COMMUNICATE THIS KNOWLEDGE TO THEIR STUDENTS. WHILE DENOTATIVE MEANING REFERS PRIMARILY TO VISUAL AND FACTUAL EFFECTS, CONNOTATIVE MEANING IS LINKED TO EMOTION, MAKING IT IMPERATIVE FOR THE FOREIGN LANGUAGE TEACHER TO BE STEEPED IN THE SOCIAL-CULTURAL ATMOSPHERE OF THE COUNTRY WHOSE LANGUAGE HE IS TEACHING IN ORDER TO CREATE IN HIS STUDENTS AN AWARENESS OF VERBAL CONTEXT SIMILAR TO THAT OF NATIVES OF THE FOREIGN COUNTRY. THIS ARTICLE IS A REPRINT FROM &amp;quot;PRAXIS DES NEUSPRACHLICHEN UNTERRICHTS,&amp;quot; NUMBER 2, 1966. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011732</dc:identifier>
<dc:title>MEANING, MEANINGFULNESS AND ASSOCIATION IN THE CONTEXT OF LANGUAGE TEACHING MEDIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Advanced Students</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject weight='MAJOR'>Laboratory Equipment</dc:subject>
<dc:subject weight='MAJOR'>Language Laboratories</dc:subject>
<dc:subject weight='MAJOR'>Modern Languages</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Tape Recorders</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:subject>Writing Exercises</dc:subject>
<dc:creator scheme='personal author'>BUNG, KLAUS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WAYS ARE SUGGESTED FOR USING THE &quot;AUDIO ADAPTER&quot; IN THE LANGUAGE LABORATORY TO HELP DEVELOP THE SPEAKING SKILLS OF ADVANCED STUDENTS. A DETAILED DESCRIPTION OF THE AUDIO ADAPTER, A TYPE OF JUNCTION BOX, IS GIVEN, ALONG WITH INSTRUCTIONS FOR CONSTRUCTING IT. FOUR TYPES OF SPEAKING PRACTICE ARE DESCRIBED--(1) FREE CONVERSATION, WITH STUDENTS WORKING IN TEAMS OF THREE, WITHOUT TEACHER MONITORING, (2) TAPE ANALYSIS, A CONVERSATION BETWEEN STUDENT AND TEACHER DURING WHICH THE TEACHER RECORDS COMMENTS AND CORRECTIONS FOR LATER REPLAY AND STUDY BY THE STUDENT, (3) ESSAY PREPARATION, IN WHICH A STUDENT PREPARES A PRELIMINARY RECORDED DRAFT, PLAYS IT FOR THE TEACHER, STUDIES THE TEACHER&apos;S CORRECTIONS, AND, FINALLY, PREPARED THE WRITTEN ESSAY, AND (4) QUESTION-ANSWER PRACTICE IN WHICH THE  STUDENT, USING TWO TAPE RECORDERS, CONTROLS THE LENGTH OF THE TIME PAUSE PROVIDED FOR HIS REPLIES TO QUESTIONS RECORDED ON TAPE. THIS ARTICLE WAS PUBLISHED IN &quot;CONTACT,&quot; VOLUME 8, JUNE 1966. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011733</dc:identifier>
<dc:title>LANGUAGE LABORATORY WORK FOR ADVANCED STUDENTS AND THE &quot;AUDIO-ADAPTER&quot;.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:33</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Objective Tests</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>VALETTE, REBECCA M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MLA COOPERATIVE FOREIGN LANGUAGE TESTS</eric:keywords>
<eric:keywords>PIMSLEUR READING COMPREHENSION TESTS</eric:keywords>
<eric:keywords>Kay Sonograph</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AUDIOLINGUAL TEACHING METHODS HAVE CREATED THE NEED FOR NEW TESTING TECHNIQUES IN THE FOUR LANGUAGE SKILLS OF LISTENING, SPEAKING, AND WRITING. VARIOUS CURRENT METHODS AND SPECIFIC STANDARDIZED TESTS FOR EVALUATING EACH OF THE SKILLS, INCLUDING PURE SKILLS TESTS WHICH UTILIZE ONLY ONE SKILL IN BOTH STIMULUS AND RESPONSE AND HYBRID SKILLS TESTS WHICH EMPLOY TWO OR MORE SKILLS PER ITEM, ARE DESCRIBED. SUGGESTIONS FOR FURTHER RESEARCH AND DEVELOPMENT IN LANGUAGE TESTING INCLUDE THE FOLLOWING--(1) COMPARABLE TESTS IN THE FOUR SKILLS SHOULD BE DEVELOPED, (2) PURE LISTENING COMPREHENSION TESTS SHOULD BE STANDARDIZED, AND THEIR RESULTS NATIONALLY COMPARED TO THOSE OF PURE READING TESTS, (3) THE PRECISE RELATIONSHIP BETWEEN THE COMPREHENSION AND THE PRODUCTION SKILLS SHOULD BE  INVESTIGATED, (4) STUDIES FOR EACH FOREIGN LANGUAGE SHOULD DETERMINE THE APPLICABILITY OF &amp;quot;PARTIAL PRODUCTION&amp;quot; TECHNIQUES, AND (5) THE VALIDITY OF THE DICTATION IN MEASURING THE STUDENT&apos;S COMMAND OF THE LANGUAGE SHOULD BE INVESTIGATED. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&amp;quot; VOLUME 4, NUMBER 2, 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011734</dc:identifier>
<dc:title>EVALUATING THE OBJECTIVES IN FOREIGN-LANGUAGE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>German</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject weight='MAJOR'>Programed Instruction</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Speech Skills</dc:subject>
<dc:subject weight='MAJOR'>Teaching Machines</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>FERSTER, C. B.</dc:creator>
<dc:creator scheme='personal author'>ROCHA E SILVA, M. I.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT AT GEORGETOWN UNIVERSITY WITH EIGHT COLLEGE FRESHMEN INVOLVED A SEMIAUTOMATIC METHOD OF TEACHING A RAPID INTRODUCTION TO THE BASIC STRUCTURE OF GERMAN DERIVED FROM AN OPERANT CONDITIONING ANALYSIS OF VERBAL BEHAVIOR. THE PREDOMINANT FEATURE OF THE PROGRAM WAS A MATCHING-TO-SAMPLE TECHNIQUE UTILIZING A TEACHING MACHINE AND CARDS. THE MAJOR PROGRAMING PRINCIPLE WAS TO DIFFERENTIALLY REINFORCE THE STUDENTS BEHAVIOR AS HE WAS PRESENTED WITH SIMPLE OR MIXED TEXTUAL, PICTORIAL, AND AUDITORY STIMULI. REINFORCEMENT OCCURRED IN THE FORM OF IMMEDIATE FEEDBACK INDICATING THE CORRECTNESS OF THE RESPONSE. THE HYPOTHESIS OF THE EXPERIMENT WAS THAT AN EXTENSIVE REPERTOIRE AS A LISTENER AND READER WOULD PROVIDE THE BASIC PERFORMANCE FROM WHICH SPEAKING AND WRITING COULD EMERGE. IT  WAS ASSUMED THAT THE STUDENT WOULD REINFORCE AND SHAPE HIS OWN BEHAVIOR AS HE HEARD DIFFERENCES BETWEEN HIS OWN SPEECH AND THAT OF THE NATIVE MODEL. ANOTHER FEATURE OF THIS LARGELY AUTODIDACTIC PROGRAM WAS THE BRIEF TEST GIVEN THE STUDENT AFTER EACH LESSON WHICH MEASURED HIS TOTAL PERFORMANCE TO DATE. ALTHOUGH THE RESULTS OF THE EXPERIMENT SUPPORTED THE HYPOTHESIS THAT SPEAKING AND WRITING SKILLS CAN BE TAUGHT THROUGH AUDITORY AND TEXTUAL MATERIALS, THAT PROCEDURE WAS NOT RECOMMENDED AS THE SOLE TEACHING METHOD. THE DOCUMENT INCLUDES AN EXTENSIVE, DETAILED DESCRIPTION OF THE DESIGN, METHODS, TECHNIQUES, PHASES, AND RESULTS OF THE EXPERIMENT. THIS ARTICLE IS A REPRINT FROM &quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&quot; VOLUME 4, NUMBER 2, 1966. (AUTHOR/AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011735</dc:identifier>
<dc:title>AN EXPERIMENT IN TEACHING A SECOND LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Discrimination</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>HENNING, WILLIAM A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Concordia College MN</eric:keywords>
<eric:keywords>Minnesota (Moorhead)</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT WAS CONDUCTED TO DETERMINE THE EFFECT OF PHONEME DISCRIMINATION TRAINING UPON THE ABILITY OF SUBJECTS TO DISCRIMINATE AMONG FRENCH PHONEMES AND TO DISCRIMINATE FRENCH PHONEMES FROM THEIR ENGLISH NEAR-EQUIVALENTS, TO IMITATE THE PRONUNCIATION OF FRENCH PHONEMES, AND TO MAKE VALID JUDGMENTS OF THEIR OWN PRONUNCIATION. THREE GROUPS OF UNDERGRADUATES WITH NO PREVIOUS EXPERIENCE IN FRENCH RECEIVED TREATMENTS CONTAINING VARYING PROPORTIONS OF DISCRIMINATION TRAINING AND PRONUNCIATION PRACTICE. WHEN TESTED, THE GROUPS WHICH HAD RECEIVED THE HIGHEST PROPORTION OF DISCRIMINATION TRAINING PERFORMED DISCRIMINATION TASKS MORE ACCURATELY AND MIMICKED THE PRONUNCIATION OF FRENCH WORDS BETTER THAN THE GROUPS WITH HIGHER PROPORTIONS OF PRONUNCIATION PRACTICE. THERE WAS NO OVERALL  DIFFERENCE IN THE NUMBER OF ERRORS IN SELF-EVALUATION THOUGH THE GROUP WHICH HAD RECEIVED THE HIGHEST PROPORTION OF DISCRIMINATION TRAINING TENDED TO BE MORE SEVERE IN ITS EVALUATION THAN THE OTHER GROUPS. IT APPEARS THAT DISCRIMINATION TRAINING IS AN EFFECTIVE TECHNIQUE IN THE TEACHING OF THE PRONUNCIATION OF FOREIGN LANGUAGES SINCE IT RESULTS IN BETTER PRONUNCIATION AND STRICTER SELF-EVALUATION. BASED ON THE RESULT OF STRICTER SELF-EVALUATION, THE AUTHOR RECOMMENDED DISCRIMINATION TRAINING FOR USE IN LABORATORY CONTEXTS OR PROGRAMED INSTRUCTION WHERE THERE IS NO INSTRUCTOR TO MAKE EVALUATIONS. THIS DOCUMENT IS A REPRINT FROM THE &amp;quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&amp;quot; VOLUME 4, NUMBER 1, MARCH 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011736</dc:identifier>
<dc:title>DISCRIMINATION TRAINING AND SELF-EVALUATION IN THE TEACHING OF PRONUNCIATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>HARRIS, ROBERT</dc:creator>
<dc:creator scheme='personal author'>MUELLER, THEODORE</dc:creator>
<dc:type></dc:type>
<eric:keywords>MODERN LANGUAGE APTITUDE TEST</eric:keywords>
<eric:keywords>University of Akron OH</eric:keywords>
<eric:keywords>MLA COOPERATIVE FOREIGN LANGUAGE TESTS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF PROGRAMED LEARNING IN AN AUDIOLINGUAL FRENCH COURSE WAS INVESTIGATED. THE EXPERIMENT INTENDED TO DETERMINE WHETHER A SELF-INSTRUCTIONAL COURSE WAS MORE EFFECTIVE THAN A COURSE TAUGHT UNDER TRADITIONAL CLASSROOM CONDITIONS, WHETHER THE PERCENTAGE OF STUDENTS DROPPING OUT COULD BE REDUCED SIGNIFICANTLY, AND WHETHER STUDENT INTEREST COULD BE MAINTAINED. A COMPARISON BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS SHOWED THAT--(1) A SMALLER PERCENTAGE OF STUDENTS DROPPED THE COURSE, (2) LOW APTITUDE STUDENTS WHO COMPLETED THE COURSE DID WELL, (3) A GREATER PERCENTAGE FROM THE EXPERIMENTAL GROUP THAN FROM THE CONTROL GROUP CONTINUED IN AND COMPLETED THEIR 2D YEAR FRENCH, (4) ALL STUDENTS OF THE EXPERIMENTAL GROUP ATTAINED EXCEPTIONAL ACCURACY IN PRONUNCIATION, (5)  GENERALLY THE STUDENTS FROM THE EXPERIMENTAL DID AS WELL AS THE CONTROL GROUP, AND SIGNIFICANTLY BETTER IN THEIR MASTERY OF THE SPOKEN LANGUAGE AND IN THEIR VARIETY AND ACCURACY OF GRAMMATICAL STRUCTURES, (6) AT THE END OF THE 2D YEAR STUDENTS FROM THE EXPERIMENTAL GROUP HAD MAINTAINED THEIR STANDING IN RESPECT TO THE STUDENTS FROM THE CONTROL GROUP, (7) LOW-APTITUDE STUDENTS ACHIEVED RESULTS THAT COMPARE WELL WITH THOSE OF MORE GIFTED COLLEAGUES, AND (8) A COMPLETELY SELF-INSTRUCTIONAL PROGRAM, WITHOUT A TEACHER, IS NOT FEASIBLE. THIS ARTICLE IS A REPRINT FROM THE &amp;quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&amp;quot; VOLUME 4, NUMBER 1, 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011737</dc:identifier>
<dc:title>FIRST YEAR COLLEGE FRENCH THROUGH AN AUDIO-LINGUAL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:creator scheme='personal author'>PARKER, WILLIAM RILEY</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE ORGANIZATION OF THE FOREIGN LANGUAGE PROFESSION. THE PROBLEMS, CONFUSION, WASTEFUL COMPETITION, AND UNCOORDINATED ACTIVITY RESULTING FROM THE PROLIFERATION OF PROFESSIONAL ASSOCIATIONS IN THE FOREIGN LANGUAGE FIELD ARE DESCRIBED. THE SOLUTION SUGGESTED TO REMEDY THIS SITUATION IS THE CREATION OF A NEW, NATIONAL MEMBERSHIP ORGANIZATION TO PROMOTE THE INTERESTS OF ALL TEACHERS OF MODERN AND CLASSICAL LANGUAGES AT ALL LEVELS, AN ORGANIZATION THAT WOULD, AMONG OTHER THINGS, COORDINATE THE SCATTERED ACTIVITIES OF EXISTING GROUPS, ATTACK BASIC PROBLEMS, ISSUE POLICY STATEMENTS, ENCOURAGE EXPERIMENTATION, DISTRIBUTE A PEDAGOGICAL JOURNAL, AND SECURE FOUNDATION AND FEDERAL SUPPORT FOR PROJECTS. THIS PAPER WAS PRESENTED TO THE KENTUCKY FOREIGN LANGUAGE CONFERENCE  (19TH, LEXINGTON, APRIL 20, 1966). (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011738</dc:identifier>
<dc:title>AFTERTHOUGHTS ON A PROFESSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Applied Linguistics</dc:subject>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject weight='MAJOR'>Grammar</dc:subject>
<dc:subject>Induction</dc:subject>
<dc:subject weight='MAJOR'>Learning Processes</dc:subject>
<dc:subject weight='MAJOR'>Modern Languages</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BARRUTIA, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OVERLY STRINGENT APPLICATION OF THEORIES OF RULE-GOVERNED GRAMMAR TO LANGUAGE TEACHING CAN CAUSE PROBLEMS FOR THE LEARNER. ELABORATION OF A RULE OF GRAMMAR IN ADVANCE OF DRILL HOLDS THREE DANGERS--(1) THE FALSE SECURITY WHICH RESULTS WHEN THE STUDENT FEELS THAT HE HAS LEARNED SOME ELEMENT OF VERBAL COMMUNICATION BECAUSE HE CAN STATE THE RULE, (2) THE INTERFERENCE IN UTTERANCE CONTROL, WHICH OCCURS NOT ONLY WHEN RULE-ORIENTED LEARNERS TRY TO SPEAK THE TARGET LANGUAGE, BUT ALSO WHILE THE PRACTICE DRILL IS IN PROGRESS, AND (3) THE FAILURE OF THE STUDENT TO LEARN HOW TO LEARN LANGUAGES, PROBABLY THE GRAVEST OF THE THREE DANGERS, FOR IT CAN HAMPER HIS LEARNING TO PERCEIVE RELATIONSHIPS AND TO ANALOGIZE. ON THE OTHER HAND, IF THE GRAMMAR IS PRESENTED AS A FINAL STEP OF A DRILL, OR  NOT AT ALL, THERE IS THE DANGER THAT THE UNDERACHIEVERS, AND PERHAPS OTHERS, WILL BE INCAPABLE OF FORMULATING THE RULE FOR THEMSELVES. THE SOLUTION IS TO LET THOSE WHO CAN DISCOVER PATTERNS, DO SO. THEN, TOWARD THE MIDDLE OF THE DRILL PRESENTATION, THE TEACHER CAN ASK THE STUDENT WHAT IS TAKING PLACE GRAMMATICALLY, DISTILL HIS DESCRIPTION INTO A CONCISE, SCIENTIFIC STATEMENT, AND, FINALLY, PROVIDE ADDED DRILL FOR REINFORCEMENT. THIS ARTICLE IS A REPRINT FROM THE &quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&quot; VOLUME 4, NUMBER 3, 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011739</dc:identifier>
<dc:title>SOME PEDAGOGICAL DANGERS IN RECENT LINGUISTIC TRENDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:43</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Laboratory Equipment</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:subject>Supervisor Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CHATAGNIER, LOUIS</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords>Indiana Language Program</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Southern Conference on Language Teaching, Atlanta, GA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FIRST SOUTHERN CONFERENCE ON LANGUAGE TEACHING ACQUAINTED TEACHERS AND ADMINISTRATORS FROM THE ELEMENTARY THROUGH COLLEGE LEVELS WITH MODERN TECHNIQUES OF FOREIGN LANGUAGE TEACHING. THE PROGRAM PROVIDED LECTURES, WORK-STUDY SESSIONS, DEMONSTRATION CLASSES, FILMS, AND EXHIBITS OF EQUIPMENT. THIS REPORT INCLUDES THE FOLLOWING ARTICLES--(1) &amp;quot;LANGUAGE TEACHING--CONCEPTS, PROBLEMS, OPPORTUNITIES,&amp;quot; (2) &amp;quot;NEW CHALLENGES IN FOREIGN LANGUAGES,&amp;quot; (3) &amp;quot;THE ROLE OF THE FOREIGN LANGUAGE SUPERVISOR,&amp;quot; (4) &amp;quot;LANGUAGE REINFORCEMENT DRILLS,&amp;quot; (5) &amp;quot;THE ELECTRONIC CLASSROOM,&amp;quot; (6) &amp;quot;FOREIGN LANGUAGES IN ELEMENTARY SCHOOLS,&amp;quot; (7) &amp;quot;FOREIGN LANGUAGES IN SECONDARY SCHOOLS,&amp;quot; (8) &amp;quot;EVALUATION OF LANGUAGE LEARNING THROUGH TESTING,&amp;quot; (9) &amp;quot;THE MLA FOREIGN LANGUAGE TESTS,&amp;quot; AND (10) &amp;quot;OVERVIEW.&amp;quot; A COPY OF THE  PROGRAM, A LISTING OF MEMBERS OF THE STEERING AND ADVISORY COMMITTEES, AND DIRECTORIES OF VISITING CONSULTANTS AND EXHIBITORS COMPLETE THE REPORT. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011740</dc:identifier>
<dc:title>DIMENSION--LANGUAGES 65. PROCEEDINGS OF THE SOUTHERN CONFERENCE ON LANGUAGE TEACHING (1ST, ATLANTA, GEORGIA, FEBRUARY 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>116</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Department Heads</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:creator scheme='personal author'>MCKIM, LESTER W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>Washington (Ellensburg)</eric:keywords>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Central Washington State Coll., Ellensburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROGRAM OF ADVANCED TRAINING FOR 50 FOREIGN LANGUAGE DEPARTMENT CHAIRMEN AND CITY COORDINATORS WHO ATTENDED THE FIRST NDEA FOREIGN LANGUAGE LEADERSHIP INSTITUTE IS DESCRIBED. HIGHLIGHTING THE UNIQUE FEATURE OF THE CURRICULUM WHICH WAS ITS ORGANIZATION AROUND TOPICS RATHER THAN COURSES, THE REPORT LISTS THE 40 LECTURE TOPICS, PRESENTED BY BOTH STAFF AND VISITING CONSULTANTS, RELATED TO CURRICULUM DEVELOPMENT, SUPERVISORY TECHNIQUES, INSERVICE TRAINING, INSTRUCTIONAL MATERIALS, TESTING, TEACHING CULTURE, AND APPLIED LINGUISTICS. THE REPORT DESCRIBES THE SMALL AND LARGE GROUP SCHEDULING, INDIVIDUAL STUDY ACTIVITIES, COMMITTEE ORGANIZATION FOR THE STUDY OF SPECIAL PROBLEMS, DEVELOPMENT OF PRACTICAL PROJECTS BY PARTICIPANTS, OBSERVATION OF DEMONSTRATIONS, AND INFORMAL DISCUSSION  OF PROFESSIONAL MATTERS WITH OTHER PARTICIPANTS. INCLUDED TOO ARE PARTICIPANTS&apos; EVALUATIONS OF THE INSTITUTE, A DIRECTORY OF ATTENDEES, THE LECTURE SCHEDULE, AND SAMPLES OF FORMS USED IN CONDUCTING THE INSTITUTE. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011741</dc:identifier>
<dc:title>NDEA FOREIGN LANGUAGE LEADERSHIP INSTITUTE FOR FOREIGN LANGUAGE SUPERVISORS AND DEPARTMENT CHAIRMEN (CENTRAL WASHINGTON STATE COLLEGE, JUNE 20 TO AUGUST 12, 1966). FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Homework</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BULL, WILLIAM E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>University of California Los Angeles</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF A TASK ANALYSIS APPROACH IN FOREIGN LANGUAGE LEARNING WAS STUDIED. SPECIAL SPANISH MATERIALS DEVELOPED FOR THE PROJECT INVOLVING 1,000 STUDENTS CONSISTED OF PROGRAMED HOMEWORK FOR EACH LESSON, A STUDENT TEXT OF READING MATERIALS, AND A DETAILED SET OF LESSON PLANS FOR THE TEACHER. AMONG THE TENTATIVE CONCLUSIONS OF THE STUDY WERE THAT--(1) THE USE OF THE LESSON PLANS DEVELOPED BY TEAMS SPEEDED UP THE TEACHING TASK AND IMPROVED TEACHER EFFICIENCY, (2) THE PROGRAMED HOMEWORK RESOLVED THE PROBLEM OF INDIVIDUAL DIFFERENCES BY ALLOWING STUDENTS TO WORK AT THEIR OWN PACE, AND DEMONSTRATED THAT ALL GRAMMATICAL POINTS COULD BE LEARNED AT HOME, THUS RELEASING CLASS TIME FOR PRACTICE AND STUDY OF NEW MATERIAL, AND (3) THE NUMBER OF QUESTIONS ORDINARILY ASKED BY  STUDENTS ABOUT WHAT THEY WERE LEARNING WAS REDUCED. THERE IS GOOD REASON TO BELIEVE THAT WITH THIS APPROACH IT WILL BE POSSIBLE TO DESIGN FOREIGN LANGUAGE PROGRAMS IN WHICH 90 PERCENT OF THE STUDENTS GET A OR B AND IN WHICH OTHERWISE AVERAGE TEACHERS SHOW MARKED ACCOMPLISHMENTS. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE FLORIDA FL REPORTER,&amp;quot; VOLUME 5, NUMBER 1, WINTER 1966-67. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011742</dc:identifier>
<dc:title>TASK ANALYSIS AND FL TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA UNIVERSITY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESULTS OF INVESTIGATIONS CONDUCTED DURING THE PAST 6 YEARS IN SELF-INSTRUCTION IN FOREIGN LANGUAGES HAVE LED RESEARCHERS TO CONCLUDE THAT TOTAL PROGRAMED INSTRUCTION SEEMS PRODUCTIVE ONLY IN CASES WHERE THE TERMINAL BEHAVIOR TO BE ACHIEVED IS VERY LIMITED. EXPERIMENTS HAVE SHOWN THAT IT IS MOST USEFUL IN MODULES AT EARLY LEVELS FOR TEACHING SPECIFIC FEATURES OF PRONUNCIATION, GRAMMAR, OR VOCABULARY. PARTIAL PROGRAMING, SUCH AS THAT DEVELOPED AT INDIANA UNIVERSITY FOR MULTIPLE CREDIT ELEMENTARY FRENCH, HAS EMERGED AS A POSSIBLE SOLUTION TO THE DIFFICULTIES INHERENT IN PROGRAMING LANGUAGES AND SUGGESTS THAT LIVE TEACHING AND PROGRAMED INSTRUCTION CAN BE COMPLEMENTARY. THE MACHINE IS USED FOR ROUTINE DRILL WHILE THE TEACHER PROVIDES SITUATIONS AND OPPORTUNITIES FOR THE STUDENT  TO TRANSFER STRUCTURE AND VOCABULARY LEARNED AND PRACTICED IN THE LABORATORY TO NATURAL COMMUNICATION IN WHICH HE ADJUSTS TO THE UNPREDICTABILITY OF ANOTHER HUMAN BEING&apos;S RESPONSES. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE FLORIDA FL REPORTER,&amp;quot; VOLUME 5, NUMBER 1, WINTER 1966-67. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011743</dc:identifier>
<dc:title>PROGRAMED INSTRUCTION AND FOREIGN LANGUAGE LEARNING--PROBLEMS AND PROSPECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arts Centers</dc:subject>
<dc:subject>Classical Languages</dc:subject>
<dc:subject weight='MAJOR'>Inservice Teacher Education</dc:subject>
<dc:subject weight='MAJOR'>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject weight='MAJOR'>Latin</dc:subject>
<dc:subject weight='MAJOR'>Multisensory Learning</dc:subject>
<dc:subject weight='MAJOR'>Secondary School Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>FORBES, MARGARET</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ARTS AND HUMANITIES INSTITUTE FOR LATIN TEACHERS EMPHASIZED TEACHING TECHNIQUES, INSTRUCTIONAL MATERIALS FOR BEGINNING (SEVENTH-GRADE) LATIN CLASSES, AND IMPROVEMENT OF TEACHER PROFICIENCY IN LANGUAGE SKILLS. THE PARTICIPANTS CONSIDERED THE CONCURRENT APPROACH AND USE OF VISUAL, AURAL, PICTORIAL, AND KINETIC METHODS OF LANGUAGE INSTRUCTION. WITH THE DEVELOPMENT OF READING SPEED AND DIRECT COMPREHENSION IN LATIN OPPOSED TO TRANSLATION, TWO OF THE FIVE WEEKLY SESSIONS WERE DEVOTED TO MULTISENSORY PRESENTATION OF &quot;UNSEENS&quot; (UNPREPARED TEXTS). THE PARTICIPATION OF TEACHER EDUCATION SPECIALISTS FURTHERED THE POTENTIAL INTEGRATION OF TAPED MATERIALS, TRANSPARENCIES, AND FILMS WITH LATIN NARRATIVES INTO THE CURRICULUM. THIS ARTICLE IS PUBLISHED IN &quot;THE DFL BULLETIN,&quot; VOLUME 6,  NUMBER 2, DECEMBER 1966. THIS DOCUMENT IS ALSO AVAILABLE FROM THE DEPARTMENT OF FOREIGN LANGUAGES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011744</dc:identifier>
<dc:title>A BOOST FOR THE CLASSICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:47:52</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Problems</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Second Language Instruction</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:creator scheme='personal author'>SMITH, GEORGE</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>National Defense Education Act Title III</eric:keywords>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NARRATIVE PORTION OF THIS REPORT DESCRIBES THE SPECIALLY DESIGNED 1966 NDEA SUMMER INSTITUTE FOR STATE FOREIGN LANGUAGE SUPERVISORS HELD AT INDIANA UNIVERSITY. IT SUMMARIZES ACTIVITIES UNDERTAKEN IN THE SIX PRINCIPAL AREAS OF THE CURRICULUM--(1) STATISTICS, (2) EXPERIMENTAL DESIGN AND RESEARCH, (3) LINGUISTICS, (4) SUPERVISION AND CURRICULUM DEVELOPMENT, (5) PSYCHOLOGY AND PROFESSIONAL RESOURCES, AND (6) INSTRUCTION IN FRENCH, GERMAN, OR SPANISH. THE REPORT ALSO PRESENTS THE RESULTS OF THE EVALUATION MADE BY PARTICIPANTS AT THE CONCLUSION OF THE INSTITUTE. THE INFORMATION CONTAINED IN THE APPENDIXES, AMOUNTING TO MORE THAN ONE-HALF OF THE REPORT, INCLUDES THE FORMS USED IN CONDUCTING THE INSTITUTE, A DIRECTORY OF PARTICIPANTS AND STAFF, THE SCHEDULE OF SPECIAL EVENTS, THE  INSTITUTE CALENDAR, LECTURE OUTLINES, STUDENT AND FACULTY EVALUATION QUESTIONNAIRES, BIBLIOGRAPHIES, AND A LIST OF THE MATERIALS AVAILABLE TO PARTICIPANTS IN THE CURRICULUM LIBRARY. (AUTHOR/AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011745</dc:identifier>
<dc:title>NDEA INSTITUTE FOR STATE SUPERVISORS OF FOREIGN LANGUAGE (INDIANA UNIVERSITY, JUNE 26 - JULY 30, 1966). FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Study Abroad</dc:subject>
<dc:creator scheme='personal author'>BAKER, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA UNIVERSITY</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>USSR</eric:keywords>
<eric:keywords_geo>USSR</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIRTY TEACHERS OF RUSSIAN FROM THE UNITED STATES PARTICIPATED IN THE 1966 NDEA (NATIONAL DEFENSE EDUCATION ACT) INSTITUTE SPONSORED BY INDIANA UNIVERSITY IN THE SOVIET UNION. THE PROGRAM OF 5 WEEKS OF INTENSIVE STUDY ON CAMPUS FOLLOWED BY 5 WEEKS OF TRAVEL IN THE SOVIET UNION OFFERED PARTICIPANTS A UNIQUE OPPORTUNITY TO IMPROVE THEIR LANGUAGE PROFICIENCY AND GAIN INSIGHTS INTO THE FOREIGN CULTURE. THROUGHOUT THE 10-WEEK PROGRAM THE PARTICIPANTS WERE UNDER PLEDGE TO SPEAK ONLY RUSSIAN. THE TOUR PHASE ENDED IN HELSINKI, WHERE THE TEACHERS TOOK PART IN A TESTING PROGRAM. THEY SHOWED AN INCREASED PROFICIENCY IN ALL LANGUAGE SKILLS, ALTHOUGH READING AND WRITING WERE NOT STRESSED IN THE INSTITUTE. FOR MOST PARTICIPANTS, HOWEVER, A MORE SIGNIFICANT FACTOR WAS THE CONTACT WITH SOVIET  CULTURE AND THE RUSSIAN PEOPLE, AND A BYPRODUCT WAS AN INCREASED APPRECIATION FOR THE AMERICAN WAY OF LIFE. APPENDIXES GIVE THE LIST OF PARTICIPANTS AND THE INSTRUCTIONS SENT TO PARTICIPANTS IN PREPARATION FOR TRAVEL IN THE SOVIET UNION. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011746</dc:identifier>
<dc:title>NDEA OVERSEAS INSTITUTE FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS OF RUSSIAN (INDIANA UNIVERSITY, JUNE 20 TO AUGUST 28, 1966). FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>STILWELL, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>MORGANTOWN</eric:keywords>
<eric:keywords>WEST VIRGINIA UNIVERSITY</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PARTICIPANTS IN THE 1966 NDEA LANGUAGE INSTITUTE HELD AT WEST VIRGINIA UNIVERSITY WERE THOSE SECONDARY SCHOOL TEACHERS WHO HAD PREVIOUSLY ATTENDED AN NDEA INSTITUTE FOR ADVANCED TRAINING IN THEIR PRINCIPAL LANGUAGE TEACHING FIELD, BUT WHO FROM CHOICE OR NECESSITY HAD BEEN ASSIGNED FRENCH OR SPANISH AS A SECOND TEACHING FIELD. THE REPORT OF THIS INSTITUTE DESCRIBES THE PLANNING OF THE INSTITUTE, SELECTION OF PARTICIPANTS, CONTENT OF COURSES, AND INSTRUCTIONAL PROGRAM. THE PROGRAM REPORT EMPHASIZES THE VARIETY OFFERED BY THE FOUR DEMONSTRATION CLASSES IN WHICH DIFFERENT SETS OF MATERIALS WERE USED, OPPORTUNITIES WERE OFFERED FOR PRACTICE TEACHING, SPECIAL HELP WAS GIVEN TO PARTICIPANTS IN LINGUISTICS AND METHODOLOGY, AND SOLVING PROBLEMS PECULIAR TO THE TWO-LANGUAGE TEACHER WAS  DISCUSSED. ROSTERS OF STAFF AND PARTICIPANTS, ALONG WITH SCHEDULES OF BOTH THE INSTRUCTIONAL PROGRAM FOR THE SPANISH AND FRENCH SECTIONS AND THE EVENING PROGRAM OF LECTURES AND FILMS WERE INCLUDED. (AUTHOR/AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011747</dc:identifier>
<dc:title>NDEA FIELD SUMMER LANGUAGE INSTITUTE FOR SECONDARY FRENCH AND SPANISH (2D WEST VIRGINIA UNIVERSITY, JUNE 27 TO AUGUST 19, 1966). FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:creator scheme='personal author'>WASSERMAN, MARVIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>PIMSLEUR LANGUAGE APTITUDE BATTERY</eric:keywords>
<eric:keywords>Modern Language Aptitude Test</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_test>Modern Language Aptitude Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR PART OF THIS CONFERENCE REPORT DEVELOPS THE CONFERENCE THEME, &amp;quot;INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE LEARNING,&amp;quot; AS PRESENTED BY THE PRINCIPAL SPEAKER, JOHN B. CARROLL. HIS PAPER TREATS RATE OF LEARNING, SPECIALIZED TRAITS IN FOREIGN LANGUAGE APTITUDE (PHONETIC CODING ABILITY, GRAMMATICAL SENSITIVITY, ROTE LEARNING ABILITY, INDUCTIVE LANGUAGE LEARNING ABILITY, AND MOTIVATION), WAYS IN WHICH APTITUDE CAN BE MEASURED AND PREDICTED, AND WAYS IN WHICH APTITUDE TESTS CAN BE USED BY TEACHERS AS AIDS IN ADAPTING INSTRUCTION TO INDIVIDUAL DIFFERENCES. THE REPORT ALSO SUMMARIZES VIEWS PRESENTED BY A PANEL ON THE AVERAGE, SLOW, AND SUCCESSFUL LEARNERS AT THE ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOL LEVELS OF THE FOREIGN LANGUAGE PROGRAM. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011748</dc:identifier>
<dc:title>ANNUAL FOREIGN LANGUAGE CONFERENCE AT NEW YORK UNIVERSITY (32ND, NEW YORK CITY, NOVEMBER 5, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUGGESTIONS FOR ESTABLISHING AND MAINTAINING A FLES PROGRAM (FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS) ARE GIVEN. THE GUIDE EXAMINES THE CONSIDERATIONS AND PRINCIPLES THAT ARE IMPORTANT IN PLANNING THE PROGRAM, AND DISCUSSES OBJECTIVES, BASIC ASSUMPTIONS ABOUT LANGUAGE LEARNING, RESEARCH IN FLES, AND THE ROLE OF THE FLES TEACHER. INCLUDED ARE LISTS OF REPRESENTATIVE FLES TEACHING TECHNIQUES, CHECKLISTS FOR EVALUATING THE PROGRAM, AND A BIBLIOGRAPHY OF TEACHER REFERENCES, RESEARCH MATERIALS, AND INSTRUCTIONAL MATERIALS FOR FRENCH, GERMAN, AND SPANISH. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011749</dc:identifier>
<dc:title>FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOL, A GUIDE FOR ADMINISTRATORS, TEACHERS, AND PARENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>MELTON, RICHARD S.</dc:creator>
<dc:creator scheme='personal author'>MYERS, CHARLES T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MLA Cooperative Foreign Language Proficiency Tests</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING THE SUMMER OF 1963, APPROXIMATELY 3,000 TEACHERS ATTENDING NDEA FOREIGN LANGUAGE INSTITUTES WERE TESTED AND EVALUATED FOR COMPETENCY. THIS DOCUMENT DESCRIBES THE RELATIONSHIP BETWEEN THE RATINGS GIVEN THEM BY FACULTY GROUPS AT THE INSTITUTES AND THEIR SCORES ON THE MLA FOREIGN LANGUAGE PROFICIENCY TESTS FOR TEACHERS AND ADVANCED STUDENTS. MORE THAN ONE-HALF OF THE REPORT IS A SERIES OF TABULATED SUMMARIES SHOWING THE SCORE RANGES AND THE DEGREE OF CORRESPONDENCE BETWEEN THE TESTS AND THE RATINGS. THE CORRESPONDENCE WAS GREATEST FOR THE FOUR BASIC LANGUAGE SKILLS TESTS AND LEAST FOR THE TESTS IN APPLIED LINGUISTICS, CIVILIZATION AND CULTURE, AND PROFESSIONAL PREPARATION. ALSO INCLUDED IS A CHECKLIST OF QUALIFICATIONS FOR SECONDARY SCHOOL FOREIGN LANGUAGE TEACHERS.  (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011750</dc:identifier>
<dc:title>A STUDY OF THE RELATIONSHIP BETWEEN SCORES ON THE MLA FOREIGN LANGUAGE PROFICIENCY TESTS FOR TEACHERS AND ADVANCED STUDENTS AND RATINGS OF TEACHER COMPETENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Area Studies</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>Choate School CT</eric:keywords>
<eric:keywords>Russian Studies Center for Secondary Schools</eric:keywords>
<eric:keywords>Connecticut (Wallingford)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Choate School, Wallingford, CT. Russian Studies Center for Secondary Schools.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BACKGROUND AND INSTRUCTIONAL MATERIALS PUBLISHED BETWEEN 1947 AND 1966 ARE LISTED IN THIS SUPPLEMENT TO THE &amp;quot;BIBLIOGRAPHY OF MATERIALS&amp;quot; ISSUED BY THE RUSSIAN CENTER FOR SECONDARY SCHOOLS. THE MAJORITY OF THE ITEMS ARE IN ENGLISH, AND ALL ARE AVAILABLE FROM THE CENTER ON A 3-WEEK LOAN TO SECONDARY SCHOOL TEACHERS OF RUSSIAN. THE SIX MAJOR SECTIONS LIST BOOKS ON--(1) HISTORY, (2) COMMUNISM, MARXISM, AND SOCIALISM, (3) ECONOMY AND LAW, (4) FOREIGN RELATIONS, (5) LANGUAGE, AND (6) LITERATURE. THERE ARE BRIEF SECTIONS ON CIVILIZATION, FOLKLORE, GEOGRAPHY, GOVERNMENT AND POLITICS, MUSIC AND ART, PHILOSOPY AND RELIGION, AND EDUCATION. BIBLIOGRAPHIES, JOURNALS AND PERIODICALS, AND AUDIOVISUAL AIDS ALSO ARE LISTED. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011751</dc:identifier>
<dc:title>BIBLIOGRAPHY OF MATERIALS AVAILABLE FROM THE RUSSIAN STUDIES CENTER FOR SECONDARY SCHOOLS. SUPPLEMENT, FEBRUARY 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Flexible Schedules</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:subject>Time Blocks</dc:subject>
<dc:creator scheme='personal author'>PALMER, L. R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>Minnetonka School District MN</eric:keywords>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FLEXIBLE SCHEDULING BENEFITS BOTH STUDENTS AND TEACHERS BECAUSE, IN ANY SPECIFIC SCHOOLS EDUCATIONAL PROGRAM, IT MAKES THE BEST AND MOST APPROPRIATE USE OF TIME, SPACE, EQUIPMENT, AND TEACHERS TALENTS. SUCH SCHEDULING HAS BEEN USED SUCCESSFULLY AT MINNETONKA EAST JUNIOR HIGH SCHOOL, WHERE THE SCHOOL DAY IS DIVIDED INTO 15 DAILY TIME MODULES OF 28 MINUTES EACH. STUDENTS USE ONE MODULE FOR LUNCH AND 14 FOR CLASSES, WITH TWO MODULES PER DAY DEVOTED TO SOME SUBJECTS AND ONE TO OTHERS. TEACHERS USE 10 FOR TEACHING, THREE OR FOUR FOR PREPARATION AND EVALUATION, AND ONE FOR LUNCH. WITH THIS SCHEDULE STUDENTS ARE ABLE TO FOLLOW A FOREIGN LANGUAGE SEQUENCE THROUGHOUT THE 3 YEARS OF JUNIOR HIGH SCHOOL AND CONTINUE IT IN HIGH SCHOOL THROUGH THE 12TH GRADE IF THEY DESIRE. THE ARTICLE  INCLUDES SAMPLE SCHEDULES FOR TEACHERS AND STUDENTS AND A CHART OF CURRICULUM OFFERINGS IN GRADES 7 THROUGH 9, SHOWING THE NUMBER OF SCHEDULE MODULES DEVOTED TO EACH SUBJECT DAILY. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;MINNESOTA FOREIGN LANGUAGE BULLETIN,&amp;quot; VOLUME 7, NUMBER 2, JANUARY 1967. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011752</dc:identifier>
<dc:title>THE MODULE--A NEW MODE FOR GAINING FLEXIBILITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>DECKER, RICHARD G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Advanced Placement Examinations (CEEB)</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>COLLEGE ENTRANCE EXAMINATION BOARD</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_test>Advanced Placement Examinations (CEEB)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STEPS NECESSARY IN ESTABLISHING AN ADVANCED PLACEMENT PROGRAM IN LATIN ARE DISCUSSED IN THIS BULLETIN FOR TEACHERS AND ADMINISTRATORS. GUIDELINES ARE SUGGESTED FOR SELECTING STUDENTS, ASSIGNING TEACHERS, DESIGNING THE COURSE, ADMINISTERING THE PROGRAM, AND DEVELOPING METHODOLOGY FOR IMPROVING STUDENTS&apos; LANGUAGE SKILLS AND TEACHING LITERATURE. THE SECOND HALF OF THE BULLETIN LISTS BOOKS RECOMMENDED FOR ADVANCED PLACEMENT CLASSES, WITH ONE SECTION ON SPECIFIC LATIN WRITERS AND GENERAL REFERENCE SOURCES, AND A SECOND SECTION ON SUCH SUBJECTS AS LITERARY HISTORY, MYTHOLOGY, THE CLASSICAL INFLUENCE, HISTORY, POLITICS, ANTIQUITIES, GRAMMAR, AND COMPOSITION. A LIST OF PUBLISHERS AND SUPPLIERS OF MATERIALS IN THE UNITED STATES AND ABROAD IS APPENDED. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011753</dc:identifier>
<dc:title>ADVANCED PLACEMENT PROGRAM IN LATIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GUNTHER, GERTRUDE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>Advanced Placement Examinations (CEEB)</eric:keywords>
<eric:keywords>COLLEGE ENTRANCE EXAMINATION BOARD</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_test>Advanced Placement Examinations (CEEB)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STEPS NECESSARY IN ESTABLISHING AN ADVANCED PLACEMENT PROGRAM IN GERMAN ARE DISCUSSED IN THIS BULLETIN FOR TEACHERS AND ADMINISTRATORS. THE COURSE DESCRIBED IS AN ALTERNATE FOR THE REGULAR 6TH-YEAR COURSE OFFERED IN THE 12TH GRADE. GUIDELINES ARE SUGGESTED FOR SELECTING STUDENTS, ASSIGNING TEACHERS, DESIGNING THE COURSE, ADMINISTERING THE PROGRAM, AND DEVELOPING METHODOLOGY FOR IMPROVING STUDENTS&apos; LANGUAGE SKILLS AND TEACHING LITERATURE. SPECIFIC TECHNIQUES ARE SUGGESTED FOR TEACHING STUDENTS TO READ AND INTERPRET LITERATURE, WITH SAMPLE LESSON EXCERPTS GIVEN TO ILLUSTRATE CLOSE READING OF A PROSE PASSAGE AND A POEM. THE LAST THIRD OF THE BULLETIN IS A BIBLIOGRAPHY OF REFERENCES FOR THE TEACHER, LITERARY AND CRITICAL WORKS RECOMMENDED FOR THE CLASS, RECORD CATALOGS, AND  MAGAZINES. LISTS OF EUROPEAN AND AMERICAN BOOK SUPPLIERS ARE INCLUDED. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011754</dc:identifier>
<dc:title>ADVANCED PLACEMENT PROGRAM IN GERMAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>Anthologies</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>HOLLISTER, KATHLEEN</dc:creator>
<dc:creator scheme='personal author'>LABEILLE, DANIEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Title III</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title II</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title II</eric:keywords_law>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY OF RECOMMENDED READING FOR ADVANCED PLACEMENT CLASSES IN FRENCH CONTAINS 194 ITEMS. THERE IS A MAJOR SECTION ON LITERARY AND CRITICAL WORKS, AND BRIEF SECTIONS ON PERIODICALS, RECORDS, FILMS, AND FILMSTRIPS. EACH ITEM IS PRICED AND AMERICAN SUPPLIERS ARE INDICATED FOR BOOKS PUBLISHED ABROAD. THE BULLETIN ALSO CONTAINS INSTRUCTIONS TO NEW YORK STATE TEACHERS FOR ACQUIRING THE LISTED WORKS UNDER EITHER NDEA TITLE III OR ESEA TITLE II, AND, FOR CONVENIENCE IN ORDERING, THE LIST IS DIVIDED INTO A BASIC COLLECTION AND A SECOND PURCHASE. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011755</dc:identifier>
<dc:title>BIBLIOGRAPHIC GUIDE FOR ADVANCED PLACEMENT, FRENCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Italian</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GILLERS, LILLIAN M.</dc:creator>
<dc:creator scheme='personal author'>NEWMARK, MAXIM</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES, CONTENT, AND SCOPE OF ITALIAN INSTRUCTION FOR EACH LEVEL OF A FOUR-LEVEL SEQUENCE IN SECONDARY SCHOOLS ARE DELINEATED IN THIS GUIDE, WHICH IS A REVISION OF EARLIER BULLETINS USED EXPERIMENTALLY IN NEW YORK CITY SINCE 1962. A MODIFIED AUDIOLINGUAL APPROACH IS STRESSED, AND SPECIFIC TECHNIQUES ARE SUGGESTED FOR TEACHING CULTURE AND THE LISTENING, SPEAKING, READING, AND WRITING SKILLS. CHECKLISTS OF MINIMAL VOCABULARY ITEMS, GRAMMATICAL STRUCTURES, AND CULTURAL TOPICS ARE GIVEN FOR EACH LEVEL. OTHER SUBJECTS DETAILED ARE THE TAPE RECORDER, THE LANGUAGE LABORATORY, TESTING, AUDIOVISUAL AIDS, THE ADVANCED PLACEMENT PROGRAM, PROGRAMED INSTRUCTION, TEAM TEACHING, AND PROGRAM EVALUATION. A BIBLIOGRAPHY OF GENERAL AND SPECIFIC REFERENCES FOR ITALIAN TEACHERS IS INCLUDED.  (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011756</dc:identifier>
<dc:title>NEW YORK CITY FOREIGN LANGUAGE PROGRAM FOR SECONDARY SCHOOLS, ITALIAN, LEVELS 1-4.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>236</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>SCHULTZ, RAYMOND E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR SOURCES ON WHICH THIS NEED SURVEY IS BASED INCLUDE AN ADMINISTRATORS&apos; INFORMATION FORM DEVELOPED SPECIFICALLY FOR THIS STUDY, THE JUNIOR COLLEGE DIRECTORY, AND THE EDUCATION DIRECTORY, 1963-64, PART III. THERE WILL BE A NEED FOR NEARLY 3,000 NEW ADMINISTRATORS IN MAJOR POSITIONS OVER THE NEXT 15 YEARS, INCLUDING 1,403 PRESIDENTS, 1,507 CHIEF ACADEMIC DEANS, 956 CHIEF STUDENT PERSONNEL ADMINISTRATORS, AND 1,041 CHIEF BUSINESS MANAGERS. AT PRESENT, CONSIDERABLY LESS THAN HALF OF ALL JUNIOR COLLEGE PRESIDENTS HOLD AN EARNED DOCTORAL DEGREE, AND MORE ACADEMIC DEANS IN PROTESTANT-RELATED JUNIOR COLLEGES HOLD THE DOCTORATE THAN DO THE PRESIDENTS OF THESE INSTITUTIONS. THE MOST FREQUENT SOURCE OF JUNIOR COLLEGE ADMINISTRATIVE PERSONNEL, EXPRESSED IN TERMS OF PREVIOUS  POSITIONS, IS FROM WITHIN THE SAME INSTITUTION. THIS SOURCE IS HIGHEST FOR ACADEMIC DEANS AND LOWEST IN THE CASE OF JUNIOR COLLEGE PRESIDENTS. TO MEET FUTURE NEEDS IT IS RECOMMENDED THAT INSERVICE PROGRAMS BE ESTABLISHED TO ASSIST AND UPGRADE ADMINISTRATORS ALREADY PRACTICING AS WELL AS FOR TRAINING NEW PEOPLE IN THE FIELD. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $0.50. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011757</dc:identifier>
<dc:title>ADMINISTRATORS FOR AMERICA&amp;apos;S JUNIOR COLLEGES--PREDICTIONS OF NEED 1965-1980.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Nurses</dc:subject>
<dc:subject>Nursing</dc:subject>
<dc:subject>Nursing Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BOWMAN, HELEN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO GATHER INFORMATION FOR EVALUATION OF THE ASSOCIATE DEGREE NURSING PROGRAM, THE CLASSES GRADUATING IN 1959 AND 1960 FROM CALIFORNIA JUNIOR COLLEGES WERE STUDIED BY QUESTIONNAIRE. OF STUDENTS ENROLLED IN THESE CLASSES, 43 PERCENT HAD OTHER EDUCATION BEYOND HIGH SCHOOL, AND 14 PERCENT HAD SOME PREVIOUS TRAINING, BUT 86 PERCENT FELT THIS PROGRAM BEST SUITED TO THEIR NEEDS. OF 216 GRADUATES RESPONDING TO THE LATER SURVEY, 200 WERE EMPLOYED AS NURSES. SEVENTY-ONE FELT INADEQUATELY PREPARED IN CERTAIN PHASES OF THEIR DUTIES, AND SOME FELT THAT EMPLOYERS PUSHED THEM TOO FAST INTO POSITIONS OF LEADERSHIP AND RESPONSIBILITY FOR WHICH THEY WERE UNPREPARED. AFTER 6 MONTHS OF EMPLOYMENT, THESE NURSES WERE RATED EQUAL TO OR ABOVE NURSES OF EQUIVALENT EXPERIENCE IN 80 PERCENT OF THE SKILLS,  CHARACTERISTICS, OR ABILITIES RATED TO NURSING EFFECTIVENESS. ONE YEAR AFTER GRADUATION, THIS PERCENTAGE WAS 84. TABLES, DISCUSSION OF DETAILS, AND INDIVIDUAL COMMENTS ARE PRESENTED. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED011758</dc:identifier>
<dc:title>DATA REGARDING THE GRADUATES OF THE CALIFORNIA ASSOCIATE DEGREE NURSING PROGRAM FROM THE BOARD OF NURSING EDUCATION AND NURSE REGISTRATION SIX-YEAR EVALUATION PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-14</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Terminal Education</dc:subject>
<dc:subject>Transfer Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DAVIS, JUNIUS A.</dc:creator>
<dc:creator scheme='personal author'>LINN, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Comparative Guidance and Placement Program</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords>Academic Interest Measures</eric:keywords>
<eric:keywords>Personal Values Inventory (Schlesser and Finger)</eric:keywords>
<eric:keywords>BACKGROUND AND EXPERIENCE QUESTIONNAIRE</eric:keywords>
<eric:keywords>SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Testing Service, Princeton, NJ.</dc:creator>
<dc:creator scheme='institution'>College Entrance Examination Board, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DETERMINE THEIR EFFECTIVENESS IN PREDICTING OR EXPLAINING STUDENT CHOICE, PERFORMANCE, AND PERSISTENCE IN REPRESENTATIVE CAREER PROGRAMS, A TEST BATTERY WAS ADMINISTERED TO ALL ENTERING FRESHMEN AT BRONX COMMUNITY COLLEGE, FALL, 1965. GRADE AVERAGES AND SCHOLASTIC APTITUDE TEST SCORES WERE ALSO COMPILED. ANALYSES OF DATA WERE COMPLETED SEPARATELY FOR STUDENTS IN TRANSFER PROGRAMS AND THOSE IN CAREER PROGRAMS. FOR EACH GROUP OF STUDENTS, THE MEANS, STANDARD DEVIATIONS, AND INTERCORRELATIONS WERE COMPUTED FOR THE 32 PREDICTOR VARIABLES AND THE TWO CRITERION VARIABLES. THOUGH TRADITIONAL PREDICTORS OF ACADEMIC SUCCESS WERE NOT EXPECTED TO BE PARTICULARLY USEFUL FOR STUDENTS IN CAREER PROGRAMS WHERE THE GOALS AND CRITERIA OF SUCCESS ARE DIFFERENT FROM THOSE IN MORE  TRADITIONAL COLLEGE PROGRAMS, THEY WERE FOUND TO BE ALMOST AS GOOD HERE AS THEY ARE IN PREDICTING SUCCESS AT MANY 4-YEAR COLLEGES. SEVERAL OF THE EXPERIMENTAL TESTS SHOWED PROMISING VALIDITIES FOR PREDICTION IN THE CAREER PROGRAMS, WITH HIGHEST CORRELATIONS IN THE NURSING PROGRAMS AND LOWEST IN THE TECHNOLOGY PROGRAMS. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011759</dc:identifier>
<dc:title>CORRELATES OF ACADEMIC PERFORMANCE OF COMMUNITY COLLEGE STUDENTS IN CAREER OR TRANSFER PROGRAMS--A PILOT STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Placement</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>DAVIS, ELTON C.</dc:creator>
<dc:creator scheme='personal author'>RISSER, JOHN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Pasadena)</eric:keywords>
<eric:keywords_geo>California (Pasadena)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pasadena City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS CONDUCTED IN ORDER TO DETERMINE THE RELATIVE VALUE OF PREVIOUS GRADES IN MATHEMATICS COURSES, THE OVERALL HIGH SCHOOL GRADE POINT AVERAGE, AND THE PLACEMENT TEST IN MATHEMATICS DEVELOPED AT THE COLLEGE AS PREDICTORS OF ACHIEVEMENT IN INTRODUCTORY AND INTERMEDIATE ALGEBRA, IN COLLEGE ALGEBRA, IN TRIGONOMETRY, AND IN ANALYTIC GEOMETRY AND CALCULUS. A CORRELATION MATRIX FOR EACH OF THE COURSES WAS PREPARED. FINAL GRADES IN THE INTRODUCTORY AND INTERMEDIATE ALGEBRA COURSES CORRELATED MOST HIGHLY WITH GRADES EARNED IN PREVIOUSLY TAKEN MATHEMATICS COURSES. THE LOWEST CORRELATIONS WERE FOUND BETWEEN THE FINAL GRADES WHICH STUDENTS MADE IN THESE COURSES AND THEIR SCORES ON THE QUALIFYING PLACEMENT TESTS. FOR THE TWO MORE ADVANCED COURSES, HOWEVER, THE HIGHEST CORRELATIONS  WERE FOUND BETWEEN THE FINAL COURSE GRADES AND THE SCORES MADE ON THE QUALIFYING PLACEMENT TEST. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011760</dc:identifier>
<dc:title>STUDY OF VARIABLES ASSOCIATED WITH FINAL GRADES IN MATHEMATICS COURSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>EURICH, ALVIN C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Academy for Educational Development, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE STATEWIDE EDUCATIONAL NEEDS IN RELATION TO EXISTING PRACTICES, DATA ARE DERIVED FROM OVER 500 INTERVIEWS AND CONFERENCES, AS WELL AS DOCUMENTS AND OTHER MATERIALS. RECOMMENDATIONS INCLUDE--(1) EXPANSION OF THE STATE ADMINISTRATIVE ROLE TO REMEDY LOCAL INEQUITIES, (2) REVISION OF STATE LAWS TO REGULARIZE EDUCATIONAL APPOINTMENT AND TENURE PRACTICES, (3) INITIATION OF PLANNING, RESEARCH, AND EVALUATION OF THE EDUCATIONAL SYSTEM AND DEVELOPMENT OF A MASTER PLAN, (4) ESTABLISHMENT OF A STATEWIDE ACHIEVEMENT TESTING PROGRAM TO BE USED AS A BASIS FOR PROVIDING SPECIAL ASSISTANCE AS NEEDED BY INDIVIDUAL SCHOOLS, (5) REVISION OF ACCREDITATION PROCEDURES, (6) A FEASIBILITY STUDY TO DETERMINE APPROPRIATE APPLICATION OF DATA PROCESSING TECHNIQUES TO STATE BOARD OPERATIONS, (7)  REORGANIZATION OF SCHOOL DISTRICTS, (8) NONPARTISAN ELECTION OF LOCAL BOARD MEMBERS, AND (9) REVISION OF LOCAL AND STATE TAX AND FUNDING REGULATIONS. ADMINISTRATION OF THE JUNIOR COLLEGE SYSTEM SHOULD BE REGULARIZED AND A SPECIFIC MASTER PLAN DEVELOPED TO ASSURE INCLUSION OF VOCATIONAL AND CONTINUING EDUCATIONAL OPPORTUNITIES AS WELL AS TRANSFER CURRICULUMS. ACCREDITATION, CURRICULUMS, AND FACULTY APPOINTMENT QUESTIONS SHOULD BE COORDINATED ON A STATEWIDE LEVEL RATHER THAN THROUGH THE UNIVERSITY OF MISSOURI AS AT PRESENT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE COCHAIRMAN OF THE MISSOURI GOVERNOR&apos;S CONFERENCE ON EDUCATION, 7530 MARYLAND AVENUE, ST. LOUIS, MISSOURI 63105. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011761</dc:identifier>
<dc:title>LOOKING AHEAD TO BETTER EDUCATION IN MISSOURI, A REPORT ON ORGANIZATION, STRUCTURE, AND FINANCING OF SCHOOLS AND JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Contracts</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Philosophy</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Board of Education, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE COMMUNITY COLLEGE LAW AND PROCEDURES ESTABLISHED BY THE DEPARTMENT OF PUBLIC INSTRUCTION ARE THE BASIS FOR ADMINISTRATION OF COMMUNITY COLLEGES IN PENNSYLVANIA. REGULATIONS PROVIDE FOR ADMINISTRATIVE ORGANIZATION, CURRICULUM, TUITION, AND STANDARDS FOR GRADING, RECORD KEEPING, FACULTY AND STAFF RATIOS. ALSO DESCRIBED ARE PROCEDURES FOR CONTRACT AWARDS FOR BUILDINGS AND FACILITIES, AS WELL AS COMPUTATION OF STATE PAYMENTS FOR OPERATING AND CAPITAL EXPENSES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011762</dc:identifier>
<dc:title>REGULATIONS FOR COMMUNITY COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Geographic Regions</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Coll. Testing Program, Iowa City, IA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AMERICAN COLLEGE TESTING SERVICE ANALYZED THE ENROLLMENT (IN TERMS OF STUDENT GOALS, ABILITIES, AND ACHIEVEMENTS) OF SEVERAL HUNDRED COLLEGES OF VARIOUS SIZES AND TYPES THROUGHOUT THE COUNTRY. THE RESULTANT DATA, ARRANGED ACCORDING TO THE GEOGRAPHICAL LOCATIONS OF THE SCHOOLS STUDIED, PROVIDED EVIDENCE AS TO WHAT KINDS OF STUDENTS ATTEND WHAT KINDS OF INSTITUTIONS. THE STUDY REAFFIRMED AND CLARIFIED THE CONTENTION THAT DIVERSITY CHARACTERIZES AMERICAN HIGHER EDUCATION. THIS DIVERSITY INVALIDATES GENERALIZATIONS ABOUT THE STANDARDS AND PURPOSES OF AMERICAN HIGHER EDUCATION AS A WHOLE. AN UNDERSTANDING OF THIS DIVERSITY IS NECESSARY IN ALL ATTEMPTS TO RECONCILE INSTITUTIONAL OFFERINGS AND ACTIVITIES WITH STUDENT NEEDS. THE INFORMATION IS PRESENTED LARGELY IN TABULAR FORM. THIS  DOCUMENT IS ALSO AVAILABLE FROM AMERICAN COLLEGE TESTING PROGRAM, P.O. BOX 168, IOWA CITY, IOWA 52240, FOR $3.50. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011763</dc:identifier>
<dc:title>COLLEGE STUDENT PROFILES, NORMS FOR THE ACT ASSESSMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>310</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Educational Finance</dc:subject>
<dc:subject weight='MAJOR'>Financial Support</dc:subject>
<dc:subject weight='MAJOR'>Private Financial Support</dc:subject>
<dc:subject weight='MAJOR'>School Support</dc:subject>
<dc:subject weight='MAJOR'>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BREMER, FRED H.</dc:creator>
<dc:creator scheme='personal author'>ELKINS, FLOYD S.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO PROVIDE DEFINITIVE INFORMATION ABOUT PHILANTHROPY FOR PUBLIC COMMUNITY COLLEGES, QUESTIONNAIRE RESPONSES FROM 294 INSTITUTIONS ARE ANALYZED. OF THIS NUMBER, 44.5 PERCENT RECEIVED NO VOLUNTARY SUPPORT. THE AMOUNT RECEIVED BY 163 COLLEGES DURING THE PERIOD UNDER STUDY--JULY 1960 THROUGH JUNE 1963--INCREASED 70.9 PERCENT TO AN AVERAGE ANNUAL AMOUNT OF $6,334,659, WITH THE GREATEST CONCENTRATION OF SUPPORT IN THE MIDDLE ATLANTIC AND NORTH CENTRAL REGIONS. COLLEGES IN THE MIDDLE ENROLLMENT RANGE--BETWEEN 300 AND 1,300 STUDENTS--RECEIVED SUBSTANTIALLY MORE MONEY PER STUDENT THAN DID THE VERY SMALL OR VERY LARGE INSTITUTIONS. FOUNDATIONS WERE THE HEAVIEST CONTRIBUTORS, AND THE LARGEST AMOUNT OF THE SUPPORT RECEIVED WAS EARMARKED FOR BUILDINGS AND EQUIPMENT. THE 129 COLLEGES  INDEPENDENT OF PUBLIC SCHOOL CONTROL FARED SUBSTANTIALLY BETTER THAN THE 165 INSTITUTIONS UNDER PUBLIC BOARDS OF EDUCATION. HOWEVER, 10 OF THE 376 COLLEGES IN EXISTENCE IN 1961 RECEIVED TWO-THIRDS OF ALL THE REPORTED GIFTS. SIX COLLEGES RECEIVED MORE THEN $1 MILLION. THUS, THE BULK OF THE PRIVATE SUPPORT WAS CONCENTRATED IN ONLY A FEW INSTITUTIONS. THE TREND, HOWEVER, TOWARD CONTINUING AND EXPANDING INTEREST IN COMMUNITY COLLEGES AND THEIR FINANCIAL NEEDS SUGGESTS A GROWING HEALTHY COMBINATION OF PUBLIC AND PRIVATE SUPPORT. THIS ARTICLE IS PUBLISHED IN &quot;JUNIOR COLLEGE JOURNAL,&quot; VOLUME 36, NUMBER 1, SEPTEMBER 1965 AND IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036 FOR $0.50. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011764</dc:identifier>
<dc:title>PRIVATE FINANCIAL SUPPORT OF PUBLIC COMMUNITY COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:48:26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Transfer Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BIRNBAUM, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. City Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SUCCESS OF JUNIOR COLLEGE TRANSFER STUDENTS AT NEW YORK CITY COLLEGE WAS COMPARED TO THAT OF OTHER TRANSFER STUDENTS, STUDENTS FROM THE SCHOOL OF GENERAL STUDIES, AND CITY COLLEGE &amp;quot;NATIVE&amp;quot; STUDENTS. THE COMPARISON INDICATED THAT JUNIOR COLLEGE TRANSFER STUDENTS (1) TAKE LONGER TO GRADUATE THAN NATIVES, (2) ARE, AS A GROUP, AS SUCCESSFUL AS STUDENTS IN THE THREE OTHER GROUPS WHEN SUCCESS IS DEFINED AS GRADUATION OR CONTINUED ATTENDANCE AFTER 3 YEARS WITH AN ACADEMIC AVERAGE OF &amp;quot;C&amp;quot; OR BETTER, AND (3) ARE AS SUCCESSFUL AS NATIVES, AND APPARENTLY OFTEN MORE SUCCESSFUL THAN OTHER GROUPS IN EVERY DEGREE AREA EXCEPT ENGINEERING. IMPLICATIONS FOR FURTHER STUDIES WERE DISCUSSED. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011765</dc:identifier>
<dc:title>THE SUCCESS OF COMMUNITY COLLEGE TRANSFER STUDENTS IN THE CITY COLLEGE OF THE CITY UNIVERSITY OF NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annual Reports</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AREAS OF PARTICULAR CONCERN TO JUNIOR COLLEGES AND TO THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES (AAJC) DURING 1966 INCLUDE DEVELOPMENTS IN STATEWIDE PLANNING, GROWTH OF THE MULTICAMPUS CONCEPT, CHALLENGES IN FACILITIES PLANNING, EXPANSION OF THE PHILOSOPHY OF COMPREHENSIVE PROGRAMS, CONCERN FOR INCREASED STAFFING NEEDS, AND THE DEVELOPMENT OF FEDERAL PROGRAMS. THE ROLE OF THE AAJC IN RELATION TO THESE ASPECTS OF JUNIOR COLLEGE EDUCATION IS OUTLINED. AREAS OF CONCERN AND QUESTIONS EMERGING CURRENTLY INCLUDE--CONTINUING EDUCATION, INTERNATIONAL EDUCATION, JUNIOR COLLEGE LIBRARIES, NEW COLLEGES, RELATIONSHIPS WITH UNIVERSITIES, STATE LEVEL JUNIOR COLLEGE OFFICIALS, CURRICULUM DEVELOPMENT, RESEARCH PLANNING IN REGARD TO THE NONTRANSFER STUDENTS, NATIONAL LEADERSHIP, TEACHING OF  TEACHERS, AND THE PRESTIGE AND ORGANIZATION OF OCCUPATIONAL EDUCATION. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011766</dc:identifier>
<dc:title>AMERICAN ASSOCIATION OF JUNIOR COLLEGES - 1966. ANUNUAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Administration</dc:subject>
<dc:subject>Educational Experience</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Governance</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>YARRINGTON, ROGER</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REPRESENTED IN THIS COLLECTION OF UPDATED ARTICLES ORIGINALLY APPEARING IN THE &amp;quot;JUNIOR COLLEGE JOURNAL&amp;quot; DURING 1963-65 ARE 20 CASE STUDIES OF STATES AS THEY HAVE APPROACHED THE QUESTION OF JUNIOR COLLEGE EDUCATION. WHILE THESE STATES SHARE A COMMON GOAL (THE ESTABLISHMENT OF STATEWIDE SYSTEMS OF COMMUNITY COLLEGES) THEIR STORIES VARY IN METHOD, TEMPO, AND DEGREE OF SUCCESS. EACH STATE STARTS FROM A DIFFERENT POINT AND MUST MOVE IN THE WAY THAT SUITS ITS NEED AND POTENTIAL, FOR EXAMPLE, IN ORGANIZATIONAL BASIS AND FINANCE. THE PRESENCE OF COMMON FACTORS CAN ALSO BE CITED AS ESSENTIAL TO JUNIOR COLLEGE DEVELOPMENT IN A STATE. THESE INCLUDE COOPERATION AMONG EDUCATORS, CITIZEN AWARENESS, CAREFUL STUDIES, LEGISLATIVE PLANNING, AND PERSISTENT LEADERSHIP. THE CASE STUDIES INCLUDE  ALABAMA, ARIZONA, CALIFORNIA, FLORIDA, HAWAII, ILLINOIS, IOWA, MARYLAND, MASSACHUSETTS, MICHIGAN, MINNESOTA, MISSOURI, NEW JERSEY, NEW YORK, NORTH CAROLINA, OHIO, OREGON, PENNSYLVANIA, TEXAS, AND WASHINGTON. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $2.00. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011767</dc:identifier>
<dc:title>JUNIOR COLLEGES--20 STATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>191</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Multicampus Districts</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>JENSEN, ARTHUR M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN ANALYSIS OF THE TREND OF URBAN JUNIOR COLLEGES TOWARD MULTICAMPUS DISTRICTS, THE ADVANTAGES OF VARIOUS MULTICAMPUS ORGANIZATIONAL PLANS ARE COMPARED. EACH OF THE 10 DISTRICTS STUDIED FOLLOWED ONE OF THREE BASIC ORGANIZATIONAL PATTERNS--(1) MULTICOLLEGE, IN WHICH THE DISTRICT OPERATES TWO OR MORE INDIVIDUAL COMPREHENSIVE COLLEGES, (2) MULTIBRANCH, IN WHICH THE DISTRICT OPERATES A SINGLE LEGAL INSTITUTION WITH TWO OR MORE COMPREHENSIVE CAMPUSES, AND (3) MULTIPROGRAM, IN WHICH THE DISTRICT OPERATES AS A MULTIBRANCH DISTRICT EXCEPT THAT EACH CAMPUS OFFERS A DIFFERENT EDUCATIONAL PROGRAM (FOR EXAMPLE, A TECHNICAL AND VOCATIONAL PROGRAM ON ONE CAMPUS, AND ARTS AND SCIENCES ON ANOTHER). THE MOST IMPORTANT OF SEVERAL RECOMMENDATIONS IS THAT EACH BRANCH IN A MULTICAMPUS DISTRICT  SHOULD BE ALLOWED AS GREAT A DEGREE OF AUTONOMY AS THE DISTRICT CAN PROVIDE. THE AUTONOMY RESULTING FROM THE ORGANIZATION OF MULTICOLLEGE DISTRICTS USUALLY LEADS TO ADMINISTRATIVE EFFICIENCY ADEQUATE TO SATISFY FACULTY AND STUDENTS. THIS ARTICLE IS PUBLISHED IN &amp;quot;JUNIOR COLLEGE JOURNAL,&amp;quot; VOLUME 36, NUMBER 3, NOVEMBER 1965 AND IS AVAILABLE FROM AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $0.50. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011768</dc:identifier>
<dc:title>URBAN COMMUNITY COLLEGES GO MULTICAMPUS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Humanities Instruction</dc:subject>
<dc:subject>Liberal Arts</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Philosophy</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>LEYDEN, RALPH C., ED.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stephens Coll., Columbia, MO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO PROVIDE A BROAD FOUNDATION FOR A GENERAL-LIBERAL EDUCATION, STEPHENS COLLEGE HAS DEVELOPED SIX &amp;quot;BASIC COURSES&amp;quot; WHICH EMPHASIZE THE RELEVANCE OF CENTRAL CONCEPTS IN DIFFERENT FIELDS OF INTELLECTUAL ACTIVITY TO MODERN LIFE. THE SIX COURSES ARE &amp;quot;GENERAL HUMANITIES,&amp;quot;&amp;quot;CONTEMPORARY SOCIAL ISSUES,&amp;quot;&amp;quot;ENGLISH,&amp;quot;&amp;quot;BASIC BELIEFS IN HUMAN EXPERIENCE,&amp;quot;&amp;quot;FOUNDATIONS OF NATURAL SCIENCE,&amp;quot; AND &amp;quot;THE CONTEMPORARY AMERICAN WOMAN.&amp;quot; THE COURSE DESCRIPTIONS PRESENTED CONSIDER THE CONTENTS OF THE COURSES, REVIEW METHODS OF INSTRUCTION AND EVALUATION OF STUDENT ACHIEVEMENT, AND INDICATE THE STEPS BEING TAKEN TOWARD COURSE REVISION AND DEVELOPMENT. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011769</dc:identifier>
<dc:title>THE BASIC COURSES AT STEPHENS, REVISION AND PROJECTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Core Curriculum</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>LEYDEN, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stephens Coll., Columbia, MO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SINCE ITS INCEPTION IN 1955, THE INTERDISCIPLINARY COURSE -IDEAS AND LIVING TODAY- HAS FOCUSED ON THE DEVELOPMENT OF CRITICAL THINKING ABILITY, RELYING ON BOTH DISCUSSION GROUPS AND TELEVISED LECTURES TO ACHIEVE ITS ENDS. THE COLLEGE REPORTS ON THE DEVELOPMENT OF THE COURSE CONTENT AND THE USE OF CLOSED CIRCUIT TELEVISION IN INSTRUCTION DURING THE PERIOD 1955-65. DETAILED DESCRIPTIONS OF THE PROGRAM ARE PRESENTED. TABLES SHOW THE RESULTS OF STUDENT AND FACULTY QUESTIONNAIRES. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011770</dc:identifier>
<dc:title>10 YEARS OF CLOSED CIRCUIT TV AT STEPHENS COLLEGE, 1955-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>138</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Part Time Employment</dc:subject>
<dc:subject>Student Employment</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student School Relationship</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>FITCH, NAOMI</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stockton)</eric:keywords>
<eric:keywords_geo>California (Stockton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DETERMINE THE EFFECT OF STUDENT EMPLOYMENT ON ACADEMIC PERFORMANCE, A SURVEY WAS ADMINISTERED TO 1,429 NEW FRESHMEN DURING THE FALL SEMESTER, 1965. APTITUDE TEST SCORES AND GRADE POINT AVERAGES WERE COMPARED FOR NONWORKING STUDENTS AND FOR STUDENTS GROUPED INTO FIVE CLASSIFICATIONS ACCORDING TO THE NUMBER OF HOURS WORKED PER WEEK. ANALYSIS BY SEX AND BY ACADEMIC LOAD WERE TABULATED. AS THE WEEKLY NUMBER OF HOURS OF EMPLOYMENT INCREASED, THE PERCENTAGE OF STUDENTS EARNING LESS THAN A &amp;quot;C&amp;quot; AVERAGE ALSO INCREASED. WOMEN STUDENTS GENERALLY EARNED HIGHER GRADE POINT AVERAGES THAN MEN. ALTHOUGH MEN STUDENTS WHO WORKED TENDED TO WORK MORE HOURS THAN THE WOMEN STUDENTS. FINDINGS SUGGEST THAT EMPLOYMENT MAY BE CONSIDERED AS A PRIMARY CAUSE FOR LOW GRADES FOR STUDENTS AT ALL  LEVELS OF VERBAL ABILITY, BUT ESPECIALLY FOR STUDENTS WORKING OVER 10 HOURS A WEEK. CONDITIONS OF EMPLOYMENT MAY BE MORE IMPORTANT THAN THE FACT OF EMPLOYMENT IN CONSIDERATION OF THE EFFECT THAT PART-TIME WORK MAY HAVE UPON GRADES. COUNSELORS AND ADVISERS SHOULD GIVE CAREFUL ATTENTION TO THE SCHOLASTIC LOAD OF EMPLOYED STUDENTS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011771</dc:identifier>
<dc:title>THE EMPLOYED STUDENT AND HIS ACHIEVEMENT LEVEL AT SAN JOAQUIN DELTA JUNIOR COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Buildings</dc:subject>
<dc:subject>College Buildings</dc:subject>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Services</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Faculty Recruitment</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Financial Problems</dc:subject>
<dc:subject>Student Organizations</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, BYRON LAMAR</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ESTABLISHMENT OF A COLLEGE FROM THE APPOINTMENT OF THE PRESIDENT TO THE COMPLETION OF THE 1ST YEAR OF CLASSES IS DISCUSSED. CURRICULUM AND INSTRUCTION, STAFF PERSONNEL, STUDENT PERSONNEL SERVICES, FINANCE, PLANT AND FACILITIES, AND COMMUNITY SERVICES AND RELATIONSHIPS ARE CONSIDERED IN INDIVIDUAL CHAPTERS, EACH CONSISTING OF TWO PARTS--(1) A REPORT OF THE CRITICAL DECISIONS TO BE MADE IN EACH AREA WITH ARGUMENTS FOR ALTERNATIVE POSITIONS AND RECOMMENDATIONS FOR A COURSE OF ACTION, AND (2) A STATEMENT OF THE IMPORTANT PROBLEMS WHICH ARISE IN STARTING NEW INSTITUTIONS INCLUDING SUGGESTED SOLUTIONS. A SUMMARY CHECKLIST OF THE STEPS TO BE TAKEN IS PRESENTED. BIBLIOGRAPHIES OF REFERENCES ON THE JUNIOR COLLEGE, SAMPLE COMMUNITY SURVEY FORMS, AND SEVERAL ADMINISTRATIVE ORGANIZATION  CHARTS ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1777 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., FOR $1.00. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011772</dc:identifier>
<dc:title>STARTING A COMMUNITY JUNIOR COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Study Centers</dc:subject>
<dc:subject>Study Facilities</dc:subject>
<dc:subject>Study Habits</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School Planning Lab.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>APPROXIMATELY 600 STUDENTS FROM FIVE JUNIOR COLLEGES ANSWERED 100 QUESTIONS CONCERNING WHAT THEY FELT TO BE THE &amp;quot;IDEAL&amp;quot; STUDY FACILITY. ALTHOUGH THE STUDY REVEALED NO REAL CONSENSUS, MOST STUDENTS SEEMED TO PREFER A QUIET, PRIVATE, PLAIN, MODERATELY-SIZED AREA FREE OF TOBACCO SMOKE AND WITH ACCESS TO STUDY MATERIALS. THE SAME STUDENTS INDICATED WHERE THEY STUDY AND WHY THEY STUDY WHERE THEY DO. A DIFFERENT GROUP OF 116 STUDENTS ANSWERED THE SAME TWO QUESTIONS, BUT KEPT A RECORD OF THEIR STUDY HABITS FOR A WEEK TO DOCUMENT THEIR RESPONSES. THE ANSWERS GIVEN BY THE TWO GROUPS WERE SIMILAR. THE VARIETY OF RESPONSES ON ALL QUESTIONNAIRES, HOWEVER, WAS GREAT ENOUGH TO SUGGEST STRONGLY THAT AN &amp;quot;IDEAL&amp;quot; FACILITY WOULD PROVIDE A WIDE VARIETY OF STUDY AREAS. RESULTS OF THE QUESTIONNAIRES  WERE RECORDED ON GRAPHS AND TABLES. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011773</dc:identifier>
<dc:title>A STUDY ON STUDYING, A REPORT FROM THE COMMUNITY COLLEGE PLANNING CENTER ON STUDENT STUDY FACILITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Characteristics</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>College Administration</dc:subject>
<dc:subject>Governance</dc:subject>
<dc:subject>Presidents</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>ROBERTS, DAYTON Y.</dc:creator>
<dc:creator scheme='personal author'>SCHULTZ, RAYMOND E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Tallahassee)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Univ., Tallahassee.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA GATHERED FROM QUESTIONNAIRE RESPONSES AND FROM BIOGRAPHICAL PUBLICATIONS ARE USED TO STUDY 333 JUNIOR COLLEGE PRESIDENTS AND OTHER PERSONNEL WITH MAJOR ADMINISTRATIVE RESPONSIBILITIES IN BOTH PUBLIC AND PRIVATE INSTITUTIONS. EDUCATIONAL BACKGROUND IS COMPARED IN TERMS OF LEVEL OF DEGREE HELD AND PERIOD OF APPOINTMENT. PREVIOUS EXPERIENCE AND RECRUITMENT PATTERNS ARE SUMMARIZED IN RELATION TO STATE AND ADMINISTRATIVE GOVERNANCE TYPOLOGY. FEWER THAN HALF OF THE ADMINISTRATORS (44.1 PERCENT) POSSESS A DOCTORAL DEGREE, AND TWO-THIRDS OF THOSE HOLD THE ED.D. DEGREE. A WIDE VARIATION IN THE PROPORTION OF DOCTORATE HOLDERS AMONG STATES IS NOTED. NEARLY THREE-FOURTHS (72.1 PERCENT) OF THE ENTIRE GROUP SPECIALIZED IN PROFESSIONAL EDUCATION FOR THEIR HIGHEST DEGREE. EIGHTY PERCENT OF  THESE PRESIDENTS CAME TO THEIR ASSIGNMENTS DIRECTLY FROM SOME OTHER ADMINISTRATIVE POST. A TREND TOWARD SELECTING MORE PRESIDENTS FROM THE SENIOR COLLEGE AND UNIVERSITY RANKS IS VALIDATED, ALTHOUGH WIDE VARIATIONS AMONG THE STATES IS APPARENT. BOTH SIZE OF THE COLLEGE AND MODE OF LOCAL GOVERNANCE ARE FOUND TO INFLUENCE WHETHER PRESIDENTS ARE SELECTED FROM COLLEGE RANKS OR FROM POSITIONS IN ELEMENTARY AND SECONDARY SCHOOLS. MEAN AGE OF THE GROUP IS 47 YEARS WITH A RANGE FROM 31 TO 74. THE NET ANNUAL REPLACEMENT NEED IS ESTABLISHED AS 4.7 PERCENT OF THE TOTAL NUMBER. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011774</dc:identifier>
<dc:title>PRESIDENTS OF PUBLIC JUNIOR COLLEGES, AN ANALYSIS OF SELECTED BACKGROUND FACTORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Admission Criteria</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject weight='MAJOR'>Transfer Policy</dc:subject>
<dc:subject weight='MAJOR'>Transfer Students</dc:subject>
<dc:subject weight='MAJOR'>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>WHITE, JAMES H.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO ASSIST TRANSFER STUDENTS WITH THEIR EDUCATIONAL PLANNING, A SURVEY OF 166 SELECTED ACCREDITED 4-YEAR INSTITUTIONS WAS CONDUCTED TO DETERMINE THE PREVALENCE OF VARIOUS TRANSFER POLICIES. DATA ARE CLASSIFIED ACCORDING TO REGION, CONTROL, TYPE, AND ENROLLMENT SIZE. A MAJOR VARIABLE IN TRANSFER POLICY IS THE JUNIOR COLLEGE GRADE POINT AVERAGE. ONLY FIVE INSTITUTIONS ACCEPT A TRANSFER GPA OF LESS THAN 2.0 (ON A 4-POINT SCALE), WHILE 87 REQUIRE A 2.0 AVERAGE AND 32 REQUIRE A 3.0 RECORD. SIXTY PERCENT OF THE INSTITUTIONS REQUIRE LESS THAN A 2.5 GPA FOR ADMISSION. THE HIGH SCHOOL RECORD IS A POTENTIAL BAR TO TRANSFER IN FEWER THAN 20 PERCENT OF THE COLLEGES SURVEYED. ENTRANCE EXAMINATIONS ARE REQUIRED BY 40 PERCENT OF THE INSTITUTIONS, ARE DEPENDENT ON THE QUALITY OF THE  JUNIOR COLLEGE RECORD IN 10 PERCENT OF THE CASES, AND ARE NOT REQUIRED BY THE REMAINING 50 PERCENT. ADVANCED STANDING CREDIT OF 2-YEAR EQUIVALENCY IS GRANTED BY 61 PERCENT OF THE COLLEGES. FINALLY, THE ANNUAL EXPENSE TO STUDENTS IN 68 PERCENT OF THE CASES EXCEEDS $2,000, INDICATING THE NEED FOR FINANCIAL AID FOR A LARGE PROPORTION OF TRANSFER STUDENTS. AVAILABILITY OF FINANCIAL AID IS SUMMARIZED BY PERCENTAGE OF INSTITUTIONS OFFERING VARIOUS TYPES OF AID TO TRANSFERS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011775</dc:identifier>
<dc:title>TRANSFER FROM JUNIOR TO SENIOR COLLEGE, A SURVEY OF CURRENT POLICIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:48:45</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Building Design</dc:subject>
<dc:subject>Buildings</dc:subject>
<dc:subject>College Buildings</dc:subject>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Prefabrication</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords>UNITED KINGDOM</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>United Kingdom</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School Planning Lab.</dc:creator>
<dc:creator scheme='institution'>Educational Facilities Labs., Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AT THE END OF WORLD WAR II, ENGLAND EXPERIENCED A SHORTAGE OF TRADITIONAL BUILDING MATERIALS WHILE HAVING TO FACE THE PROBLEM OF PROVIDING MORE THAN 1 MILLION PLACES FOR SCHOOL CHILDREN IN 7 YEARS. IN 1946, THE COUNTY OF HERTFORDSHIRE BEGAN USING PREFABRICATED STANDARDIZED MATERIALS FOR SCHOOL CONSTRUCTION TO MEET THIS NEED. STANDARDIZATION HAS SO LOWERED CONSTRUCTION COSTS THAT THE USE OF PREFABRICATED SYSTEMS HAS CONTINUED TO GROW, EVEN THOUGH SHORTAGES OF TRADITIONAL BUILDING MATERIALS NO LONGER EXIST. IN 1961 EDUCATIONAL FACILITIES LABORATORIES (EFL) BEGAN A STUDY OF THE ENGLISH EXPERIMENT TO DETERMINE THE FEASIBILITY OF APPLYING SIMILAR METHODS TO SCHOOL CONSTRUCTION IN THE UNITED STATES. THE SCHOOL CONSTRUCTION SYSTEMS DEVELOPMENT PROJECT (EFL) HAS UNDERTAKEN TO DESIGN A  COMPLETE SET OF COMPONENTS FOR THE CONSTRUCTION OF SECONDARY SCHOOLS. EFL HOPES TO COORDINATE A NUMBER OF SCHOOL DISTRICTS IN ESTABLISHING A MARKET LARGE ENOUGH TO INTEREST INDUSTRY IN BIDDING FOR A CONTRACT TO PRODUCE PREFABRICATED MATERIALS MEETING STANDARDS SET BY THE SCHOOL SYSTEMS. A DETAILED DISCUSSION OF THE ENGLISH SCHOOLS, INCLUDING PHOTOGRAPHS AND DESIGNS, MAKES UP THE BODY OF THE REPORT. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011776</dc:identifier>
<dc:title>BRITISH PREFABRICATED SCHOOL CONSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Standards</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GELSO, CHARLES J.</dc:creator>
<dc:creator scheme='personal author'>KLOCK, JOSEPH A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SOUTH GEORGIA COLLEGE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE &amp;quot;ACADEMIC&amp;quot; HIGH SCHOOL GRADE AVERAGES OF APPLICANTS TO SOUTH GEORGIA COLLEGE IN THE FALL OF 1964 (526) AND THE FALL OF 1965 (711) WERE COMPARED WITH THEIR TOTAL GRADE AVERAGES. THE MEAN TOTAL GRADE AVERAGE OF THE 1964 GROUP WAS SIGNIFICANTLY HIGHER THAN THE MEAN ACADEMIC AVERAGE. IN 1965, WHEN THE COLLEGE REMOVED SUCH COURSES AS MUSIC FROM THE LIST OF ACADEMIC COURSES, THE DIFFERENCE INCREASED. IN GENERAL, AS STUDENTS ACADEMIC GRADE AVERAGES INCREASED, THE DIFFERENCE BETWEEN ACADEMIC AND TOTAL GRADE AVERAGES DECREASED. DIFFERENCES IN THE TWO TYPES OF AVERAGES ARE ESPECIALLY IMPORTANT IN INSTITUTIONS WITH RELATIVELY LOW ADMISSION REQUIREMENTS, AND THE RELATIONSHIP SHOULD BE CAREFULLY EXAMINED WHEN THE STANDARDS FOR ADMISSION ARE CHANGED. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011777</dc:identifier>
<dc:title>THE &amp;quot;ACADEMIC&amp;quot; VS. THE &amp;quot;TOTAL&amp;quot; HIGH SCHOOL AVERAGE--A RE-EXAMINATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-28</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Algebra</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Grade Prediction</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GELSO, CHARLES J.</dc:creator>
<dc:creator scheme='personal author'>WILSON, RAY</dc:creator>
<dc:type></dc:type>
<eric:keywords>GEORGIA</eric:keywords>
<eric:keywords>Sequential Tests of Educational Progress</eric:keywords>
<eric:keywords>SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords>SOUTH GEORGIA COLLEGE</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:keywords_test>Sequential Tests of Educational Progress</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HIGH SCHOOL ALGEBRA GRADES OF 157 STUDENTS WERE BETTER PREDICTORS OF THEIR PERFORMANCE IN COLLEGE ALGEBRA (MATH 101) THAN EITHER THEIR SCHOLASTIC APTITUDE TEST-MATHEMATICS PORTION OR THEIR SEQUENTIAL TESTS OF EDUCATION PROGRESS-MATHEMATICS SUBTEST SCORES. THE AVERAGE OF THE STUDENTS&apos; ALGEBRA I AND II GRADES SHOWED A CORRELATION WITH THEIR MATH 101 GRADES OF .47 FOR MALES AND .56 FOR FEMALES. THE ALGEBRA II GRADES SHOWED A CORRELATION WITH MATH 101 GRADES OF .49 FOR MALES AND .63 FOR FEMALES. GRADE PREDICTIONS BASED ON THE DATA GATHERED INDICATE THAT IF A FRESHMAN FEMALE EARNED A D (1.0) IN ALGEBRA II, HER CHANCES OF EARNING A C (2.0) IN MATH 101 WOULD BE APPROXIMATELY ONE IN 10. AT PRESENT A STUDENT MAY ENROLL IN MATH 101 AT SOUTH GEORGIA COLLEGE IF HE HAS TAKEN 2 YEARS OF HIGH  SCHOOL ALGEBRA, REGARDLESS OF HOW WELL HE PERFORMED IN HIS HIGH SCHOOL CLASSES A COUNSELOR SHOULD CONSIDER A STUDENT&apos;S PERFORMANCE IN HIGH SCHOOL ALGEBRA BEFORE ENCOURAGING HIM TO ENROLL IN MATH 101. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011778</dc:identifier>
<dc:title>THE PREDICTION OF GRADES IN COLLEGE ALGEBRA--A CONTINUATION AND EXTENSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Health Programs</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>KINSINGER, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS DEFINED, HEALTH SERVICE TECHNICIANS ARE NORMALLY PREPARED FOR ENTRY INTO THEIR OCCUPATIONS BY PURSUING A POST-SECONDARY EDUCATIONAL PROGRAM THAT DOES NOT DEMAND A BACCALAUREATE DEGREE BUT USUALLY INCLUDES A COMBINATION OF THEORY, PRACTICAL KNOWLEDGE, MANUAL SKILL, AND WHEN APPROPRIATE, ACTUAL CLINICAL PRACTICE. EXAMPLES OF SUCH TECHNICIANS INCLUDE X-RAY TECHNICIAN, R.N. (A.D.N.), MEDICAL RECORD TECHNICIAN, DISPENSING OPTICIAN, OCCUPATIONAL THERAPY ASSISTANT, AND INHALATION THERAPY TECHNICIAN. NEW CONCEPTS OF INSTRUCTION ARE BEING INTRODUCED THROUGH TELEVISION, VIDEOTAPE RECORDING, AND THE DEVELOPMENT OF TECHNICAL CENTERS FOR HEALTH CAREERS. ALTHOUGH PROBLEMS OF STANDARDS ARE GRADUALLY BEING SOLVED THROUGH LEGISLATION AND LICENSING REQUIREMENTS, THERE IS STILL WIDE DISPARITY IN  DEPTH AND BREADTH OF TRAINING PROGRAMS. DEFECTS IN MANY COLLEGE PROGRAMS ARE CONTINUING AND WILL REQUIRE CLOSER ANALYSIS AND ATTACK BY COOPERATING PHYSICIANS, DENTISTS, TECHNICIANS, AND EDUCATORS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $1.00. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011779</dc:identifier>
<dc:title>EDUCATION FOR HEALTH TECHNICIANS--AN OVERVIEW.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Methods</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Student School Relationship</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>O&apos;CONNOR, THOMAS J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA GATHERED FROM FORMER STUDENTS WERE FOUND TO HAVE IMPLICATIONS FOR COLLEGE PROGRAM PLANNING. AREAS OF FOCUS CAN PROFITABLY INCLUDE STUDIES OF DROPOUT CHARACTERISTICS AND THE ACADEMIC AND SOCIOECONOMIC CHARACTERISTICS OF STUDENT POPULATIONS, EFFECTIVENESS OF VOCATIONAL-TECHNICAL PROGRAMS, TRANSFER STUDENT SUCCESS, VALUE OF GENERAL EDUCATION COURSES, APPROPRIATENESS OF GRADING STANDARDS, EVALUATION OF INSTRUCTORS AND COUNSELORS, IMPACT OF ENTRANCE REQUIREMENTS, AND EFFECTIVENESS OF THE STUDENT PERSONNEL SERVICES. PROCEDURES FOR FOLLOWUP STUDIES OF TRANSFER STUDENTS INCLUDE THE PERSONAL INTERVIEW (PREFERRED), QUESTIONNAIRES, AND ANNUAL REPORTS FROM SENIOR COLLEGES. SIMILAR TECHNIQUES MAY BE USED IN STUDIES OF THE TECHNICAL-OCCUPATIONAL STUDENT ALTHOUGH DISPERSION OF SUCH  GRADUATES MAKES THE INTERVIEW PROCESS DIFFICULT. EMPLOYER REPORTS ARE GENERALLY MOST VALUABLE. FOLLOWUP OF DROPOUTS AND WITHDRAWALS IS MADE DIFFICULT BY SIMILAR DISPERSION PATTERNS AND PSYCHOLOGICAL RESISTANCE. HOWEVER, RECENT RESEARCH INDICATES SUCCESS IN IDENTIFICATION OF POTENTIAL DROPOUTS THROUGH MEASUREMENT OF STUDENT ATTITUDES IN AREAS OF MOTIVATION, COLLEGIATE CULTURE, ASPIRATION LEVELS, FAMILY RELATIONSHIPS, AND SOCIOECONOMIC STATUS. MORE FOLLOWUP STUDY OF DROPOUTS WILL INCREASE THE PREDICTABILITY OF THESE MEASURES AND PERMIT MORE EFFECTIVE PROGRAMS FOR DROPOUT PREVENTION. A SAMPLE OF QUESTIONNAIRES IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036 FOR $1.50. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011780</dc:identifier>
<dc:title>FOLLOW-UP STUDIES IN JUNIOR COLLEGES--A TOOL FOR INSTITUTIONAL IMPROVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>78</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biological Sciences</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Marine Biology</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Oceanography</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>TEEL, WARD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Shoreline Community Coll., Seattle, WA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING THE SUMMER OF 1966, FACULTY MEMBERS OF THE COLLEGE CONDUCTED AN INTERVIEW SURVEY TO DETERMINE THE FEASIBILITY OF ESTABLISHING A MARINE SCIENCE TECHNOLOGY PROGRAM. MANPOWER NEEDS OF 70 INDUSTRIES, INSTITUTIONS, AND GOVERNMENTAL AGENCIES CONCERNED WITH THE FIELDS OF OCEANOGRAPHY AND MARINE BIOLOGY WERE STUDIED IN TERMS OF JOBS PERFORMED BY MARINE BIOLOGICAL TECHNICIANS, PHYSICAL OCEANOGRAPHIC TECHNICIANS, AND GENERAL BIOLOGICAL TECHNICIANS. TECHNICAL SUPPORT PERSONNEL WERE MOST COMMONLY TRAINED ON-THE-JOB OR THROUGH MILITARY SERVICE. EMPLOYERS EMPHASIZED THAT THE WORK OF TECHNICIANS COULD NOT BE DONE BY A PERSON TRAINED IN THE CONVENTIONAL SCIENCE COURSES IN A UNIVERSITY WITHOUT LONG ADDITIONAL TRAINING PERIODS. AT PRESENT, ON THE COMMUNITY COLLEGE LEVEL, ONLY TWO  INSTITUTIONS HAVE TECHNICAL TRAINING PROGRAMS RELATED TO THE MARINE SCIENCES. IN THE THREE CATEGORIES, MORE THAN 1,000 NEW POSITIONS WILL BE OPEN IN THE NEXT 3 YEARS IN THE AREA SURVEYED. TO MEET THE NEEDS, THE ATUTHORS SUGGEST THAT A PILOT PROGRAM IN MARINE TECHNOLOGY BE ESTABLISHED AS SOON AS POSSIBLE AT THE COLLEGE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011781</dc:identifier>
<dc:title>THE NEED TO ESTABLISH A MARINE SCIENCES TECHNOLOGY PROGRAM AT SHORELINE COMMUNITY COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Broadcast Reception Equipment</dc:subject>
<dc:subject>Broadcast Television</dc:subject>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Maintenance</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Television</dc:subject>
<dc:subject>Television Curriculum</dc:subject>
<dc:creator scheme='personal author'>MCBRIDE, JACK</dc:creator>
<dc:type></dc:type>
<eric:keywords>CAIRO</eric:keywords>
<eric:keywords>UNITED ARAB REPUBLIC</eric:keywords>
<eric:keywords_geo>Egypt (Cairo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER WAS PRESENTED AT THE ELEVEN NATION UNITED ARAB REPUBLIC SEMINAR ON EDUCATIONAL TELEVISION SPONSORED BY THE CENTRE FOR EDUCATIONAL TELEVISION OVERSEAS (CAIRO, EGYPT, FEBRUARY 6-12, 1966). IT PURPOSES ARE TO DISCUSS THE POTENTIALS OF TELEVISION TO SOLVE SPECIAL EDUCATIONAL NEEDS, AND TO PRESENT 20 ELEMENTS WHICH THE AUTHOR BELIEVES ARE VITAL TO THE SUCCESSFUL USE OF TELEVISION IN EDUCATION. THESE ELEMENTS INCLUDE--(1) THE EDUCATIONAL NEED, (2) THE TELEVISION TEACHER, (3) CURRICULUM AND LESSON PLANNING AND SUPPORT, (4) THE TELEVISION LESSON, (5) SUPPORTING PRODUCTION, (6) THE TELEVISION MEDIUM, (7) TELEVISION ORIGINATION EQUIPMENT, (8) TELEVISION DISTRIBUTION SYSTEM, (9) GENERAL ADMINISTRATIVE SUPPORT, (10) LOCAL ADMINISTRATIVE SUPPORT, (11) THE CLASSROOM TEACHER, (12)  TEACHER UTILIZATION, (13) SYSTEM OF INFORMATION DISSEMINATION, (14) SUPPLEMENTAL INSTRUCTION MATERIALS, (15) THE TELEVISION SET, (16) THE RECEPTION SETTING, (17) RECEIVER MAINTENANCE AND REPAIR, (18) THE STUDENT, (19) FEEDBACK TO THE STUDIO, AND (20) RESEARCH AND EVALUATION. THE AUTHOR CONCLUDES THAT THE ELEMENTS PRESENTED ARE NOT MEANT TO BE A CHECKLIST, BUT RATHER A MEANS OF STRENGTHENING EXISTING PROGRAMS OR DESIGNING BETTER INITIAL EFFORTS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011782</dc:identifier>
<dc:title>THE TWENTY ELEMENTS OF INSTRUCTIONAL TELEVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Student Teacher Ratio</dc:subject>
<dc:creator scheme='personal author'>BLANKE, VIRGIL E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL. Midwest Administration Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ARTICLE ON SCHOOL DISTRICT REORGANIZATION IS PRESENTED TO PROVIDE HELP TO THOSE CONSIDERING THIS STEP AND TO SERVE AS A BASIS FOR RESEARCH. CHARACTERISTICS OF INADEQUATE DISTRICTS ARE LISTED, AND REASONS FOR CONTINUED EXISTENCE OF SUCH DISTRICTS ARE DISCUSSED. FIVE CRITERIA FOR MEASURING SCHOOL DISTRICT ADEQUACY ARE PRESENTED--SCOPE OF THE PROGRAM, ADMINISTRATION AND SCHOOL STAFF, STUDENT POPULATION, THE COMMUNITY, AND THE DISTRICT&apos;S ECONOMIC BASE. MAJOR AREAS DISCUSSED FOR APPLICATION OF CRITERIA INCLUDE EDUCATION FROM KINDERGARTEN THROUGH GRADE 12, BOARD OF EDUCATION FUNCTIONS, SCHOOL PERSONNEL REQUIREMENTS, PUPIL-TEACHER AND PUPIL-COUNSELOR RATIOS, SCHOOL DISTRICT-COMMUNITY RELATIONSHIPS, AND MINIMUM EXPENDITURES FOR EDUCATIONAL PROGRAMS. IMPLICATIONS FOR RESEARCH INCLUDE  TWO QUESTIONS--(1) DOES MAKING THE BOUNDARIES OF A SCHOOL DISTRICT COTERMINOUS WITH A NATURAL COMMUNITY LEAD TO MORE ADEQUATE SCHOOL PROGRAMS, AND (2) WHAT ARE SOME USEFUL MEASURES OF EDUCATIONAL POTENTIAL OF A SCHOOL DISTRICT. THE ARTICLE DOES NOT INCLUDE LARGE CITY SCHOOL DISTRICTS IN ITS DISCUSSION. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;ADMINISTRATOR&apos;S NOTEBOOK,&amp;quot; VOLUME 9, NUMBER 2, OCTOBER 1960 AND IS ALSO AVAILABLE FROM THE MIDWEST ADMINISTRATION CENTER, 5835 KIMBARK AVENUE, CHICAGO 37, ILLINOIS, FOR $0.25. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011783</dc:identifier>
<dc:title>REORGANIZATION--A CONTINUING PROBLEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communicable Diseases</dc:subject>
<dc:subject>Community Planning</dc:subject>
<dc:subject>Disease Control</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Public Health</dc:subject>
<dc:subject>Sanitation</dc:subject>
<dc:creator scheme='personal author'>HUGHES, KATHRYNE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Agency for International Development (Dept. of State), Washington, DC.</dc:creator>
<dc:creator scheme='institution'>Federal Extension Service (USDA), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BOOKLET DESCRIBES IN DETAIL THE CORRECT METHODS OF DISPOSING OF WASTE MATERIALS, INCLUDING TRASH, GARBAGE, WASTE WATER, HUMAN EXCRETA, AND ANIMAL WASTES. COMPLETE INSTRUCTIONS FOR DIGGING, BUILDING, AND CLEANING ARE GIVEN UNDER EACH TOPIC. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011784</dc:identifier>
<dc:title>DISPOSE OF WASTES, AN AID TO EXTENSION AND VILLAGE WORKERS IN MANY COUNTRIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Preparation</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employment Potential</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Rural Education</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:creator scheme='personal author'>LINDSTROM, D.E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>Illinois (Sullivan)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE PRESENT STATUS OF EDUCATIONAL OPPORTUNITIES AND NEEDS OF RURAL YOUTH. EVIDENCE INDICATES THAT MOST RURAL YOUTH DO NOT PLAN TO ATTEND COLLEGE, AND THAT THESE NONCOLLEGE BOUND STUDENTS DO NOT SCORE AS WELL ON APTITUDE AND ACHIEVEMENT TESTS AS THOSE PLANNING ON COLLEGE. APPROXIMATELY 80 PERCENT OF THESE STUDENTS DO NOT FEEL THEY WOULD BE PREPARED FOR EMPLOYMENT UPON LEAVING HIGH SCHOOL. THE AUTHOR CONCLUDES THAT SUBSTANTIAL DEVELOPMENT OF EXTENSION EDUCATION PROGRAMS COULD PROVIDE THE NECESSARY POST-HIGH SCHOOL TRAINING PROGRAMS FOR SKILLED AND TECHNICAL EMPLOYMENT. THE ARTICLE IS A REPRINT FROM THE &amp;quot;JOURNAL OF COOPERATIVE EXTENSION,&amp;quot; SPRING 1965. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011785</dc:identifier>
<dc:title>EDUCATIONAL NEEDS OF RURAL YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Acculturation</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Community</dc:subject>
<dc:subject>Community Role</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject weight='MAJOR'>Educationally Disadvantaged</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject weight='MAJOR'>Ethnic Groups</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject weight='MAJOR'>Minority Groups</dc:subject>
<dc:creator scheme='personal author'>STEWART, OMER C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE ASSIMILATION AND EDUCATION OF ETHNIC MINORITY GROUPS INTO THE DOMINANT SOCIETAL ORGANIZATION AND PATTERNS. EDUCATION IS SEEN AS A PART OF THE PROCESS OF ACCULTURATION BETWEEN PEOPLES OF DIFFERENT ETHNIC BACKGROUNDS. THE AUTHOR STATES THAT ALL ETHNIC GROUPS HAVE THE SAME POTENTIAL FOR ACADEMIC ACHIEVEMENT. A MAJOR DIFFICULTY ENCOUNTERED IN THE EDUCATION OF MINORITIES IS THAT THESE GROUPS ARE REQUIRED TO LEARN TWO OR THREE DIFFERENT VALUE STRUCTURES, SETS OF HABITS, AND MYTHOLOGICAL INFORMATION, WHEREAS THE DOMINANT CULTURE NEED ONLY ACQUIRE ONE SUCH FOUNDATION. FURTHER DIFFICULTIES RESULT FROM THE FACT THAT A CHILD FROM A MINORITY HAS THOROUGHLY ACQUIRED THE CULTURE OF THAT MINORITY BEFORE HE ENTERS THE FORMAL EDUCATION PROCESS OF THE DOMINANT CULTURE. AS  A RESULT, THE DOMINANT CULTURE REJECTS HIM BECAUSE HE CANNOT CONFORM. THE AUTHOR LISTS THE PROBLEMS OF EDUCATION OF MINORITIES AS FOLLOWS--(1) DEVELOPMENT OF COMMUNITY ACCEPTANCE PATTERNS, (2) DISCOVERY OF SPECIAL LANGUAGE PROBLEMS, (3) DEVELOPMENT OF MINORITY COMMUNITY GUIDANCE FACILITIES, AND (4) LACK OF HELP IN UNDERSTANDING AND APPRECIATING NATIONAL CULTURAL VALUES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011786</dc:identifier>
<dc:title>PROBLEMS IN EDUCATION AND ACCULTURATION IN MULTI-ETHNIC COMMUNITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:49:05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Nutrition</dc:subject>
<dc:subject>Papago</dc:subject>
<dc:creator scheme='personal author'>HINCKLEY, EDWARD C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Phoenix Area Public Health Service AZ</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES THE EFFECT THAT DIFFERING CULTURES AND BEHAVIOR PATTERNS WITHIN A COMMUNITY HAVE ON COMMUNITY DEVELOPMENT. HE STATES THAT COMMUNITY LEADERS MUST UNDERSTAND THESE CULTURAL DIFFERENCES IN ORDER TO ELICIT PARTICIPATION AND COOPERATION FROM BOTH INDIAN AND NONINDIAN RESIDENTS. THE AUTHOR ILLUSTRATES THE POINTS HE MAKES BY ACTUAL EXAMPLES FROM THE PHOENIX AREA PUBLIC HEALTH SERVICE. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011787</dc:identifier>
<dc:title>INDIAN PARTICIPATION IN COMMUNITY DEVELOPMENT PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Parent Conferences</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MORNINGSTAR, NED</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>Colorado (Aspen)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS A DOCUMENTATION OF THE EFFORTS OF THE STAFF OF THE ASPEN ELEMENTARY SCHOOL, ASPEN, COLORADO, TO INDIVIDUALIZE THE INSTRUCTIONAL PROGRAM IN GRADES K-6. INVOLVED IN THIS WERE APPROXIMATELY 450 STUDENTS AND A STAFF OF 13 TEACHERS. THE INDIVIDUALIZATION OF INSTRUCTION WAS ACCOMPLISHED THROUGH THE MODIFICATION OF THE TEACHING-LEARNING PROCESS AND THE USE OF PROGRAMED MATERIALS. ACTIVITIES WERE CONCENTRATED IN THE AREAS OF MATHEMATICS AND READING AND TO A LESSER EXTENT IN SCIENCE. EACH TEACHER WAS RESPONSIBLE FOR PRESENTING MATERIALS TO SUIT EACH MEMBER OF HER CLASS REGARDLESS OF THE LEVEL AT WHICH THE STUDENT WAS PERFORMING. SUMMARIES ARE PRESENTED OF THE TEACHERS&apos; AND PARENTS&apos; REACTIONS, EVALUATION OF THE PROGRAM, AREAS NEEDING IMPROVEMENT, STUDENT ACHIEVEMENT, AND  RECOMMENDATIONS. THE APPENDIXES CONTAIN STUDENT EVALUATION FORMS AND EXAMPLES OF LETTERS TO PARENTS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011788</dc:identifier>
<dc:title>THE ASPEN CONTINUOUS PROGRESS PLAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>High School Freshmen</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:creator scheme='personal author'>JAQUETTE, CHARLES</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>Colorado (Meeker)</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INDIVIDUALIZED ENGLISH PROGRAM FOR HIGH SCHOOL FRESHMEN AND SOPHOMORES WAS ESTABLISHED AT MEEKER, COLORADO, DURING THE 1963-64 SCHOOL YEAR. THIS REPORT DESCRIBES THE ACTIVITIES, PROBLEMS, SUCCESSES, RECOMMENDATIONS, EVALUATIONS, AND CONCLUSIONS OF THE PROGRAM. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011789</dc:identifier>
<dc:title>AN INDIVIDUALIZED ENGLISH PROGRAM FOR HIGH SCHOOL FRESHMEN AND SOPHOMORES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>OBA, BETTY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>Colorado (Meeker)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS A DOCUMENTATION OF THE INDIVIDUALIZATION OF THE TEACHING OF SPELLING IN THE ELEMENTARY SCHOOL PROGRAM, GRADES 2 THROUGH 6, AT MEEKER, COLORADO. THE PROGRAM IS ORIENTED TOWARD USING TAPE RECORDERS. THE RECORDED MATERIALS ARE TEACHER-MADE, EXCEPT FOR SOME COMMERCIAL PHONICS MATERIAL. EXPLANATIONS ARE PRESENTED ABOUT THE ORGANIZATION, PROCEDURE, EVALUATION, AND PROBLEMS ENCOUNTERED. RECOMMENDATIONS FOR IMPROVEMENT ARE MADE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011790</dc:identifier>
<dc:title>THE INDIVIDUALIZATION OF THE TEACHING OF SPELLING IN THE ELEMENTARY SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:creator scheme='personal author'>NACHTIGAL, PAUL M.</dc:creator>
<dc:creator scheme='personal author'>STENSON, WILBUR L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Greeley)</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>Colorado (Boulder)</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Boulder)</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS THE ANNUAL REPORT OF THE COLORADO WESTERN STATES SMALL SCHOOLS PROJECT, JULY 1, 1963-JUNE 30, 1964. THE DOCUMENT IDENTIFIES--(1) THE MEMBER SCHOOLS, (2) THE AREAS OF PROGRESS, (3) THE AREAS NEEDING IMPROVEMENT, (4) THE PROGRAMS IN USE, (5) THE FUTURE PROGRAMS, AND (6) THE ANNUAL WORKSHOP MEMBERS. IN ADDITION, THE PARTICIPATING TEACHERS ARE LISTED BY SCHOOL AND THEIR PROJECT ACTIVITY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011791</dc:identifier>
<dc:title>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT. ANNUAL REPORT, JULY 1, 1963 - JULY 30, 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Records</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Report Cards</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:creator scheme='personal author'>NIMNIGHT, GLEN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>MIDDLETOWN NONGRADED PROGRAM</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>Colorado (Vail)</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT DESCRIBES THE RATIONALE OF A CONTINUOUS PROGRESS GRADING AND REPORTING SYSTEM, AND PRESENTS EXAMPLES OF THE PROPOSED REPORTING FOR A NONGRADED SYSTEM, BOTH INDIVIDUAL REPORT FORMS AND CUMULATIVE RECORD FORMS, WITH INSTRUCTIONS ON HOW TO USE THEM, ARE PRESENTED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011792</dc:identifier>
<dc:title>REPORTING PUPIL PROGRESS IN A CONTINUOUS PROGRESS SCHOOL. COMMITTEE REPORT, ANNUAL SUMMER WORKSHOP (VAIL, COLORADO, JUNE 7-11, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Homogeneous Grouping</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>MOSS, MARTHA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>Ball State University IN</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS A DOCUMENTATION OF A PLAN FOR INDIVIDUALIZED INSTRUCTION IN SPELLING FOR THE JUNIOR HIGH SCHOOL STUDENTS AT PLATEAU VALLEY SCHOOL, COLLBRAN, COLORADO. THE PROGRAM IS STRUCTURED SUCH THAT STUDENTS OF SIMILAR ABILITY AND ACHIEVEMENT LEVELS ARE PAIRED FOR STUDY AND TESTING PURPOSES. AFTER THE STUDENT DEMONSTRATES MASTERY OF A SPELLING LIST THROUGH A SERIES OF TESTS, HE MOVES ON TO A MORE DIFFICULT LIST. THE RATIONALE, RELATED RESEARCH, CLASSROOM PROCEDURE, RESULTS, AND RECOMMENDATIONS ARE DISCUSSED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011793</dc:identifier>
<dc:title>A PLAN FOR INDIVIDUALIZED INSTRUCTION IN SPELLING FOR JUNIOR HIGH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>United States History</dc:subject>
<dc:creator scheme='personal author'>HOLMES, CHARLES</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Meeker)</eric:keywords>
<eric:keywords>Stanford Achievement Tests</eric:keywords>
<eric:keywords>COLORADO WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:keywords_test>Stanford Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT EXPLAINS THE INDIVIDUAL APPROACH TO THE TEACHING OF UNITED STATES HISTORY TO EIGHTH GRADERS AT MEEKER, COLORADO. THE PROGRAM IS STRUCTURED SO THAT AFTER A STUDENT DEMONSTRATES MASTERY OF A CHAPTER THROUGH A SHORT OBJECTIVE TEST, HE THEN INVESTIGATES ENRICHMENT MATERIALS SUCH AS FILMSTRIPS, TAPES, RECORDS, BOOKS, AND PICTURE ENCYCLOPEDIAS. A DISCUSSION IS PRESENTED RELATING TO THE PURPOSES, PROCEDURES, AND RESULTS OF THE PROGRAM. THIS IS SUPPLEMENTED BY CONCLUSIONS AND RECOMMENDATIONS DRAWN FROM THE PROGRAM. THE APPENDIX CONTAINS A LIST OF EQUIPMENT AND MATERIALS USED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011794</dc:identifier>
<dc:title>AN INDIVIDUAL APPROACH TO THE TEACHING OF UNITED STATES HISTORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activities</dc:subject>
<dc:subject>Books</dc:subject>
<dc:subject>Choral Speaking</dc:subject>
<dc:subject>Games</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Parent Conferences</dc:subject>
<dc:subject>Philosophy</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BOOKLET IS A GUIDE FOR KINDERGARTEN TEACHERS. DISCUSSED ARE THE ROLE OF THE KINDERGARTEN TEACHER, KINDERGARTEN PHILOSOPHY AND OBJECTIVES, INFORMATION TO THE PARENTS OF KINDERGARTEN CHILDREN, PARENT-TEACHER CONFERENCES, SCIENCE EXPERIENCES, ACTIVITIES, AND EXPERIMENTS, NUMBER ACTIVITIES, GAMES, FINGER PLAYS, AND CHORAL SPEAKING. ALSO PRESENTED ARE UNITS OF STUDY, A DAILY PROGRAM AND EQUIPMENT, SUPPLIES, RECORDS, BOOKS, AUDIOVISUAL MATERIALS, AND REFERENCE MATERIALS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011795</dc:identifier>
<dc:title>PRACTICAL HELPS FOR KINDERGARTEN TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Cognitive Ability</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Security</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>GILL, NEWELL T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>RICHMOND</eric:keywords>
<eric:keywords>Thurstone Closure Flexibility Scale</eric:keywords>
<eric:keywords>Security Index Inventory (Maslow)</eric:keywords>
<eric:keywords>Dogmatism Scale (Rokeach)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF SECURITY ON PERSONAL ADJUSTMENT, PERCEPTUAL AND COGNITIVE STYLE, AND PERSONAL EFFECTIVENESS WAS EVALUATED. THE SAMPLE WAS 249 STUDENTS ENROLLED IN A TEACHER EDUCATION, CHILD STUDY PROGRAM. PERFORMANCE ON MASLOW&apos;S SECURITY INDEX INVENTORY DETERMINED AN INDIVIDUAL&apos;S PLACEMENT IN ONE OF THREE GROUPS. ROKEACH&apos;S DOGMATISM SCALE (FORM E) AND THURSTON&apos;S CLOSURE FLEXIBILITY SCALE WERE ADMINISTERED TO THE THREE GROUPS, AND AN ANALYSIS OF VARIANCE WAS USED TO STUDY DIFFERENCES BETWEEN GROUPS. THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN SEXES ON ANY OF THE THREE VARIABLES. SECURE GROUPS WERE LESS DOGMATIC THAN INSECURE GROUPS AND HAD A HIGHER MEAN GRADE POINT AVERAGE. AN ANALYSIS OF THE RESULTS AND THEIR IMPLICATIONS FOR EDUCATORS IS DISCUSSED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011796</dc:identifier>
<dc:title>THE EFFECT OF SECURITY AS AN INDEPENDENT VARIABLE ON SELECTED VARIABLES RELATED TO PERCEPTION, COGNITION, AND ACADEMIC ACHIEVEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-22</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Individualized Instruction</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Population Growth</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Shared Services</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Team Teaching</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>STURGES, A.W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>UPPER MIDWEST SMALL SCHOOLS PROJECT</eric:keywords>
<eric:keywords>MULTIPLE CLASSES</eric:keywords>
<eric:keywords>North Dakota (Grand Forks)</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota Univ., Grand Forks. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER DISCUSSES THE 12 AREAS OF CHANGE IN SCHOOLS--MULTIPLE CLASSES, TEAM TEACHING, USE OF TEACHERS&apos; AIDES, SHARED SERVICES, MODIFICATION OF EXISTING FACILITIES, USE OF PROGRAMED MATERIALS, FLEXIBLE SCHEDULING, USE OF SPECIAL MATERIALS, INSERVICE TRAINING, USE OF NONGRADING PROCEDURES, INCORPORATION OF RECENT TECHNOLOGICAL DEVELOPMENTS, AND EMPLOYMENT OF CURRICULAR CHANGES. THE NATURE OF AND THE NEED FOR INNOVATION IN GENERAL ARE DISCUSSED, AND EXAMPLES OF CHANGES THAT HAVE TAKEN PLACE IN MINNESOTA SCHOOLS ARE GIVEN. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011797</dc:identifier>
<dc:title>INDIVIDUALIZING INSTRUCTION, A REPORT OF THE FALL DRIVE-IN CONFERENCES, UMSSP.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>48</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>School Holding Power</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Unwed Mothers</dc:subject>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT PRESENTS STATISTICAL DATA OF SCHOOL DROPOUTS AND SCHOOL HOLDING POWER IN NEVADA. THE DATA ARE BASED ON RECORDS SUBMITTED BY ALL NEVADA SCHOOL DISTRICTS HAVING PUPILS IN GRADES 7 THROUGH 12 DURING THE SCHOOL YEARS 1963-64 AND 1964-65. THESE DATA INCLUDE AGE, GRADE, SEX, ETHNIC GROUPING, CAUSAL FACTORS FOR LEAVING, ACHIEVEMENT, RESIDENCE, ATTENDANCE, ADJUSTMENT, AND POSSIBLE DELINQUENCY RECORDS OF THE STUDENTS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011798</dc:identifier>
<dc:title>DROPOUTS IN NEVADA PUBLIC SCHOOLS, 1963-1964 AND 1964-1965 SCHOOL YEARS. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Bus Transportation</dc:subject>
<dc:subject weight='MAJOR'>Driver Education</dc:subject>
<dc:subject weight='MAJOR'>Films</dc:subject>
<dc:subject>Student Transportation</dc:subject>
<dc:subject weight='MAJOR'>Traffic Safety</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY LISTS, BY TITLE, 113 FILMS, WITH DESCRIPTIONS AND ACQUISITION ADDRESSES. THERE ARE 32 FREE, 40 RENTAL, 38 PURCHASE, AND THREE TELEVISION SHORT FILMS IN THE LIST. (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011799</dc:identifier>
<dc:title>BIBLIOGRAPHY OF TRAINING FILMS FOR SCHOOL BUS DRIVER TRAINING. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:49:27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>LINDSTROM, D.E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>University of Illinois Urbana Champaign</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords>UNIVERSITY OF ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OF SOME OF THE FACTORS INFLUENCING THE EDUCATIONAL AND OCCUPATIONAL PLANS OF RURAL HIGH SCHOOL STUDENTS WAS DERIVED FROM A STUDY OF APPROXIMATELY 3,000 JUNIOR AND SENIOR HIGH SCHOOL STUDENTS IN ILLINOIS. THE STUDY TRIED TO DETERMINE THE APTITUDES AND SKILLS POSSESSED BY RURAL YOUTH, TO FIND THE PERSONAL AND SOCIOPSYCHOLOGICAL CHARACTERISTICS OF THESE YOUTH, AND TO DETERMINE THE KINDS OF EDUCATION AND TRAINING THAT WOULD BEST FIT THEM FOR THE CAREERS AND OCCUPATIONS AVAILABLE TO THEM. THE AUTHOR CONCLUDED THAT THE EDUCATIONAL AND VOCATIONAL NEEDS OF NONCOLLEGE PRONE RURAL YOUTH ARE NOT ADEQUATELY MET. THESE STUDENTS, WHO COMPRISE THE MAJORITY OF THE GRADUATING STUDENTS OF MOST RURAL HIGH SCHOOLS, DO NOT GET AS MUCH HELP IN FUTURE OCCUPATIONAL PLANNING AS THE COLLEGE  PRONE, AND ARE POORLY PREPARED FOR THE LIVES THEY FACE AFTER THEY GRADUATE FROM HIGH SCHOOL. THIS ARTICLE IS A REPRINT FROM &amp;quot;ILLINOIS AGRICULTURAL ECONOMICS,&amp;quot; JANUARY 1967. (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011800</dc:identifier>
<dc:title>FACTORS RELATED TO THE EDUCATION AND JOB PLANS OF RURAL YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Integrated Curriculum</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:creator scheme='personal author'>HILLOCKS, GEORGE, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ENGLISH</eric:keywords>
<eric:keywords>EUCLID</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUGGESTED UNIT FRAMEWORK WAS DEVELOPED AS A METHOD OF TEACHING SEVENTH-GRADE LITERATURE AT EUCLID CENTRAL JUNIOR HIGH SCHOOL IN EUCLID, OHIO. THE UNIT WAS DIVIDED INTO SIX MAJOR SECTIONS--(1) DEVELOPMENT OF THE CONCEPT, (2) APPLICATION OF THE CONCEPT UNDER THE GUIDANCE OF A TEACHER, (3) REVISION OF THE CONCEPT, (4) APPLICATION OF THE CONCEPT BY SMALL GROUPS OF STUDENTS WITHOUT DIRECT TEACHER SUPERVISION, (5) APPLICATION OF THE CONCEPT BY INDIVIDUAL STUDENTS WITHOUT TEACHER GUIDANCE, AND (6) COMPOSITION. EACH SECTION WAS DISCUSSED WITH RESPECT TO THE DEVELOPMENT OF MAJOR CONCEPTS AND THE APPLICATION OF THOSE CONCEPTS TO SEVERAL LITERARY WORKS. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011801</dc:identifier>
<dc:title>THE THEME-CONCEPT UNIT IN LITERATURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Education</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Mexican American Education</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Social Organizations</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>FOGEL, WALTER</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>MEXICAN AMERICAN STUDY PROJECT</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS ONE OF A SERIES OF RESEARCH ARTICLES PUBLISHED BY THE MEXICAN-AMERICAN STUDY PROJECT. THE PURPOSE OF THIS REPORT WAS TO STUDY THE RELATIONSHIP BETWEEN EDUCATIONAL ATTAINMENT AND INCOME WITHIN THE MEXICAN-AMERICAN MINORITY. DATA FOR THE STUDY WERE OBTAINED FROM THE U.S. CENSUS OF POPULATION, 1960. THE AUTHOR CONCLUDED THAT EDUCATIONAL ATTAINMENT AND INCOME OF THE MEXICAN-AMERICAN POPULATION ARE ASSOCIATED. THE SPECIFIC RELATIONSHIPS WERE ESTABLISHED BY STATISTICAL ANALYSIS. IMPLICATIONS FOR THE MEXICAN-AMERICAN MINORITY WERE GIVEN. THE REPORT IS ALSO AVAILABLE FROM THE DIVISION OF RESEARCH, GRADUATE SCHOOL OF BUSINESS ADMINISTRATION, UNIVERSITY OF CALIFORNIA, LOS ANGELES 90024, FOR $1.00. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011802</dc:identifier>
<dc:title>EDUCATION AND INCOME OF MEXICAN-AMERICANS IN THE SOUTHWEST. MEXICAN-AMERICAN STUDY PROJECT, ADVANCE REPORT 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consultants</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Operating Expenses</dc:subject>
<dc:subject>School District Spending</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Maintenance</dc:subject>
<dc:subject>School Size</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:creator scheme='personal author'>COOPER, LLOYD G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (El Paso)</eric:keywords>
<eric:keywords_geo>Texas (El Paso)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Western Coll., El Paso.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT FROM TEXAS WESTERN COLLEGE CONCERNS THE PROBLEMS INVOLVED AND CURRENT PRACTICES IN TEXAS SCHOOL PURCHASING DEPARTMENTS. TWO SURVEYS WERE CONDUCTED BY THE COLLEGE TO INVESTIGATE TWO AREAS. ONE WAS TO DETERMINE SUPERINTENDENTS&apos; PURCHASING PRACTICES BY SCHOOL SIZE, WHILE THE SECOND WAS TO DETERMINE, ALSO BY SCHOOL SIZE, THE LEVEL AND RANGE OF DISCOUNTS GIVEN BY MANUFACTURERS AND SUPPLIERS OF SCHOOL EQUIPMENT. THE AUTHORS RECOMMEND THAT (1) WORKSHOPS ON SCHOOL FINANCE BE HELD, (2) MORE SCHOOL FINANCE COURSES BE INTRODUCED IN COLLEGE CURRICULUMS, (3) SMALL SCHOOL DISTRICTS INITIATE COOPERATIVE PURCHASING PROGRAMS, AND (4) SMALL COOPERATING SCHOOL DISTRICTS EMPLOY A PURCHASING SPECIALIST. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011803</dc:identifier>
<dc:title>SCHOOL PURCHASE PRACTICES IN TEXAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Class Activities</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Medical Case Histories</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Navajo</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Rural Environment</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:type></dc:type>
<eric:keywords>NEW MEXICO</eric:keywords>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Puerto Rico (San Juan)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>New Mexico</eric:keywords_geo>
<eric:keywords_geo>Puerto Rico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Bureau of Indian Affairs (Dept. of Interior), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT PROJECT IN WHICH 47 MENTALLY HANDICAPPED NAVAJO CHILDREN WERE ENROLLED IN SPECIAL CLASSES AT THE TEEC NOS POS BOARDING SCHOOL IN TEEC NOS POS, ARIZONA, IS DESCRIBED. THESE CHILDREN WERE SELECTED FROM THE SAN JUAN AND SHIPROCK BOARDING SCHOOLS BY USE OF A TEACHER REFERRAL FORM. THE PROJECT WAS DIVIDED INTO FIVE PHASES--(1) SCREENING OF CHILDREN TO DETERMINE THOSE WHO WERE MENTALLY RETARDED, (2) PREPARING INDIVIDUAL BEHAVIORAL PROFILES ON EACH OF THE SELECTED CHILDREN, (3) MEDICAL AND PARAMEDICAL EXAMINING OF THE REFERRAL GROUP, (4) STAFFING THESE CHILDREN TO DETERMINE THE NATURE OF HANDICAPPING CONDITIONS, AND (5) TEACHER AND SUPERVISION, SPECIAL CLASS ORGANIZING, AND THE INSTRUCTIONAL PROGRAM. PARTICULAR EMPHASIS IS GIVEN TO DESCRIPTION OF THE USE AND RESULTS OF  PSYCHOLOGICAL TESTS USED IN THE PROJECT. A DISCUSSION OF TEACHING ENGLISH AS A SECOND LANGUAGE TO NAVAJO CHILDREN IS INCLUDED IN AN ATTACHED APPENDIX. (ES)</dc:description>
<dc:identifier scheme='eric_accno'>ED011804</dc:identifier>
<dc:title>AN INTERDISCIPLINARY APPROACH IN THE IDENTIFICATION OF MENTALLY RETARDED INDIAN CHILDREN. ADDENDUM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Flexible Progression</dc:subject>
<dc:subject>Flexible Scheduling</dc:subject>
<dc:subject>Improvement Programs</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Migrant Children</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:creator scheme='personal author'>LOPEX, LEO</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title V</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title V</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT SUMMARIZES RECOMMENDATIONS FROM THE CONFERENCE ON THE EDUCATION OF MIGRANT CHILDREN AND YOUTH AT SACRAMENTO, CALIFORNIA, SEPTEMBER 23 AND 24, 1966. THE CONFEREES PROPOSED THAT THESE RECOMMENDATIONS BE INCORPORATED INTO THE CALIFORNIA MIGRANT EDUCATION MASTER PLAN FOR IMPROVING THE EDUCATION OF MIGRANT CHILDREN. EIGHTEEN EDUCATIONAL NEEDS OF THESE CHILDREN ARE IDENTIFIED, INCLUDING SIX FOR PERSONNEL, SEVEN FOR FACILITIES, SIX FOR PROGRAMS, AND SIX IN SUPPORTIVE AREAS. INCLUDED ARE A CONFERENCE AGENDA AND A LIST OF ATTENDEES. A POSITION PAPER ON EDUCATIONAL NEEDS OF MIGRANT CHILDREN AND OTHER PAPERS ON THESE NEEDS ARE GIVEN IN THE APPENDIXES. (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011805</dc:identifier>
<dc:title>BASIS FOR A PLAN OF ACTION FOR IMPROVING THE EDUCATION OF MIGRANT CHILDREN. A SUMMARY OF RECOMMENDATIONS MADE AT THE CONFERENCE ON THE EDUCATION OF MIGRANT CHILDREN AND YOUTH (JANUARY 1967).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:creator scheme='personal author'>HALLER, ARCHIBALD O.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords>Farm Foundation IL</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BULLETIN OUTLINES THE FACTORS WHICH HINDER RURAL YOUTH IN OBTAINING JOBS, PARTICULARLY WHEN THEY MUST COMPETE WITH URBAN YOUTH FOR THE JOBS. FACTORS DISCUSSED INCLUDE OCCUPATIONAL ASPIRATIONS, CULTURAL INFLUENCES, LEVEL OF EDUCATION, FINANCIAL SUPPORT AVAILABLE, INTELLIGENCE LEVEL, OCCUPATIONAL CHOICE, PERSONALITY, SELF-CONCEPT, AND SOCIAL CLASS. ALSO PRESENTED ARE POSSIBLE IMPROVEMENTS IN RURAL EDUCATION AND VOCATIONAL COUNSELING. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011806</dc:identifier>
<dc:title>RURAL YOUTH NEED HELP IN CHOOSING OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Camping</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Outdoor Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>ISENBERG, ROBERT M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OUTDOOR LEARNING IS DEFINED IN THIS ARTICLE AS A METHOD OF LEARNING WHICH EXPLORES THE ADVANTAGES OF A CHILD&apos;S INVOLVEMENT WITH NATURE. HIGH MOTIVATION, SOUND ENRICHMENT, AND PERSONAL AND SOCIAL DEVELOPMENT ARE SEEN AS OUTCOMES OF AN OUTDOOR EDUCATION PROGRAM. OUTDOOR RESOURCES CAN BE UTILIZED IN ANY COURSE AT ANY GRADE LEVEL IN ANY SCHOOL. A CONDENSATION OF THIS ARTICLE, ENTITLED &amp;quot;EDUCATION COMES ALIVE OUTDOORS,&amp;quot; WAS PUBLISHED IN THE &amp;quot;NEA JOURNAL,&amp;quot; APRIL 1967. (SF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011807</dc:identifier>
<dc:title>OUTDOOR EDUCATION--A METHOD OF TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Textbook Preparation</dc:subject>
<dc:subject>Word Lists</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>HANSON, IRENE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords>New Developmental Reading Tests</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INVESTIGATION TO DETERMINE IF INSTRUCTION IN VARIANT WORD ENDINGS CAN BE GIVEN IN THE SECOND SEMESTER OF THE FIRST GRADE IS DESCRIBED. TWENTY-SIX FIRST-GRADE CLASSES (554 CHILDREN) FROM THE ST. PAUL, MINNESOTA, PUBLIC SCHOOL SYSTEM WERE USED IN THE STUDY. THE CLASSES WERE DIVIDED INTO TWO GROUPS OF 13 CLASSES EQUATED ON SOCIOECONOMIC LEVEL, READING ABILITY, MENTAL ABILITY, AGE, AND KNOWLEDGE OF THE USE OF VARIANT WORD ENDINGS. IN ADDITION TO REGULAR BASAL READING INSTRUCTION, THE EXPERIMENTAL GROUP WAS GIVEN EIGHTEEN 20-MINUTE LESSONS IN GENERALIZATIONS CONCERNING THE VARIANT ENDINGS &amp;quot;S,&amp;quot;&amp;quot;ED,&amp;quot;&amp;quot;D,&amp;quot;&amp;quot;ING,&amp;quot;&amp;quot;ER,&amp;quot;&amp;quot;EST,&amp;quot; AND &amp;quot;ER.&amp;quot; THE CONTROL CLASSES USED THE SAME PERIODS OF TIME FOR INDEPENDENT READING. READING SKILLS WERE EVALUATED BY THE BOND-BALOW-HOYT NEW DEVELOPMENTAL  READING TEST AND A SPECIALLY CONSTRUCTED VARIANT ENDING TEST. FOR ANALYSIS OF SCORES, EACH GROUP WAS DIVIDED INTO THREE MENTAL ABILITY GROUPS, FIVE READING GROUPS, AND THREE SOCIOECONOMIC LEVELS. THE F RATIO FOR ANALYSIS OF VARIANCE WAS APPLIED TO THE MEANS OF THESE GROUPS. SIGNIFICANT DIFFERENCES FAVORING THE EXPERIMENTAL GROUP&apos;S KNOWLEDGE OF VARIANT ENDINGS ARE REPORTED. SUBGROUP SCORES ARE COMPARED AND EVALUATED. THE EDUCATIONAL IMPLICATIONS OF THE FINDINGS ARE DISCUSSED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE READING TEACHER,&amp;quot; VOLUME 19, APRIL 1966. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011808</dc:identifier>
<dc:title>FIRST GRADE CHILDREN WORK WITH VARIANT WORD ENDINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Lateral Dominance</dc:subject>
<dc:subject>Optometry</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LAMBETH, JOANNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Duncan (Otis Dudley)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>METHODS, PROCEDURES, AND TECHNIQUES FOR TEACHING READING, ESPECIALLY TO LOW- AND NON-ACHIEVERS, WHICH DIFFER FROM TRADITIONAL CLASSROOM PRACTICES ARE DESCRIBED AND EVALUATED IN TERMS OF RECENT RESEARCH IN THE AREA OF READING. THESE METHODS ARE CLOSELY RELATED TO THE FIELD OF OPTOMETRY AND ARE CONCERNED WITH PROBLEMS OF LATERAL DOMINANCE. PERCEPTUAL ABILITY, AND MOTOR SKILLS. REFERENCES ARE PROVIDED FOR EACH METHOD. A GLOSSARY OF OPTOMETRIC TERMS AND A BIBLIOGRAPHY ARE INCLUDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011809</dc:identifier>
<dc:title>WHAT OPTOMETRY AND ITS RELATED FIELDS HAVE TO OFFER THE READING TEACHER, A RESEARCH PAPER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject weight='MAJOR'>Dialects</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Graphemes</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject weight='MAJOR'>Language Patterns</dc:subject>
<dc:subject weight='MAJOR'>Linguistics</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>ROGERS, JOHN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi Univ., University. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRACTICAL SUGGESTIONS FOR THE CLASSROOM TEACHER OF READING ARE REPORTED BY PARTICIPANTS OF AN INSTITUTE ON THE APPLICATION OF LINGUISTICS TO SPELLING AND READING INSTRUCTION. CHAPTER 1, &quot;PHONEMICS AND ORTHOGRAPHY IN READING INSTRUCTION,&quot; TRACES SIGNIFICANT RELATIONSHIPS AMONG PHONEMICS, PHONETICS, PHONICS, ORTHOGRAPHY, AND READING INSTRUCTION. CHAPTER 2, &quot;MORPHOLOGY IN READING INSTRUCTION,&quot; IS CONCERNED WITH STRUCTURAL ANALYSIS. CHAPTER 3, &quot;SYNTAX IN READING INSTRUCTION,&quot; IS CONCERNED WITH LANGUAGE UNITS MORE COMPLEX THAN THE SINGLE WORD, AND THEIR RELATIONSHIPS WITH READING INSTRUCTION. CHAPTER 4, &quot;DIALECTOLOGY IN READING INSTRUCTION,&quot; DEALS WITH PROBLEMS ARISING FROM THE FACT THAT LANGUAGE PATTERNS VARY FROM AREA TO AREA AND FROM CULTURAL LEVEL TO CULTURAL LEVEL. COMPLICATED  TERMINOLOGY IS SIMPLIFIED FOR THE CREATIVE TEACHER SEEKING TO DEVELOP THE CHILD&apos;S BACKGROUND IN BASIC LANGUAGE PATTERNS IN HIS ORAL LANGUAGE IN ORDER TO FACILITATE HIS BEGINNING READING DEVELOPMENT. EMPHASIS IS PLACED UPON HELPING THE CHILD FEEL COMFORTABLE WITH THE LANGUAGE HE BRINGS TO SCHOOL, AS WELL AS UPON DEVISING MEANS OF DEVELOPING LANGUAGE UNDERSTANDINGS AND APPRECIATIONS TO FIT THE CLASSROOM SITUATION. IMPLICATIONS FOR AND RECOMMENDATIONS TO THE CLASSROOM TEACHER ARE DISCUSSED. FIGURES, CHARTS, TABLES, AND A BIBLIOGRAPHY OF 47 ENTRIES ARE INCLUDED.</dc:description>
<dc:identifier scheme='eric_accno'>ED011810</dc:identifier>
<dc:title>LINGUISTICS IN READING INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>156</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:49:47</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:subject>Testing Problems</dc:subject>
<dc:creator scheme='personal author'>BICKLEY, A. C.</dc:creator>
<dc:creator scheme='personal author'>WEAVER, WENDELL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Campbell College NC</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOURCES OF INFORMATION FOR RESPONSES TO MULTIPLE-CHOICE ITEMS ON READING COMPREHENSION TESTS AND THE EFFECTS OF CONTENT WORDS AND FUNCTION WORDS IN SUPPLYING INFORMATION FOR THE CORRECT COMPLETION OF MULTIPLE-CHOICE ITEMS WERE STUDIED IN AN EXPERIMENT AT CAMPBELL COLLEGE. PARAGRAPHS WITH ACCOMPANYING MULTIPLE-CHOICE ITEMS SAMPLED FROM READING TESTS LISTED IN BUROS SIXTH YEARBOOK WERE SELECTED AS THE TEST PASSAGES. SUBJECTS WERE 147 SOPHOMORES ENROLLED IN INTRODUCTORY PSYCHOLOGY COURSES AND WERE RANDOMLY ASSIGNED TO SEVEN TREATMENTS INVOLVING THE BLACKING OUT OF (1) ALL OF THE READING PASSAGE, (2) ALL NOUNS, VERBS, AND ADJECTIVES, (3) ALL FUNCTION WORDS, (4) NONE OF THE READING PARAGRAPH, (5) 10 PERCENT OF THE NOUNS, VERBS, AND ADJECTIVES, (6) 50 PERCENT OF THE NOUNS, VERBS, AND  ADJECTIVES, AND (7) 90 PERCENT OF THE NOUNS, VERBS, AND ADJECTIVES. A TREND ANALYSIS OF THE EFFECT OF BLACKING-OUT INCREASING PERCENTAGES OF NOUNS, VERBS, AND ADJECTIVES AND COMPARISONS BETWEEN TREATMENTS 1 AND 3 AND BETWEEN TREATMENTS 3 AND 4 WERE MADE. IN THE DISCUSSION OF RESULTS, IT WAS CONCLUDED THAT READING COMPREHENSION TESTS WERE HIGHLY DEPENDENT ON EXAMINEE CHARACTERISTICS WHICH OFTEN HAD LITTLE TO DO WITH THE READING TASK BEING EXAMINED. APPARENT REASONS FOR THIS ARE PROPOSED AND ANALYZED. TABLES AND REFERENCES ARE INCLUDED. THIS SPEECH APPEARS IN THE 1967 PROCEEDINGS OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 15. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011811</dc:identifier>
<dc:title>SOURCES OF INFORMATION FOR RESPONSES TO READING TEST ITEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cloze Procedure</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Lexicography</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:subject>Written Language</dc:subject>
<dc:creator scheme='personal author'>BICKLEY, A. C.</dc:creator>
<dc:creator scheme='personal author'>WEAVER, WENDELL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Campbell College NC</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CLOZE PROCEDURE WAS USED TO INVESTIGATE THE PREDICTABILITY OF LANGUAGE MATERIALS AND TO EXAMINE THE RELATIONSHIP OF THE WRITTEN PRODUCTION OF LANGUAGE AND READING TO STRUCTURAL AND LEXICAL CONSTRUCTS. FIFTY-SIX SOPHOMORES RANDOMLY SELECTED FROM 152 STUDENTS ENROLLED IN INTRODUCTORY PSYCHOLOGY COURSES AT CAMPBELL COLLEGE WERE RANDOMLY ASSIGNED TO TWO TREATMENTS--WRITING MODALITY OR READING MODALITY. THE WRITING MODALITY GROUP WAS INSTRUCTED TO PRODUCE WRITTEN STORIES WHICH WERE DUPLICATED AND PRESENTED TO THE READING MODALITY GROUP. TWO CLOZE TASKS, ONE OMITTING EVERY FIFTH STRUCTURAL UNIT AND ONE DELETING EVERY FIFTH LEXICAL UNIT, WERE PREPARED FOR THE STORIES AND PRESENTED TO BOTH GROUPS 2 DAYS AFTER THE INITIAL WRITING AND READING OF THE STORIES. A TWO-WAY ANALYSIS OF  VARIANCE WAS MADE OF THE FIRST 50 DELETIONS IN EACH PAPER ACCORDING TO STRUCTURAL-LEXICAL DELETIONS AND READING-WRITING MODALITIES. IT WAS FOUND THAT THE PRODUCER-PREDICTOR COULD PREDICT BOTH STRUCTURAL AND LEXICAL DELETIONS AT ABOUT THE SAME RATE (85 PERCENT). THE READER-PREDICTOR COULD PREDICT STRUCTURAL WORDS AS WELL AS THE PRODUCER, BUT COULD NOT PREDICT LEXICAL WORDS. THEORETICAL IMPLICATIONS ARE DISCUSSED. REFERENCES AND A TABLE ARE INCLUDED. THE PAPER APPEARS IN THE 1967 PROCEEDINGS OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 15. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011812</dc:identifier>
<dc:title>STRUCTURAL-LEXICAL PREDICTABILITY OF MATERIALS WHICH PREDICTOR HAS PREVIOUSLY PRODUCED OR READ.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Small Classes</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>BALOW, IRVING H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Riverside)</eric:keywords>
<eric:keywords>UNIVERSITY OF CALIFORNIA</eric:keywords>
<eric:keywords_geo>California (Riverside)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 3-YEAR EXPERIMENTAL PRIMARY-GRADE READING PROGRAM CONDUCTED WITH A 50 PERCENT REDUCTION OF READING CLASS SIZE WAS EVALUATED IN THE RIVERSIDE, CALIFORNIA, UNIFIED SCHOOL DISTRICT FOR THE YEARS 1962-1965. TEST SCORES WERE ANALYZED FOR 656 CHILDREN IN THE EXPERIMENTAL GROUP WHO HAD 2 OR MORE YEARS OF EXPERIENCE IN THE EXPERIMENTAL PROGRAM AND FOR 602 CHILDREN IN THE CONTROL GROUP WHO HAD 1 YEAR OR LESS IN THE EXPERIMENTAL PROGRAM. THE SMALL-CLASS PROGRAM (AN AVERAGE OF 15 STUDENTS PER CLASS) WAS INITIATED IN A STRATIFIED RANDOM SAMPLE OF SEVEN ELEMENTARY SCHOOLS THE 1ST YEAR, WITH SIX SCHOOLS ADDED THE 2D YEAR AND EIGHT MORE ADDED THE 3D YEAR. DATA GATHERED FROM THE METROPOLITAN READINESS TESTS IN GRADE 1, METROPOLITAN ACHIEVEMENT TEST IN GRADES 2 AND 3, THE CALIFORNIA SHORT FORM  TEST OF MENTAL MATURITY IN GRADE 2, AND THE SCHOOL AND COLLEGE APTITUDE TEST IN GRADE 4 WERE ANALYZED ACCORDING TO EXPERIMENTAL AND CONTROL GROUP READINESS, INTELLIGENCE, READING ACHIEVEMENT, AND SEX DIFFERENCES. THE EXPERIMENTAL GROUP ACHIEVED SIGNIFICANTLY HIGHER THAN THE CONTROL GROUP, ACCORDING TO THE AMOUNT OF TIME SPENT ON THE EXPERIMENTAL PROGRAM. FINDINGS INDICATED THAT FIRST GRADE INSTRUCTION WAS MOST CRUCIAL AND THAT BOYS BENEFITED MORE FROM REDUCED CLASS SIZE THAN GIRLS. TABLES ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011813</dc:identifier>
<dc:title>A LONGITUDINAL EVALUATION OF READING ACHIEVEMENT IN SMALL CLASSES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Beginning Reading</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Early Reading</dc:subject>
<dc:subject weight='MAJOR'>Kindergarten</dc:subject>
<dc:subject>Learning Readiness</dc:subject>
<dc:subject>Maturation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject weight='MAJOR'>Reading Readiness</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject weight='MAJOR'>State Standards</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:creator scheme='personal author'>HOPPOCK, ANNE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Jersey State Dept. of Education, Trenton.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ARGUMENTS AGAINST FORMALIZED READING INSTRUCTION IN THE KINDERGARTEN WERE PRESENTED. AFTER PRELIMINARY COMMENTS CONCERNING THE PURPOSE AND PLAN OF THE CONFERENCE, THE NEW JERSEY STATE BOARD STANDARDS FOR KINDERGARTENS WERE DISCUSSED IN LIGHT OF THEIR CRITERIA FOR ESTABLISHMENT AND THEIR ADMINISTRATION. THE CASE AGAINST MAKING READING INSTRUCTION A PART OF THE KINDERGARTEN CURRICULUM WAS DEVELOPED THROUGH AN EXAMINATION OF THE FOLLOWING RESEARCH (PARTICULARLY DURKIN&apos;S). THE LONG RANGE EFFECTIVENESS OF READINESS WORKBOOKS AND OTHER FORMALIZED READINESS INSTRUCTION, LEARNING THEORY, THE PURPOSES AND GOALS OF THE KINDERGARTEN, AND THE VIEWS OF LEADERS OF NATIONAL REPUTE IN THE FIELDS OF READING, EARLY CHILDHOOD EDUCATION, HUMAN DEVELOPMENT AND LEARNING, PEDIATRICS, NEUROLOGY, CHILD  PSYCHIATRY, AND PSYCHOLOGY. IT WAS CONCLUDED THAT ALTHOUGH STUDENTS WHO COME TO KINDERGARTEN KNOWING HOW TO READ OR DESIRING TO READ SHOULD NOT BE PREVENTED FROM DOING SO, RESEARCH HAS NOT YET PROVIDED EVIDENCE THAT EARLY SYSTEMATIC READING INSTRUCTION GREATLY ACCELERATES READING ACHIEVEMENT. THIS PAPER WAS PRESENTED AT RUTGERS UNIVERSITY, MARCH 23, 1966. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011814</dc:identifier>
<dc:title>READING IN THE KINDERGARTEN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:49:54</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:type></dc:type>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords>MANITOBA</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Manitoba Dept. of Education, Winnipeg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>READING PROGRAMS IN THE ELEMENTARY GRADES IN MANITOBA, CANADA, WERE STUDIED OVER A 4-YEAR PERIOD TO DETERMINE WHAT TYPES OF PROGRAMS WERE IN EFFECT AND TO MAKE RECOMMENDATIONS TO IMPROVE THE TEACHING OF READING. INCLUDED IN THE REPORT ARE (1) A SURVEY OF READING IN MANITOBA FROM 1946-1966, (2) A DESCRIPTION OF THE CONTENT AND DEVELOPMENT OF THE MANITOBA READING STUDY QUESTIONNAIRE, (3) THE DESIGN OF EXPERIMENTS EVALUATING THE &amp;quot;PHONETIC KEYS TO READING&amp;quot; (ECONOMY PUBLISHING COMPANY OF OKLAHOMA) AND THE PROVINCE-ADOPTED &amp;quot;CURRICULUM FOUNDATION SERIES&amp;quot; (FORTIES EDITION, PUBLISHED BY W. J. GAGE), AND (4) SOME COMMENTS AND RECOMMENDATIONS ON THE TEACHING OF READING, INCLUDING CURRICULUM, TEACHER TRAINING, TEACHING TECHNIQUES, MATERIALS, ORGANIZATION FOR TEACHING, SUPERVISION, AND  TEACHERS AND PARENTS. TEN APPENDIXES ARE INCLUDED--(1) THE LEGISLATURE RESOLUTION SETTING UP THE SURVEY, (2) A LIST OF BRIEFS PRESENTED TO THE ADVISORY BOARD, (3) REPORT OF THE COMMITTEE ON PRIMARY READING, (4) REPORT AND RECOMMENDATIONS ON VARIOUS METHODS OF TEACHING IN MANITOBA, (5) ELEMENTARY CURRICULUM SEMINAR REPORTS, (6) RESULTS OF THE MANITOBA READING STUDY QUESTIONNAIRE SURVEY, (7 AND 8) REPORTS ON THE &amp;quot;PHONETIC KEYS TO READING&amp;quot; EXPERIMENTS CONDUCTED BY THE WINNIPEG AND FORT GARRY SCHOOL DIVISIONS, (9) A PRIMARY LANGUAGE ARTS OUTLINE, AND (10) A BIBLIOGRAPHY OF 80 SOURCES FOR RECENT READING RESEARCH. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011815</dc:identifier>
<dc:title>READING, A REPORT OF THE ADVISORY BOARD TO THE MINISTER OF EDUCATION, PROVINCE OF MANITOBA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>266</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Group Reading</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:creator scheme='personal author'>LASSWELL, ANNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Corvallis)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN EFFORT TO CLARIFY THE QUESTION OF THE VALUE OF ABILITY GROUPING, THE POSSIBLE INFLUENCE OF LEVEL OF READING GROUP PLACEMENT ON PRIMARY STUDENTS ENJOYMENT OF READING AND SELF-PERCEPTION AS READERS WAS STUDIED IN THREE RANDOMLY-SELECTED FIRST-, SECOND-, AND THIRD-GRADE CLASSROOMS IN A CORVALLIS, OREGON, SCHOOL LOCATED IN A LOWER-MIDDLE TO UPPER-MIDDLE SOCIOECONOMIC AREA. STRUCTURED INDIVIDUAL INTERVIEWS WERE HELD WITH ALL PUPILS IN THE THREE CLASSES IN SEPTEMBER, 1966 (N=71) AND JANUARY, 1967 (N=64) TO DETERMINE (1) IF PRIMARY CHILDREN PERCEIVE THE LEVEL OF THEIR READING GROUP PLACEMENT, (2) IF ACCURACY OF PERCEPTION INCREASES AS CHILDREN ADVANCE THROUGH THE GRADES, (3) IF ACCURACY OF PERCEPTION OF PLACEMENT IS RELATED TO LEVEL, (4) IF CHILDREN IN HIGH READING GROUPS REPORT  GREATER ENJOYMENT OF READING THAN CHILDREN IN LOW READING GROUPS, AND (5) IF CHILDREN WHO HAVE ACCURATELY PERCEIVED THEIR PLACEMENT LEVEL REPORT MORE ENJOYMENT OF READING THAN THOSE WHO OVER-ESTIMATE OR UNDER-ESTIMATE THEIR PLACEMENT. NO CLEAR-CUT EVIDENCE WAS FOUND TO SUPPORT EITHER PROPONENTS OR OPPONENTS OF ABILITY GROUPING AS THE METHOD OF ORGANIZING FOR PRIMARY GRADE READING INSTRUCTION, ALTHOUGH CERTAIN TRENDS IN ACCURACY OF PERCEPTION OF READING PLACEMENT WERE NOTED. TABLES AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED TO THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (NEW YORK CITY, FEBURARY 18, 1967). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011816</dc:identifier>
<dc:title>READING GROUP PLACEMENT--ITS INFLUENCE ON ENJOYMENT OF READING AND PERCEPTION OF SELF AS A READER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Associative Learning</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Patterned Responses</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Positive Reinforcement</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Prompting</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Sight Vocabulary</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, RICHARD C.</dc:creator>
<dc:creator scheme='personal author'>DUELL, ORPHA K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY BY TABER AND GLASER WHICH TAUGHT SIGHT VOCABULARY BY THE VANISHING LITERAL PROMPTS METHOD WAS REPLICATED IN AN EXPERIMENT WITH 14 PRESCHOOL, KINDERGARTEN, AND BEGINNING FIRST-GRADE CHILDREN. MATERIALS USED WERE EIGHT LOWER CASE COLOR WORDS PRINTED ON 3 BY 5 CARDS. AFTER PRETESTS TO IDENTIFY COLOR KNOWLEDGE AND CONFIRM LACK OF WORD KNOWLEDGE, EACH SUBJECT WAS INDIVIDUALLY GIVEN A TRAINING SEQUENCE OF NINE TRIALS BEGINNING WITH THE COLOR WORDS (CUES) ACCOMPANIED BY FOUR RADIATING LINES (PROMPTS) WHICH WERE THE COLOR NAMED BY THE WORD. THE COLOR PROMPTS WERE REDUCED IN EACH SUCCEEDING TRIAL UNTIL TRIAL NINE, WHEN THE WORD WAS PRESENTED ALONE. VERBAL REINFORCEMENTS WERE GIVEN BY THE EXPERIMENTER AFTER CORRECT RESPONSES BY THE SUBJECT. A POST-TEST WAS GIVEN TO DETERMINE IF THE  SUBJECT HAD LEARNED THE WORD. TABOR AND GLASER&apos;S FINDINGS WERE NOT CORROBORATED IN THE ANALYSIS OF RESULTS. IT WAS FOUND THAT THE DESIRED SHIFT IN STIMULUS CONTROL DID NOT TAKE PLACE. POSSIBLE REASONS FOR THE RESULTS ARE DISCUSSED. INDIVIDUAL TESTING SITUATIONS ARE EXPLAINED AND BEHAVIOR PATTERNS EXAMINED. TWO TABLES PRESENTING THE NINE-TRIAL VANISHING SCHEDULE AND A SUMMARY OF THE DATA FOR EACH SUBJECT ARE INCLUDED. REFERENCES ARE GIVEN. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (NEW YORK, FEBRUARY 1967). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011817</dc:identifier>
<dc:title>A FAILURE TO TEACH A SIGHT VOCABULARY BY VANISHING LITERAL PROMPTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Elementary School Students</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject weight='MAJOR'>Parent Participation</dc:subject>
<dc:subject weight='MAJOR'>Parent School Relationship</dc:subject>
<dc:subject>Parent Workshops</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject weight='MAJOR'>Reading Achievement</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject weight='MAJOR'>Reading Research</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Silent Reading</dc:subject>
<dc:creator scheme='personal author'>DELLA-PIANA, GABRIEL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SMALL SAMPLE PILOT PROJECT WHICH DEMONSTRATED A TREATMENT EFFECTIVENESS AND SUGGESTED FUTURE LINES FOR RESEARCH AND DEVELOPMENT OF PARENT TRAINING PROGRAMS IS DESCRIBED. THE MAJOR HYPOTHESIS TESTED WAS THAT PUPILS WHOSE PARENTS WERE INVOLVED IN A TRAINING PROGRAM WOULD SHOW GREATER REGRESSED GAINS IN READING SKILLS THAN PUPILS WITH PARENTS NOT IN TRAINING. IN LATE SPRING, AN INVITATIONAL LETTER WAS SENT TO PARENTS OF CHILDREN WHO WOULD BE IN THE THIRD TO SIXTH GRADES IN TWO ELEMENTARY SCHOOLS AND WHOSE READING ABILITY WAS 1 OR MORE YEARS BELOW GRADE LEVEL. THERE WERE 13 EXPERIMENTALS AND 16 CONTROLS IN THE FINAL GROUP. THE CALIFORNIA READING TEST AND THE GILMORE ORAL READING TEST WERE ADMINISTERED TO THE PUPILS AS THE PRE- AND POST-TESTS. THE EXPERIMENTAL PARENT GROUP WAS TAKEN  THROUGH THE PARENT-TRAINING PROGRAM. AFTER THE POST-TESTING OF ALL PUPILS IN READING, THE CONTROL GROUP PARENTS PARTICIPATED IN THE TRAINING PROGRAM. IN READING COMPREHENSION, THE CONTROL GROUP GAINS WERE GREATER THAN EXPERIMENTAL GROUP GAINS. THE PARENT TRAINING PROGRAM ACCOUNTED FOR 16 PERCENT OF VARIANCE IN ORAL READING ACCURACY AND FOR 25 PERCENT OF THE VARIANCE IN ORAL READING COMPREHENSION. TABLES AND SCATTER PLOTS ARE INCLUDED. THE TRAINING PROGRAM IS DESCRIBED IN THE FINAL REPORT. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011818</dc:identifier>
<dc:title>PARENT TRAINING AND READING GAINS OF ELEMENTARY SCHOOL CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Critical Reading</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Material Development</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>KING, MARTHA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VERBAL INTERACTION BETWEEN TEACHERS AND PUPILS WHEN THEY ARE READING CRITICALLY IS REPORTED. SIX HUNDRED FIFTY-ONE CHILDREN AND 24 TEACHERS FROM SEVEN ELEMENTARY SCHOOLS IN COLUMBUS, OHIO, SERVED AS SUBJECTS DURING THE 9-MONTH INVESTIGATION. TWELVE CLASSES, TWO AT EACH OF THE SIX ELEMENTARY GRADE LEVELS, WERE GIVEN TRAINING IN CRITICAL READING WHILE 12 CLASSES WERE INSTRUCTED IN LITERATURE. TEACHER QUESTIONS AND STUDENT RESPONSES WERE THE MAIN FOCUS OF THE STUDY. AN INSTRUMENT WAS DEVISED FOR OBSERVING VERBAL BEHAVIOR. EIGHT CATEGORIES OF TEACHER QUESTIONS WERE INFLUENCED BY BLOOM&apos;S APPROACH, AND FIVE PUPIL CATEGORIES, REPRESENTING LEVELS OF THOUGHT, WERE INFLUENCED BY GUILFORD&apos;S STRUCTURE. TEACHERS WERE INFORMED OF FORTHCOMING CLASSROOM OBSERVATIONS WHICH TOTALED SIX IN NUMBER  AND LASTED FOR 25 MINUTES. CHI-SQUARE WAS USED TO ANALYZE THE DATA. THE INCLUDED RESULTS INDICATED THAT--(1) THERE IS A DEFINITE RELATIONSHIP BETWEEN TEACHER QUESTIONS AND QUALITY OF PUPIL RESPONSES, (2) TEACHERS IMPROVED IN THEIR ABILITY TO ASK QUESTIONS, (3) TRAINING OF TEACHERS AND SPECIAL INSTRUCTIONAL MATERIALS INFLUENCED VERBAL BEHAVIOR, (4) LIMITED GRADE LEVEL TRENDS WERE DISCERNABLE IN TEACHERS QUESTIONS, AND (5) DEVELOPMENTAL TRENDS IN PUPIL RESPONSES WERE IDENTIFIABLE IN THE EXPERIMENTAL GROUP. TABLES AND THE OBSERVATION DIRECTIONS ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011819</dc:identifier>
<dc:title>OBSERVATIONS OF TEACHER-PUPIL VERBAL BEHAVIOR DURING CRITICAL READING LESSONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>BRIGGS, F. ALLEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USEFULNESS OF MODERN GRAMMAR, PARTICULARLY OF KNOWLEDGE OF LANGUAGE PATTERNS, IN FACILITATING READING EFFICIENCY IS CONSIDERED IN A DISCUSSION OF THE IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING. THE FOLLOWING TOPICS ARE DISCUSSED--(1) THE DUAL CONCEPT OF MEANING, (2) THE FOUR STAGES OF LANGUAGE STRUCTURE (SOUNDS, PHONETICS AND SPELLING, SYNTAX OR GRAMMAR AND RHETORIC OR COMPOSITION), (3) PHONICS AND THE SOUND-MEANING APPROACH, (4) STRUCTURAL ANALYSIS AND VOCABULARY, (5) AWARENESS OF STRUCTURE AND READING EASE, (6) MODERN WRITING VS. CLASSICAL RHETORIC, (7) TRADITIONAL GRAMMAR VS. TRANSFORMATIONAL OR GENERATIVE GRAMMAR, AND (8) LINGUISTIC CONCEPTS. SOURCES FOR LINGUISTIC THEORY AS APPLIED TO READING AND LINGUISTICALLY BASED MATERIALS FOR CLASSROOM USE ARE  GIVEN. A FOUR-PAGE SUMMARY OF MODERN GRAMMAR IN OUTLINE FORM IS INCLUDED. THIS PAPER WAS TO BE PRESENTED AT THE NATIONAL READING CONFERENCE (SAINT PETERSBURG, DECEMBER 3, 1966). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011820</dc:identifier>
<dc:title>IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Adult Students</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:creator scheme='personal author'>FORD, DAVID</dc:creator>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASIC EDUCATION PROGRAMS FOR ADULTS IN 36 STATES WERE SURVEYED IN THE SPRING OF 1966 TO OBTAIN INFORMATION ABOUT LOCATION, LENGTH OF TIME OF OPERATION, PRIOR EDUCATION AND SEX OF ENROLLEES, LEVEL OF INSTRUCTION PROVIDED, TOTAL ENROLLMENT, AND MATERIALS USED. DATA FROM A TWO-PAGE QUESTIONNAIRE COMPLETED BY THE DIRECTORS OF 367 LOCAL PROGRAMS (A 71 PERCENT RETURN) WERE ANALYZED ACCORDING TO THE AGE OF PROGRAMS TO DETERMINE IF OLDER PROGRAMS, ESTABLISHED BEFORE THE TITLE IIB FUNDS WERE AVAILABLE, HAD CHARACTERISTICS WHICH DIFFERED FROM THE MORE RECENTLY DEVELOPED PROGRAMS. RESULTS OF THE DATA, PRESENTED IN TABULAR FORM, ARE DISCUSSED AND INTERPRETED, AND TRENDS ARE NOTED. ADDITIONAL STUDY OF THE FOLLOWING IS RECOMMENDED--THE GROWTH RATE OF NEWLY ESTABLISHED PROGRAMS, THE TREND  TOWARD MORE MEN IN THE LITERACY PROGRAMS, THE LACK OF INSTRUCTION FOR ILLITERATES OFFERED IN THE VARIOUS PROGRAMS, AND THE TEACHER KNOWLEDGE AND USE OF MATERIALS PRIMARILY DESIGNED FOR ADULTS. FIVE TABLES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE (SAINT PETERSBURG, DECEMBER 1-3, 1966). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011821</dc:identifier>
<dc:title>BASIC LITERACY PROGRAMS FOR ADULTS--A NATIONAL SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Students</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Developmental Reading</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CARTER, HOMER L. J.</dc:creator>
<dc:creator scheme='personal author'>MCGINNIS, DOROTHY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WESTERN MICHIGAN UNIVERSITY</eric:keywords>
<eric:keywords>Michigan (Kalamazoo)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FACTORS CONSIDERED CRUCIAL IN CONDUCTING A COLLEGE-ADULT READING PROGRAM BY THE WESTERN MICHIGAN UNIVERSITY READING STAFF ARE PRESENTED AS A GUIDE FOR THE ESTABLISHMENT OF NEW READING PROGRAMS ON THIS LEVEL. EIGHT PRINCIPLES DERIVED FROM EXPERIENCE WITH THE 22-YEAR-OLD WESTERN MICHIGAN READING PROGRAM CONCERNING TEACHER ROLE, A STUDENT&apos;S UNDERSTANDING OF HIS READING ABILITY, STUDENT RESPONSIBILITY FOR READING IMPROVEMENT, SETTING UP READING OBJECTIVES, PHYSICAL, PSYCHOLOGICAL, AND ENVIRONMENTAL FACTORS WHICH MAY AFFECT READING, SEQUENTIAL AND MEANINGFUL READING TRAINING, INSTRUCTIONAL PROCEDURES, AND A STUDENT&apos;S EVALUATION OF HIS READING ACHIEVEMENT ARE DISCUSSED. HEAVY EMPHASIS IS PLACED ON THE IMPORTANCE OF ADAPTING THE PROGRAM TO EACH INDIVIDUAL. A BRIEF HISTORY OF THE WESTERN  MICHIGAN PROGRAM REVEALS THE CHANGES WHICH HAVE TAKEN PLACE FROM 1944 TO 1966. REFERENCES ARE GIVEN. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011822</dc:identifier>
<dc:title>SOME FACTORS TO BE CONSIDERED IN CONDUCTING A COLLEGE-ADULT READING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Colleges</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Rhetoric</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>NORRIS, JOHN M., JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Louisiana (Lake Charles)</eric:keywords>
<eric:keywords>LOUISIANA</eric:keywords>
<eric:keywords_geo>Louisiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE IMPORTANCE OF THE ROLE OF READING IN A STANDARD TWO-SEMESTER FRESHMAN ENGLISH COURSE IS EMPHASIZED IN A DISCUSSION OF THE BASIC CONCEPTS, PURPOSES, ORGANIZATION, RESEARCH, AND METHODOLOGY OF THE COLLEGE FRESHMAN ENGLISH PROGRAM. INCLUDED IN THE DISCUSSION ARE AN EXAMINATION OF WHAT ENTERING FRESHMEN SHOULD KNOW TO SUCCEED IN COLLEGE ENGLISH, A DESCRIPTION OF TEACHER ROLE, SOME CRITICISMS OF COURSES CURRENTLY OFFERED IN MANY COLLEGES AND UNIVERSITIES, AND SOME RECOMMENDATIONS FOR COURSE CONTENT, SEQUENCE, METHODS, AND MATERIALS IN ORDER TO MORE EFFECTIVELY COMBINE RHETORIC AND READING INTO A GOOD FRESHMAN PROGRAM. PERTINENT FINDINGS FROM THE PROJECT ENGLISH STUDIES ARE REPORTED. REFERENCES ARE GIVEN. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011823</dc:identifier>
<dc:title>A READING PROGRAM AS AN ESSENTIAL PART OF A STANDARD TWO-SEMESTER FRESHMAN ENGLISH COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>WADE, LORETTA</dc:creator>
<dc:type></dc:type>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DESCRIPTION OF EXISTING READING PROGRAMS IN JUNIOR COLLEGES IN ILLINOIS INCLUDING LINCOLN JUNIOR COLLEGE IS REPORTED. A QUESTIONNAIRE WAS SENT TO THE DEANS OF 37 JUNIOR COLLEGES, OF WHICH 33 RESPONDED. NINETEEN JUNIOR COLLEGES HAD AT LEAST ONE READING PROGRAM ON CAMPUS, 13 DID NOT, AND ONE OFFERED A COMPANY SPECIALIST SERVICE. IN MOST INSTANCES, THE READING PROGRAM WAS OPERATED BY THE ENGLISH DEPARTMENT. THE EDUCATION OF THE TEACHING STAFF, STATUS OF ENROLLED STUDENTS, TYPE OF READING PROGRAM, MATERIALS, NAMES OF PROGRAMS, AND PROCEDURE FOR RECORDING ENROLLMENT ARE INCLUDED. THE LINCOLN JUNIOR COLLEGE STUDENTS WERE CHARACTERIZED BY GOALS AND TYPE OF HOME COMMUNITY. OBJECTIVES OF THE PROGRAM AND THE READING COURSES OFFERED ARE INCLUDED. THE TEST USED, STUDENTS ENROLLED, AND  PROCEDURES ARE DESCRIBED. ONE REFERENCE AND A LIST OF MATERIALS ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011824</dc:identifier>
<dc:title>A DESCRIPTION OF THE LINCOLN JUNIOR COLLEGE READING PROGRAM, JUNIOR COLLEGE READING PROGRAMS IN ILLINOIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Objectives</dc:subject>
<dc:subject weight='MAJOR'>Research Methodology</dc:subject>
<dc:subject weight='MAJOR'>Research Problems</dc:subject>
<dc:subject weight='MAJOR'>Research Proposals</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject weight='MAJOR'>Research Skills</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>GUNDERSON, DORIS V.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOME COMMON FLAWS IN EDUCATIONAL RESEARCH DESIGN WERE ANALYZED ON THE BASIS OF A STUDY BY DR. GERALD SMITH OF 1,091 UNSUCCESSFUL RESEARCH PROPOSALS. THE FOLLOWING INADEQUACIES ARE DISCUSSED-- (1) THE LACK OF SPECIFICITY IN EVERY ASPECT OF THE RESEARCH DESIGN, (2) THE NON-DELIMITED PROBLEM, (3) THE LACK OF THEORETICAL FRAMEWORK FROM WHICH TO APPROACH THE PROBLEM, (4) THE LACK OF SIGNIFICANCE (USUALLY OVER-SIMPLIFICATION OF A COMPLEX PROBLEM), (5) THE FAILURE TO EXAMINE THOROUGHLY AND CRITICALLY PREVIOUS RESEARCH IN THE AREA, (6) THE PROVINCIALISM IN THE REVIEW OF RESEARCH (LIMITED SCOPE, GEOGRAPHY, SUBSTANCE, AND METHOD), (7) THE FAILURE TO INCLUDE REVIEW OF RELATED RESEARCH IN THE PROPOSAL, (8) THE FAILURE TO INCLUDE OBJECTIVES, HYPOTHESES, AND QUESTIONS OR INCLUSION OF BROAD OR  VAGUE STATEMENTS OF OBJECTIVES, (9) INADEQUACIES IN SAMPLING (INCOMPLETENESS, LACK OF CLARITY IN SAMPLING PLAN, LACK OF WELL-DEFINED POPULATION), (10) THE FAILURE TO DESCRIBE TECHNIQUES AND INSTRUMENTS TO BE USED IN THE RESEARCH, (11) INCOMPLETE DESCRIPTION OF THE STATISTICAL TREATMENT OF THE DATA, (12) THE USE OF UNSCIENTIFIC LANGUAGE OR OVERUSE OF TECHNICAL OR PSEUDO-TECHNICAL LANGUAGE, AND (13) NO CONTROL FOR THE HAWTHORNE EFFECT. TEN CONCLUSIONS DRAWN FROM THE ANALYSIS OF RESEARCH-DESIGN INADEQUACIES CONCERNING THE AREA OF EDUCATIONAL RESEARCH ARE LISTED. THIS PAPER WAS PRESENTED TO THE NATIONAL READING CONFERENCE (SAINT PETERSBURG, DECEMBER 2, 1966). (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011825</dc:identifier>
<dc:title>FLAWS IN RESEARCH DESIGN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:13</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Hindi</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Textbook Content</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:subject>Textbook Preparation</dc:subject>
<dc:subject>Textbook Research</dc:subject>
<dc:subject>Textbook Standards</dc:subject>
<dc:creator scheme='personal author'>MCCULLOUGH, CONSTANCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>India (New Delhi)</eric:keywords>
<eric:keywords_geo>India</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Inst. of Education, New Delhi (India).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A READING PROJECT WAS INITIATED BY THE NATIONAL INSTITUTE OF EDUCATION IN INDIA TO (1) PRODUCE TEXTBOOKS AND WORKBOOKS, FIELD TEST THE BOOKS, AND TRAIN TEACHERS TO USE THEM, (2) PRODUCE TEACHERS MANUALS, (3) CONSTRUCT FIRST-GRADE TESTS, (4) CONSTRUCT ACHIEVEMENT TESTS, AND (5) PRODUCE THESE BOOKS IN HINDI. THE ENSUING GUIDE FOR THOSE WHO WRITE AND EVALUATE TEXTBOOKS IN ANY LANGUAGE IS DIVIDED INTO 14 SECTIONS. THE SECTIONS INCLUDE DISCUSSIONS OF THE FOLLOWING TOPICS--THE DEVELOPMENT OF LANGUAGE TEXTS, DEVELOPMENT OF A SPECIFIC BOOK, RESEARCH IN THE PREPARATION OF LANGUAGE TEXTS, APPROACHES TO TEACHING READING, CONTROLLED VOCABULARY, PROPOSED STATISTICS, RATIO OF NEW TO RUNNING WORDS, PROBLEMS IN CHOOSING CONTENT, PLANNING CONTENT, STORIES FOR A SERIES, MEANING DIMENSIONS, THOUGHT  PATTERNS IN EXPOSITORY WRITING, BASES FOR EVALUATION, AND THE TEXT AS AN INSTRUMENT OF CHANGE. A FORM FOR THE REVIEW OF CHILDREN&apos;S BOOKS AND AN INDEX IS INCLUDED. THIS DOCUMENT WAS PUBLISHED BY THE NATIONAL INSTITUTE OF EDUCATION, NEW DELHI, 1965, 126 PAGES. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011826</dc:identifier>
<dc:title>PREPARATION OF TEXTBOOKS IN THE MOTHER TONGUE, A GUIDE FOR THOSE WHO WRITE AND THOSE WHO EVALUATE TEXTBOOKS IN ANY LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Questioning Techniques</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject weight='MAJOR'>Teaching Guides</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTRUCTIONAL BULLETIN FOR WORKSHOP USE TO ASSIST TEACHERS IN DEVELOPING THOUGHT-PROVOKING QUESTIONS IS PRESENTED. DERIVED FROM BLOOM&apos;S &quot;TAXONOMY OF EDUCATIONAL OBJECTIVES&quot; AND &quot;CLASSROOM QUESTIONS--WHAT KIND,&quot; THE PUBLICATION ILLUSTRATES THE POSSIBLE USE OF A TAXONOMY OF QUESTIONS IN THE CLASSROOM. FOUR SAMPLE LESSONS ILLUSTRATE EXAMPLES OF QUESTIONS ON THE ADULT LEVEL, THE PRIMER LEVEL, AND ON THE SECOND- AND SIXTH-GRADE LEVELS WHICH MAY BE USED DURING THE INITIAL READING OF MATERIAL, THE DIRECTED REREADING, OR IN THE FOLLOW-UP PERIOD. THE LESSONS INTRODUCE QUESTIONS IN A SEQUENTIAL ORDER OF DIFFICULTY. ANTICIPATED PUPIL RESPONSES ARE GIVEN. REFERENCES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011827</dc:identifier>
<dc:title>THE ART OF QUESTIONING IN READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MCGUIRE, MARION L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Rhode Island (Providence)</eric:keywords>
<eric:keywords_geo>Rhode Island (Providence)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rhode Island State Dept. of Education, Providence.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FOURTH-GRADE READING PROGRAMS IN 285 PUBLIC, PAROCHIAL, AND PRIVATE RHODE ISLAND SCHOOLS WERE SURVEYED TO IDENTIFY THE POLICIES, PROGRAMS, MATERIALS, PERSONNEL, AND ENVIRONMENTAL FACTORS THAT AFFECT PRIMARY GRADE READING INSTRUCTION. STATE-TESTING-PROGRAM SCORES WERE USED TO COMPARE THE EFFECTIVENESS OF 20 READING TREATMENTS. A QUESTIONNAIRE WAS DISTRIBUTED IN MARCH 1966 TO GATHER INFORMATION ABOUT (1) THE PRIMARY-GRADE READING PROGRAMS OF THE 1965-66 FOURTH-GRADE CLASSES, (2) CURRENT PRACTICES IN THE ELEMENTARY SCHOOL READING PROGRAM, AND (3) THE EDUCATIONAL AND PROFESSIONAL NEEDS OF TEACHERS WHO TEACH READING AT THE ELEMENTARY LEVEL. DATA FROM THE QUESTIONNAIRE WERE USED WITH STATE-TESTING- PROGRAM SCORES ON THE CALIFORNIA MENTAL MATURITY TEST, THE CALIFORNIA ELEMENTARY  ACHIEVEMENT TEST BATTERY, AND THE SCHOLASTIC TEST SERVICE WORK-STUDY SKILLS TEST TO COMPARE GROUPS ON THE BASIS OF KINDERGARTEN EXPERIENCE, KINDERGARTEN AND/OR GRADE 1 ENTRANCE AGE, READINESS ACTIVITIES, BASIC READING APPROACH, TEACHER-PUPIL RELATIONSHIP, ORGANIZATION FOR READING, MATERIALS FOR BASIC INSTRUCTION, BASAL READERS, SUPPLEMENTARY MATERIALS, CONSULTANT ASSISTANCE, INDIVIDUAL HELP, CENTRAL LIBRARY, NUMBER OF BOOKS PER CHILD, CLASSROOM LIBRARY, CLASS SIZE, SOCIOECONOMIC LEVEL OF COMMUNITY, EDUCATIONAL-CULTURAL BACKGROUND, AND LANGUAGE BACKGROUND. AN EXAMPLE OF THE QUESTIONNAIRE, TABLES, AND A GLOSSARY ARE INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011828</dc:identifier>
<dc:title>A STATE-WIDE STUDY OF READING PROGRAMS, A RESEARCH REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Business Responsibility</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject weight='MAJOR'>Educational Change</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject weight='MAJOR'>Educational Trends</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject weight='MAJOR'>Social Change</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Technological Advancement</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>SMITH, NILA BANTON</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PARADOXES AND PROMISES OF TOMORROWS READING INSTRUCTION ARE PROJECTED AND ANALYZED. CURRENT AND FUTURE DEVELOPMENTS IN THE AREAS OF TRANSPORTATION, COMMUNICATION, CHEMISTRY, PSYCHOLOGY, AND MEDICINE ARE DISCUSSED IN LIGHT OF THE IMPACT THESE INNOVATIONS WILL MAKE ON SOCIETY. THE CHANGES IN EDUCATION IN GENERAL AND IN THE TEACHING OF READING IN PARTICULAR WHICH MIGHT RESULT FROM THESE NEW DEVELOPMENTS ARE DISCUSSED AS THEY MIGHT AFFECT SCHOOL ARCHITECTURE, INSTRUCTIONAL ORGANIZATION, NEW METHODS AND MATERIALS, AND TEACHING READING TO DIFFERENT AGE GROUPS. LAST, THE IMPACT OF THE TREND TOWARD NATIONALIZED, FACTUALIZED, COMPUTERIZED INSTRUCTION IS EXPLORED IN A DISCUSSION OF THE PROS AND CONS OF NATIONAL TESTING, THE EFFECTS OF THE TECHNOLOGICAL REVOLUTION ON READING  INSTRUCTION, THE INFLUENCE OF BIG BUSINESS ON EDUCATION, AND THE ROLE OF THE READING TEACHER IN A MACHINE-ORIENTED SOCIETY REFERENCES ARE GIVEN. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011829</dc:identifier>
<dc:title>TOMORROW&apos;S READING INSTRUCTION--PARADOX AND PROMISE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Diagnosis</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>HARRIS, ALBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A HISTORICAL OVERVIEW OF 50 YEARS OF REMEDIAL READING IS CATEGORIZED AND DISCUSSED. THE DECADE DIVISIONS ARE 1916-25, 1926-35, 1936-45, 1946-55, AND 1956-65. THE FIRST DECADE WAS CHARACTERIZED BY JOURNAL ARTICLES AND THE PUBLICATION OF SEVERAL BOOKS. DURING THE SECOND DECADE BATTERIES OF TESTS WERE STANDARDIZED FOR DIAGNOSING READING DIFFICULTIES. IT WAS AT THIS TIME THAT READING CLINICS WERE FOUNDED. IN THE THIRD DECADE, THE INTERNATIONAL READING ASSOCIATION CAME INTO EXISTENCE, THE ORTON SOCIETY WAS FOUNDED, AND COLLEGES BEGAN TO ORGANIZE READING CLINICS. DURING THE DECADE 1956-65, THERE WAS A SHIFT IN THEORY FROM PSYCHODYNAMICS TOWARD PHYSIOLOGICAL, NEUROLOGICAL, AND CONSTITUTIONAL FACTORS. A 62-ITEM BIBLIOGRAPHY IS INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL  READING ASSOCIATION CONFERENCE (SEATTLE, MAY 3-6, 1967). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011830</dc:identifier>
<dc:title>FIVE DECADES OF REMEDIAL READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Corrective Reading</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject weight='MAJOR'>Developmental Reading</dc:subject>
<dc:subject weight='MAJOR'>Elementary Education</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject weight='MAJOR'>Reading Programs</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject weight='MAJOR'>Remedial Reading</dc:subject>
<dc:subject weight='MAJOR'>Secondary Schools</dc:subject>
<dc:subject>Staff Role</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>HODDER, VELMA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska State Dept. of Education, Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BASIC DEVELOPMENTAL READING PROGRAM IS REVIEWED AS A FOUNDATION FOR SOUND REMEDIAL OR CORRECTIVE PROGRAMS IN A GUIDE FOR THE IMPROVEMENT OF ELEMENTARY AND SECONDARY READING IN NEBRASKA SCHOOLS. THE PRESENTATION IS DEVELOPED AROUND FOUR TOPICS--(1) DEVELOPMENTAL READING (CHILDREN&apos;S GROWTH CHARACTERISTICS AND NEEDS, INSTRUCTIONAL READING LEVEL, READINESS, THE ROLE OF THE KINDERGARTEN, GROUPING, TEACHING A BASIC READING SELECTION, SUGGESTIONS FOR PROGRAM IMPROVEMENT, AND CONTINUOUS EVALUATION), (2) THE EDUCATIONAL, PHYSICAL, EMOTIONAL, LINGUISTIC, AND OTHER CAUSES OF READING DISABILITIES, (3) THE ESTABLISHMENT OF A CORRECTIVE READING PROGRAM (SELECTION OF PERSONNEL AND STUDENTS FOR SPECIAL CLASSES DIAGNOSTIC MATERIALS AND PROCEDURES, ORGANIZATION OF PROGRAM, SELECTION OF  MATERIALS, METHODS, ARRANGEMENT OF READING CENTER, EVALUATION OF READING PROGRESS, AND ROLES OF TEACHERS, ADMINISTRATORS, SPECIAL READING TEACHERS, PUPILS, AND PARENTS), AND (4) THE CHALLENGE OF A GOOD READING PROGRAM. INCLUDED IN THE APPENDIXES ARE A PARTIAL LISTING OF BOOKS, WORKBOOKS, GAMES, MAGAZINES, KITS, AND AUDIOVISUAL MATERIALS AND EQUIPMENT FOR RETARDED READERS, AN EXAMPLE OF SKILLS TAUGHT IN A SECOND READER (SECOND LEVEL), AND A BIBLIOGRAPHY OF SELECTED REFERENCES FOR A PROFESSIONAL READING SHELF. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011831</dc:identifier>
<dc:title>A POSITION PAPER ON THE TEACHING OF READING, DEVELOPMENTAL AND CORRECTIVE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Beginning Reading</dc:subject>
<dc:subject weight='MAJOR'>Initial Teaching Alphabet</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject weight='MAJOR'>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>TANYZER, HAROLD J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATURE, FUNCTIONS, AND TRANSITIONAL STAGE OF THE INITIAL TEACHING ALPHABET (I.T.A.) IN BEGINNING READING IN THE UNITED STATES ARE DISCUSSED. THE MEDIUM, I.T.A., WAS ORIGINALLY CONCEIVED AS A TRANSITIONAL ALPHABET, OF WHICH SPELLING IS AN INTEGRAL PART. THE MEDIUM IS DESIGNED TO RATIONALIZE THE DECODING PROCESS AND AT THE SAME TIME PROVIDE A FOUNDATION FOR EASY TRANSITION TO TRADITIONAL ORTHOGRAPHY (T.O.). METHODS FOR USING I.T.A. IN TEACHING READING ARE THE SAME AS THOSE USED WITH T.O. IN DEVELOPING MATERIALS. OPTIONS ARE TO TRANSLATE EXISTENT T.O., TO PRODUCE NEW MATERIALS, OR TO DEVELOP MATERIALS ATTEMPTING TO UTILIZE THE ADVANTAGES OF THE NEW MEDIUM. THE NEW MATERIALS DEVISED BY TANYZER AND MAZURKIEWICZ CONTAIN DISCRETE FEATURES WHICH DIFFERENTIATE THEM FROM TYPICAL BASAL  READERS. INITIAL READING AND WRITING ACTIVITIES, DEVELOPING AND EXTENDING SKILLS, AND TRANSITION IN READING, WRITING, AND SPELLING ARE DISCUSSED. REFERENCES ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011832</dc:identifier>
<dc:title>THE NATURE AND FUNCTIONS OF I.T.A. IN BEGINNING READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Elementary Education</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject weight='MAJOR'>Factual Reading</dc:subject>
<dc:subject>Independent Reading</dc:subject>
<dc:subject>Library Materials</dc:subject>
<dc:subject weight='MAJOR'>Literature Appreciation</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject weight='MAJOR'>Reading Materials</dc:subject>
<dc:subject weight='MAJOR'>Recreational Reading</dc:subject>
<dc:subject>Story Reading</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>HUUS, HELEN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOME WAYS CHILDREN CAN TURN TO READING FOR INFORMATION AND ENJOYMENT ARE DISCUSSED UNDER THE FOLLOWING SEVEN HEADINGS--TEACH CHILDREN TO READ EASILY AND WELL, MAKE BOOKS AVAILABLE ON MANY LEVELS AND TOPICS, PROMOTE BOOKS ACTIVELY, READ TO CHILDREN EVERYDAY, HAVE CHILDREN SHARE THEIR READING, LET CHILDREN FILL IN A READING DESIGN, AND READ YOURSELF. EXAMPLES OF ACTIVITIES ARE INCLUDED. SUGGESTED BOOK TITLES AND REFERENCES ARE PROVIDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED011833</dc:identifier>
<dc:title>HELPING CHILDREN TURN TO READING FOR INFORMATION AND ENJOYMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Core Curriculum</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>HALL, THOMAS</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESULTS OF TWO CONFERENCES THAT CONSIDERED A COMMON CORE OF LEARNINGS FOR COLLEGE UNDERGRADUATE BIOLOGY MAJORS ARE REPORTED. AT THE FIRST CONFERENCE DURING FEBRUARY 1964, EIGHT UNIVERSITIES WERE REPRESENTED. IT IS REPORTED THAT ALL INSTITUTIONS HAVE INAUGURATED CORE PROGRAMS WHICH ATTEMPT TO TREAT THE WHOLE SPAN OF BIOLOGY FOR BEGINNING STUDENTS. THE CONTENT OF THEIR CORE PROGRAMS IS BRIEFLY DESCRIBED. AT THE SECOND CONFERENCE HELD IN MAY 1964, REPRESENTATIVES OF APPROXIMATELY 50 COLLEGES AND UNIVERSITIES DISCUSSED THE SAME TOPIC. THE PARTICIPANTS REPRESENTED PRIVATE AND STATE UNIVERSITIES AND COLLEGES THAT VARIED IN SIZE AND TYPE OF PROGRAM. THE CORE IS FAVORED BY THESE GROUPS ALSO. NOT ALL PARTICIPANTS REPORTED HAVING CORE PROGRAMS IN OPERATION BUT ALL FAVORED SUCH A  PROGRAM. CONTENT AREAS RECOMMENDED FOR THE CORE ARE LISTED. THIS DOCUMENT ALSO CONTAINS A NUMBER OF GENERAL CONCLUSIONS THAT RELATE TO THE DESIRABILITY OF CHEMISTRY, PHYSICS, AND MATHEMATICS FOR BIOLOGY STUDENTS AND THE DESIRABLE DURATION OF A CORE PROGRAM. THIS ARTICLE IS REPRINTED FROM &amp;quot;BIOSCIENCE,&amp;quot; VOLUME 14, NUMBER 8, AUGUST 1964. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011834</dc:identifier>
<dc:title>CORE STUDIES FOR UNDERGRADUATE MAJORS-A CONFERENCE REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>OBOURN, ELLSWORTH S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Assn for Research in Science Teaching</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH STUDIES RELATED TO TEACHING AND LEARNING SCIENCE AT THE ELEMENTARY, SECONDARY, AND COLLEGE LEVELS ARE REVIEWED. STUDIES REPORTED WERE COMPLETED BETWEEN JULY 1957 AND JULY 1959. A GENERAL SUMMARY OF SIMILAR STUDIES ON EACH OF THESE THREE LEVELS IS PRESENTED. SELECTED ABSTRACTS ARE INCLUDED AND CONSIST OF A STATEMENT OF THE PROBLEM, AN EXPLANATION OF THE RESEARCH PROCEDURES, AND A SUMMARY OF FINDINGS. SUGGESTIONS FOR THE IMPROVEMENT OF THE QUALITY OF RESEARCH IN SCIENCE EDUCATION ARE MADE. THIS DOCUMENT IS AVAILABLE AS FS-5-229--29000-59 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.35. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011835</dc:identifier>
<dc:title>RESEARCH IN THE TEACHING OF SCIENCE JULY 1957 TO JULY 1959.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LEE, ADDISON E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Univ., Austin. Science Education Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FINDINGS AND CHARACTERISTICS OF RESEARCH IN COLLEGE SCIENCE TEACHING COMPLETED FROM JULY 1963 TO JULY 1964 ARE ANALYZED IN THIS PAPER. THE STUDIES ANALYZED ARE GROUPED INTO NINE CATEGORIES--(1) PHILOSOPHY AND OBJECTIVES, (2) PUBLIC POLICY, (3) CURRICULUM, (4) LEARNING, (5) TEACHING METHODS, (6) FACILITIES AND EQUIPMENT, (7) TEACHER EDUCATION, (8) EVALUATION AND RESEARCH DESIGN, AND (9) SUPERVISION. AN ANALYTICAL SUMMARY IS INCLUDED FOR EACH CATEGORY EXCEPT &amp;quot;SUPERVISION AND ADMINISTRATION&amp;quot; FOR WHICH NO COMPLETED RESEARCH WAS RECEIVED. A BIBLIOGRAPHY OF THE 59 RESEARCH REPORTS USED BY THE AUTHORS IS INCLUDED. THE AUTHORS OBSERVE THAT 38 OF 59 RESEARCH STUDIES WERE DOCTORAL THESES OR DISSERTATIONS. OVER ONE-HALF DEALT WITH TEACHING METHODS AND ALMOST EXCLUSIVELY IN FRESHMAN  COURSES. MUCH STUDY OF &amp;quot;NEW&amp;quot; AND &amp;quot;TRADITIONAL&amp;quot; COURSES IS CITED. LEARNING, FACILITIES, AND EQUIPMENT ARE NOTED AS RECEIVING MORE RESEARCH SCRUTINY THAN IN THE PAST. MANY STUDIES, THE AUTHORS STATE, SUFFERED FROM FAULTY DESIGN. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011836</dc:identifier>
<dc:title>RESEARCH STUDIES IN COLLEGE SCIENCE FROM JULY 1963 TO JULY 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Mathematics Education</dc:subject>
<dc:subject>Private Schools</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>School Organization</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Placement</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:creator scheme='personal author'>NSTA STAFF</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Science Foundation</eric:keywords>
<eric:keywords>National Association Secondary School Principals</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED IS STATISTICAL INFORMATION ABOUT UNITED STATES SECONDARY SCHOOLS AND THE TEACHERS WHO COMPRISED THE SCIENCE AND MATHEMATICS FACULTIES OF THESE SCHOOLS DURING 1964-65. DATA INCLUDE ANALYSES OF PUBLIC AND PRIVATE SECONDARY SCHOOLS ACCORDING TO GRADES AND TOTAL SCHOOL ENROLLMENT. SCIENCE AND MATHEMATICS TEACHERS ARE ANALYZED ON THE BASES OF SEX, TEACHING LOAD, AND TYPE OF SCHOOLS IN WHICH THEY TAUGHT. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE SCIENCE TEACHER,&amp;quot; VOLUME 32, NUMBER 6, SEPTEMBER 1965. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011837</dc:identifier>
<dc:title>SOME STATISTICS OF U.S. SECONDARY SCHOOLS, 1964-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:creator scheme='personal author'>STUFFLEBEAM, DANIEL L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION RELATED TO INNOVATIVE ELEMENTARY AND SECONDARY SCHOOL PROGRAMS IN OHIO IS PRESENTED. DATA WERE OBTAINED FROM SCHOOL ADMINISTRATORS AND TEACHERS THROUGH THE USE OF QUESTIONNAIRES. ENTRIES INCLUDE--(1) GEOGRAPHIC REGION, (2) COUNTY, (3) CITY OR VILLAGE, (4) LOCAL DISTRICT, AND (5) PROJECT TITLE. DETAILED DESCRIPTIONS OF SELECTED PROGRAMS ARE INCLUDED. A FUTURE REPORT WILL CONTAIN AN ANALYSIS OF THE TYPES, ORIGINS, FUNDING, AND EFFECTIVENESS OF CURRENT INNOVATIONS. THIS PUBLICATION IS ALSO AVAILABLE FROM PUBLICATIONS OFFICE, THE OHIO STATE UNIVERSITY, 242 W. 18TH AVENUE, COLUMBUS, OHIO 43210, FOR $2.25. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011838</dc:identifier>
<dc:title>CATALOG OF EDUCATIONAL CHANGES IN OHIO PUBLIC SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>118</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Course Descriptions</dc:subject>
<dc:subject weight='MAJOR'>Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Educational Objectives</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Mathematics Education</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject weight='MAJOR'>Science Education</dc:subject>
<dc:subject weight='MAJOR'>Secondary School Science</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>ISENBARGER, KATHARINE U.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Central Association of Science and Mathematics Teachers, Inc., Bloomington, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MAJOR DEVELOPMENTS IN SCIENCE AND MATHEMATICS EDUCATION DURING THE PERIOD 1900-50 ARE REVIEWED. AN EARLY CHAPTER IS DEVOTED TO A DETAILED DESCRIPTION OF THE FORMATION AND SUBSEQUENT DEVELOPMENT OF THE CENTRAL ASSOCIATION OF SCHOOL SCIENCE AND MATHEMATICS TEACHERS AND THE JOURNAL, &quot;SCHOOL SCIENCE AND MATHEMATICS.&quot; OTHER SECTIONS INCLUDE (1) MATHEMATICS, (2) THE BIOLOGICAL SCIENCES, (3) THE PHYSICAL SCIENCES, AND (4) THE PREPARATION OF TEACHERS. THE SECTION ON PHYSICAL SCIENCE IS SUBDIVIDED INTO PHYSICS, GENERAL SCIENCE, PHYSICAL SCIENCE, CHEMISTRY, AND GEOGRAPHY. DEVELOPMENTS IN SCIENCE TEACHING ARE RELATED TO EXISTING SOCIAL CONDITIONS AND THE STATUS OF SCIENCE AND TECHNOLOGY. CHANGES IN EDUCATIONAL OBJECTIVES, PSYCHOLOGY, SCHOOL ORGANIZATION, COURSE OFFERINGS, AND TEACHING  METHODS ARE INCLUDED. THE ORIGIN AND DEVELOPMENT OF RESEARCH IN SCIENCE TEACHING AND ITS EFFECT ON SCIENCE EDUCATION ARE CONSIDERED. THE SECTION ON TEACHER EDUCATION EMPHASIZES (1) EARLY PROGRAMS, (2) FACTORS RELATED TO CHANGE, (3) CURRENT STATUS, AND (4) RECOMMENDATIONS FOR FUTURE MODIFICATION OF PROGRAMS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011839</dc:identifier>
<dc:title>A HALF CENTURY OF TEACHING SCIENCE AND MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1950-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>207</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biological Sciences</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Engineering</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Technological Advancement</dc:subject>
<dc:type></dc:type>
<eric:keywords>District of Columbia</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Library of Congress, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOURCES OF INFORMATION FOR BIOLOGICAL AND PHYSICAL SCIENCE AND ENGINEERING ARE LISTED. THEY INCLUDE--(1) LIBRARIES, (2) CENTRALIZED INFORMATION CENTERS, (3) PROFESSIONAL SOCIETIES AND OTHER SPECIALIZING ORGANIZATIONS, (4) INDUSTRIAL FIRMS, (5) GOVERNMENTAL AGENCIES OR OFFICES, AND (6) OTHER INFORMATION SOURCES WHICH MAKE SCIENTIFIC AND TECHNOLOGICAL DATA AVAILABLE. ENTRIES ARE LISTED ALPHABETICALLY AND INCLUDE--(1) LOCATION, (2) A DESCRIPTION OF THE SERVICES AND FUNCTIONS OF THE ORGANIZATION, (3) GENERAL LISTINGS OF MATERIALS AND PUBLICATIONS AVAILABLE, AND (4) POLICY REGARDING THE USE OF HOLDINGS. A SUBJECT INDEX IS ALSO INCLUDED. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $2.25. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011840</dc:identifier>
<dc:title>A DIRECTORY OF INFORMATION RESOURCES IN THE UNITED STATES. PHYSICAL SCIENCES, BIOLOGICAL SCIENCES, ENGINEERING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>359</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Science Tests</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:creator scheme='personal author'>TANNENBAUM, HAROLD E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Office of Education</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GUIDELINES FOR THE EVALUATION OF ELEMENTARY SCHOOL SCIENCE PROGRAMS AND ELEMENTARY SCHOOL SCIENCE STUDENTS ARE PRESENTED. CRITERIA ARE INCLUDED FOR (1) ESTABLISHED CURRICULUMS, (2) LIBRARY FACILITIES, (3) EQUIPMENT AND SUPPLIES, (4) FIELD EXPERIENCES AND AUDIOVISUAL AIDS, (5) TEACHER-MADE TESTS, AND (6) CLASSROOM TEACHING TECHNIQUES. SUBDIVISIONS OF THESE MAJOR CATEGORIES INCLUDE SUGGESTIONS FOR PROGRAM ANALYSIS. SUGGESTIONS FOR THE DEVELOPMENT OF INSTRUMENTS FOR CURRICULUM EVALUATION ARE ALSO INCLUDED. SUGGESTIONS FOR STUDENT EVALUATION ARE BASED ON BEHAVIORAL GOALS. CONSIDERATION IS GIVEN TO (1) SELECTION OF DEVICES FOR EVALUATION, (2) VALIDITY AND RELIABILITY OF EVALUATION TECHNIQUES, AND (3) TYPES OF EVALUATION INSTRUMENTS. MANY SAMPLE TEST ITEMS FOR DIFFERENT CATEGORIES OF  TESTS ARE PRESENTED. CHECK LISTS FOR (1) EVALUATION OF TEACHERS, (2) LESSON PLANS, (3) INSERVICE COURSES, (4) SCIENCE BOOKS, (5) FACILITIES, AND (6) TEACHER UTILIZATION OF TELEVISION SCIENCE BROADCASTS ARE INCLUDED. THIS DOCUMENT IS AVAILABLE AS FS-5-229--29057 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.45. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011841</dc:identifier>
<dc:title>EVALUATION IN ELEMENTARY SCHOOL SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>SMITH, HERBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>American Association for Advancement of Science</eric:keywords>
<eric:keywords>Commission on Science Education</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SIGNIFICANT EDUCATIONAL RESEARCH RELATED TO ELEMENTARY AND JUNIOR HIGH SCHOOL SCIENCE TEACHING IS REVIEWED. OUTSTANDING DEVELOPMENTS IN THE HISTORY OF ELEMENTARY AND JUNIOR HIGH SCHOOL SCIENCE TEACHING AFTER 1850 ARE PRESENTED. GENERAL TYPES OF STUDIES INCLUDED IN THE SURVEY ARE DESCRIBED IN AN OVERVIEW OF THE RESEARCH IN SCIENCE EDUCATION DURING THIS SAME PERIOD. MAJOR CATEGORIES OF RESEARCH STUDIES INCLUDE (1) AIMS AND OBJECTIVES, (2) CURRICULUM, (3) TECHNOLOGY APPLIED TO SCIENCE INSTRUCTION, (4) TESTING AND EVALUATION, AND (5) TEACHER EDUCATION. SUBCATEGORIES OF CURRICULUM ARE (1) CONTENT AND GRADE PLACEMENT, (2) PROBLEM SOLVING, (3) CONCEPTS AND PRINCIPLES, (4) STUDENT INTERESTS, (5) READING DIFFICULTIES, AND (6) ENRICHMENT PROCEDURES. SUMMARIES OF SPECIFIC STUDIES INCLUDE  BRIEF STATEMENTS OF PURPOSE, METHODOLOGY, AND FINDINGS. COMPLETE CITATIONS OF THE STUDIES REVIEWED ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN THE &amp;quot;JOURNAL OF RESEARCH IN SCIENCE TEACHING,&amp;quot; VOLUME 1, NUMBER 3, SEPTEMBER 1963. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011842</dc:identifier>
<dc:title>EDUCATIONAL RESEARCH RELATED TO SCIENCE INSTRUCTION FOR THE ELEMENTARY AND JUNIOR HIGH SCHOOL - A REVIEW AND COMMENTARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, PHILIP G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUMMARIES OF 54 STUDIES IN SCIENCE EDUCATION COMPLETED DURING 1950 ARE TREATED IN THIS LISTING. THE STUDIES LISTED REPRESENT THE RESPONSE TO A NATIONWIDE QUESTIONNAIRE REQUESTING COPIES OF RESEARCH REPORTS. FOR EACH ENTRY IN THE LISTING THERE ARE INCLUDED--(1) THE AUTHOR&apos;S NAME, (2) THE TITLE OF THE STUDY, (3) WHETHER OR NOT IT IS A THESIS OR DEGREE ITEM, (4) THE YEAR THE STUDY WAS COMPLETED, (5) THE INSTITUTION WHERE THE STUDY WAS CONDUCTED, (6) THE NUMBER OF PAGES IN THE COMPLETE REPORT, (7) THE SOURCE FROM WHICH THE COMPLETE STUDY MAY BE OBTAINED, (8) A STATEMENT OF THE PROBLEM, (9) THE SOURCES OF DATA, (10) THE KIND OF STATISTICAL TREATMENT USED, AND (11) THE MAJOR FINDINGS. ENTRIES ARE LISTED ALPHABETICALLY BY THE AUTHOR&apos;S LAST NAME. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011845</dc:identifier>
<dc:title>SCIENCE EDUCATION RESEARCH STUDIES -- 1950.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1951-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, PHILIP G.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUMMARIES OF 24 STUDIES IN SCIENCE EDUCATION COMPLETED DURING 1951 ARE TREATED IN THIS LISTING. THE STUDIES LISTED REPRESENT THE RESPONSE TO A NATIONWIDE QUESTIONNAIRE REQUESTING COPIES OF RESEARCH REPORTS. FOR EACH ENTRY IN THE LISTING THERE ARE INCLUDED--(1) THE AUTHOR&apos;S NAME, (2) THE TITLE OF THE STUDY, (3) WHETHER OR NOT IT IS A THESIS OR DEGREE ITEM, (4) THE YEAR THE STUDY WAS COMPLETED, (5) THE INSTITUTION WHERE THE STUDY WAS CONDUCTED, (6) THE NUMBER OF PAGES IN THE COMPLETE REPORT, (7) THE SOURCE FROM WHICH THE COMPLETE STUDY MAY BE OBTAINED, (8) A STATEMENT OF THE PROBLEM, (9) THE SOURCES OF DATA, (10) THE KIND OF STATISTICAL TREATMENT USED, AND (11) THE MAJOR FINDINGS. ENTRIES ARE LISTED ALPHABETICALLY BY THE AUTHOR&apos;S LAST NAME. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011846</dc:identifier>
<dc:title>SCIENCE EDUCATION RESEARCH STUDIES -- 1951.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1952-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, PHILIP G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUMMARIES OF 78 STUDIES IN SCIENCE EDUCATION COMPLETED DURING 1952 ARE TREATED IN THIS LISTING. THE STUDIES LISTED REPRESENT THE RESPONSE TO A NATIONWIDE QUESTIONNAIRE REQUESTING COPIES OF RESEARCH REPORTS. FOR EACH ENTRY IN THE LISTING THERE ARE INCLUDED--(1) THE AUTHOR&apos;S NAME, (2) THE TITLE OF THE STUDY, (3) WHETHER OR NOT IT IS A THESIS OR DEGREE ITEM, (4) THE YEAR THE STUDY WAS COMPLETED, (5) THE INSTITUTION WHERE THE STUDY WAS CONDUCTED, (6) THE NUMBER OF PAGES IN THE COMPLETE REPORT, (7) THE SOURCE FROM WHICH THE COMPLETE STUDY MAY BE OBTAINED, (8) A STATEMENT OF THE PROBLEM, (9) THE SOURCES OF DATA, (10) THE KIND OF STATISTICAL TREATMENT USED, AND (11) THE MAJOR FINDINGS. ENTRIES ARE LISTED ALPHABETICALLY BY THE AUTHOR&apos;S LAST NAME. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011847</dc:identifier>
<dc:title>SCIENCE EDUCATION RESEARCH STUDIES -- 1952.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1953-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Science</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Elementary School Science</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject weight='MAJOR'>Science Education</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject weight='MAJOR'>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>BLACKWOOD, PAUL E.</dc:creator>
<dc:creator scheme='personal author'>BROWN, KENNETH E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SUMMARIES OF 46 STUDIES IN SCIENCE EDUCATION COMPLETED DURING 1953 ARE TREATED IN THIS LISTING. THE STORIES LISTED REPRESENT THE RESPONSE TO A NATIONWIDE QUESTIONNAIRE REQUESTING COPIES OF RESEARCH REPORTS. FOR EACH ENTRY IN THE LISTING THERE ARE INCLUDED--(1) THE AUTHOR&apos;S NAME, (2) THE TITLE OF THE STUDY, (3) WHETHER OR NOT IT IS A THESIS OR DEGREE ITEM, (4) THE YEAR THE STUDY WAS COMPLETED, (5) THE INSTITUTION WHERE THE STUDY WAS CONDUCTED, (6) THE NUMBER OF PAGES IN THE COMPLETE REPORT, (7) THE SOURCE FROM WHICH THE COMPLETE STUDY MAY BE OBTAINED, (8) A STATEMENT OF THE PROBLEM, (9) THE SOURCES OF DATA, (10) THE KIND OF STATISTICAL TREATMENT USED, AND (11) THE MAJOR FINDINGS. ENTRIES ARE LISTED ALPHABETICALLY BY THE AUTHOR&apos;S LAST NAME.(RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011848</dc:identifier>
<dc:title>SCIENCE EDUCATION RESEARCH STUDIES--1953.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1954-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:50:50</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>GRAHAM, KATHRYN A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Board of Education, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 4, 5, AND 6 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. THE FIVE UNITS INCLUDED FOR GRADE 4 ARE (1) INSECTS AND SPIDERS, (2) LIVING THINGS OF SIMILAR AREAS, (3) THE UNIVERSE, (4) MATTER AND ENERGY, AND (5) TREES AND THEIR USES. THE SIX UNITS PRESENTED FOR GRADE 5 ARE (1) WEATHER, (2) AVIATION AND SPACE FLIGHT, (3) MATTER AND ENERGY, (4) CLASSIFICATION AND LIFE PROCESSES OF ANIMALS, (5) BIRDS AND THEIR IMPORTANCE, AND (6) PLANT CHARACTERISTICS, PROCESSES, AND USES. SEVEN UNITS ARE PRESENTED FOR GRADE 6 ON THE TOPICS OF (1) ANIMAL ADAPTATIONS, (2) MATTER AND ENERGY, (3) THE UNIVERSE, (4) THE EARTH,  (5) GEOLOGY OF THE CHICAGO AREA, (6) GROWTH AND REPRODUCTION OF SEED PLANTS, AND (7) SIMPLE MACHINES. THE APPENDIXES INCLUDE INFORMATION ABOUT THE FOLLOWING--(1) WRITING EXPERIMENTS, (2) FIELD TRIPS, (3) SAFETY, (4) SCIENCE AND MATHEMATICS FAIRS, (5) ANIMAL CARE, (6) TERRARIUMS, (7) CHICAGO NATURAL HISTORY MUSEUM MATERIALS, AND (8) TEACHER REFERENCES. FOR EACH STUDY UNIT THERE ARE PRESENTED--(1) A TEACHER PREVIEW, (2) AN ANNOTATED LIST OF REFERENCES, (3) MATERIALS AND EQUIPMENT LISTS, (4) A VOCABULARY LIST, (5) CONCEPTS TO BE DEVELOPED, (6) SUGGESTED ACTIVITIES, AND (7) AUDIOVISUAL AND OTHER TEACHING AIDS. THIS DOCUMENT IS AVAILABLE THROUGH THE CHICAGO BOARD OF EDUCATION, CHICAGO, ILLINOIS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011849</dc:identifier>
<dc:title>CURRICULUM GUIDE FOR SCIENCE, GRADES 4-5-6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>GRAHAM, KATHRYN A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Board of Education, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN KINDERGARTEN AND GRADE 1 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS INCLUDE AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. FIVE UNITS OF STUDY ARE PRESENTED FOR KINDERGARTEN--(1) GETTING ACQUAINTED WITH ANIMALS, (2) DISCOVERING NEW THINGS ABOUT THE WORLD, (3) GETTING TO KNOW OURSELVES, (4) BECOMING AWARE OF MATTER AND ENERGY, AND (5) INVESTIGATING COMMON PLANTS. SIX UNITS ARE PRESENTED FOR GRADE 1--(1) KNOWING OUR ANIMAL FRIENDS, (2) FINDING OUT ABOUT AIR, (3) DISCOVERING HOW LIVING THINGS PREPARE FOR AND LIVE THROUGH THE WINTER, (4) LEARNING ABOUT MATTER AND ENERGY, (5) BECOMING AWARE OF SPRING CHANGES IN PLANTS AND ANIMALS, AND (6) DISCOVERING HOW WORK IS  MADE EASIER FOR US. THE SEVERAL APPENDIXES INCLUDE INFORMATION ABOUT RECORDING EXPERIMENTS, FIELD TRIPS, SETTING UP AN AQUARIUM, SETTING UP A WOODLAND TERRARIUM, THE CARE OF CLASSROOM PETS, TEXTBOOK REFERENCES, AND SELECTED REFERENCES FOR TEACHERS. FOR EACH STUDY UNIT, THERE ARE A TEACHER PREVIEW, AN ANNOTATED LIST OF REFERENCES, MATERIALS AND EQUIPMENT LISTS, A VOCABULARY LIST, CONCEPTS TO BE DEVELOPED, SUGGESTED ACTIVITIES, APPROPRIATE MUSIC, SUITABLE POEMS, AND AUDIOVISUAL AND OTHER TEACHING AIDS. THE VOLUME IS AVAILABLE THROUGH THE CHICAGO BOARD OF EDUCATION, CHICAGO, ILLINOIS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011850</dc:identifier>
<dc:title>CURRICULUM GUIDE FOR SCIENCE, KINDERGARTEN - PRIMARY 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>GRAHAM, KATHRYN A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Board of Education, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN SECOND AND THIRD GRADES ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS DISCUSS AN APPROACH TO THE TEACHING OF SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. SIX UNITS OF STUDY ARE PRESENTED FOR SECOND GRADE--(1) DIFFERENCES BETWEEN PLANTS AND ANIMALS, (2) ASTRONOMY, (3) MATTER AND ENERGY, (4) WATER AND ITS USES, (5) PLANTS AND THEIR PARTS, AND (6) ANIMALS&apos; HELP TO MAN. EIGHT UNITS ARE PRESENTED FOR THIRD GRADE--(1) PLANT GROWTH AND MAN&apos;S DEPENDENCE ON PLANTS, (2) THE EARTH, (3) AIR, (4) SPACE AGE, (5) MATTER AND ENERGY, (6) BIRDS, (7) COLD BLOODED ANIMALS, AND (8) LEARNING MORE ABOUT OURSELVES. THE APPENDIXES INCLUDE THE FOLLOWING--(1) SUGGESTIONS FOR RECORDING EXPERIMENTS, (2)  SUGGESTIONS FOR FIELD TRIPS, (3) SUGGESTIONS FOR SETTING UP AN AQUARIUM, (4) SUGGESTIONS FOR SETTING UP A DESERT TERRARIUM, (5) SUGGESTIONS FOR SETTING UP A WOODLAND TERRARIUM, (6) SUGGESTIONS FOR THE CARE OF CLASSROOM PETS, (7) TEXTBOOK REFERENCES, AND (8) SELECTED TEACHER REFERENCES. FOR EACH STUDY UNIT THERE ARE PRESENTED (1) A TEACHER PREVIEW, (2) AN ANNOTATED LIST OF REFERENCES, (3) MATERIALS AND EQUIPMENT LISTS, (4) A VOCABULARY LIST, (5) A LIST OF CONCEPTS TO BE DEVELOPED, (6) SUGGESTED ACTIVITIES, (7) APPROPRIATE MUSIC, (8) SUITABLE POEMS, AND (9) AUDIOVISUAL AND OTHER TEACHING AIDS. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011851</dc:identifier>
<dc:title>CURRICULUM GUIDE FOR SCIENCE, PRIMARY 2-3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Laboratory Safety</dc:subject>
<dc:subject>Laboratory Techniques</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Outdoor Education</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:subject>Science Supervision</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>PILTZ, ALBERT</dc:creator>
<dc:creator scheme='personal author'>STIEDLE, WALTER</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Austin)</eric:keywords>
<eric:keywords_geo>Texas (Austin)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Texas Education Agency, Austin.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROCEEDINGS OF A CONFERENCE FOR STATE SCIENCE SUPERVISORS ARE SUMMARIZED. MAJOR SPEECHES ARE CONCERNED WITH (1) STATE LEADERSHIP IN SCIENCE, (2) LEARNING THEORY, (3) THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE ELEMENTARY SCIENCE PROGRAM, (4) OUTDOOR SCIENCE EDUCATION, (5) TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT, (6) TITLES I, II, AND III OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, AND (7) THE USE OF GOVERNMENT SURPLUS PROPERTY IN SCIENCE TEACHING. ABSTRACTS AND SELECTED ASPECTS OF THE DISCUSSION PERIODS WHICH FOLLOWED THE SPEECHES ARE INCLUDED. RECOMMENDATIONS FOR LABORATORY SAFETY, THE USE OF LIVE ANIMALS, LABORATORY FACILITIES, TEACHER PREPARATION, THE LABORATORY APPROACH, SCIENCE AND THE DISADVANTAGED STUDENT, AND EDUCATIONAL OBJECTIVES ARE INCLUDED IN A  SERIES OF GROUP REPORTS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011852</dc:identifier>
<dc:title>IMPROVING SCIENCE EDUCATION. REPORT OF A NATIONAL CONFERENCE OF SCIENCE SUPERVISORS (JUNE 14-17, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annual Reports</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Science Materials</dc:subject>
<dc:subject>Science Supervision</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>PILTZ, ALBERT</dc:creator>
<dc:creator scheme='personal author'>STEIDLE, WALTER</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>National Defense Education Act Title III</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT IN THE IMPROVEMENT OF SCIENCE INSTRUCTION IS CONSIDERED. INFORMATION FROM THE ANNUAL REPORTS OF STATE DEPARTMENTS OF EDUCATION IS DISCUSSED. CATEGORIES OF INFORMATION INCLUDE (1) CURRICULUM, (2) TEACHER EDUCATION, (3) EQUIPMENT, MATERIALS, AND FACILITIES, AND (4) STATE LEADERSHIP AND EVALUATION. THE STATE SCIENCE SUPERVISORS WERE UNANIMOUS IN THE VIEW THAT TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT HAD IMPROVED SCIENCE INSTRUCTION BY PROVIDING IMPETUS FOR LOCAL SCHOOL DISTRICT PERSONNEL TO EVALUATE AND MODIFY THEIR INSTRUCTIONAL PROGRAMS. SUPERVISORS ALSO INDICATED (1) A GREATER EMPHASIS ON ELEMENTARY SCIENCE PROGRAMS, (2) AN INCREASING AWARENESS FOR NEW TEACHING APPROACHES, (3) INCREASED USE OF LABORATORY  EXPERIENCES, AND (4) MORE EFFECTIVE INSERVICE EDUCATION. EVIDENCE IS PRESENTED THAT INDICATES THE NATIONAL DEFENSE EDUCATION ACT TITLE III HAS LIAISON BETWEEN LOCAL EDUCATIONAL AGENCIES AND TEACHER PREPARATION INSTITUTIONS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011853</dc:identifier>
<dc:title>NATIONAL DEFENSE EDUCATION ACT OF 1958, AS AMENDED, TITLE III, ANNUAL REPORT-FISCAL YEAR 1966. PART III, NARRATIVE REPORT, SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>100</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Certification</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>Carnegie Corporation</eric:keywords>
<eric:keywords>American Association for Advancement of Science</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for the Advancement of Science, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>National Association of State Directors of Teacher Education and Certification.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTED IN THIS VOLUME ARE GUIDELINES AND RECOMMENDATIONS FOR ACADEMIC SUBJECT MATTER PREPARATION OF SCIENCE AND MATHEMATICS TEACHERS. THE INTRODUCTORY SECTION OF THE VOLUME STATES--&amp;quot;THESE GUIDELINES ARE OFFERED AS A RESOURCE TO BE DRAWN UPON BY INSTITUTIONS OF HIGHER EDUCATION AND STATE EDUCATION AGENCIES IN DEVELOPING AND IMPROVING THEIR PROGRAMS FOR THE PREPARATION OF SCIENCE AND MATHEMATICS TEACHERS FOR THE SECONDARY SCHOOLS.&amp;quot; EIGHT GUIDELINES COMMON TO THE PREPARATION OF TEACHERS IN THE SCIENCES AND MATHEMATICS ARE PRESENTED. RECOMMENDED PROGRAMS BASED ON THE EIGHT GUIDELINES ARE PRESENTED FOR (1) BIOLOGY, (2) CHEMISTRY, (3) PHYSICS, (4) PHYSICAL SCIENCES, (5) JUNIOR HIGH SCHOOL SCIENCE, (6) MATHEMATICS, AND (7) EARTH AND SPACE SCIENCE. AN NASDTEC DECLARATION OF POLICY IS  INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM NASDTEC-AAS STUDIES, 1515 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011854</dc:identifier>
<dc:title>GUIDELINES FOR PREPARATION PROGRAMS OF TEACHERS OF SECONDARY SCHOOL SCIENCE AND MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Science Activities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>CARTMELL, E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNESCO</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHEMISTRY PAPERS PUBLISHED IN 1964 IN LEADING SCIENCE TEACHING JOURNALS OF THE WORLD ARE INCLUDED IN THIS UNESCO PUBLICATION. THE PAPERS CONTAIN INFORMATION ABOUT NEW DEVELOPMENTS IN CHEMISTRY TEACHING FOR CHEMISTRY TEACHERS IN UNIVERSITIES, TEACHER PREPARATION INSTITUTES, AND SECONDARY SCHOOLS. THE PAPERS ARE REPRINTS OF THE ORIGINAL JOURNAL ARTICLES AND ARE WRITTEN IN EITHER FRENCH OR ENGLISH. SUBJECT MATTER TOPICS INCLUDE (1) ATOMIC STRUCTURE AND THE PERIODIC TABLES, (2) MOLECULAR STRUCTURE, (3) CRYSTALS AND X-RAYS, (4) STEREOCHEMISTRY, (5) COLOR AND PHOTOCHEMISTRY, (6) ENERGETICS AND KINETICS, (7) REACTIONS IN AQUEOUS SOLUTIONS, AND (8) ELEMENTS AND THEIR COMPOUNDS. OTHER SECTIONS ARE DEVOTED TO MODELS AND EXPERIMENTS, PROGRAMED LEARNING, AND CURRICULUM REFORM. SIMILAR  VOLUMES WILL BE COMPILED EVERY 2 YEARS. THIS DOCUMENT IS AVAILABLE FROM THE UNESCO PUBLICATIONS CENTER, 317 EAST 34TH STREET, NEW YORK, NEW YORK 10016, 341 PAGES, $7.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011855</dc:identifier>
<dc:title>NEW TRENDS IN CHEMISTRY TEACHING, VOLUME I (1964-1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Mathematics Teachers</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Programs</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BERGER, RAYMOND M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Psychometrics Consultants, Los Angeles, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS OF APPLICANTS TO SUMMER INSTITUTES FOR SCIENCE AND MATHEMATICS TEACHERS SPONSORED BY THE NATIONAL SCIENCE FOUNDATION ARE EXAMINED TO DETERMINE CHARACTERISTICS WHICH DISTINGUISH BETWEEN SUCCESSFUL AND UNSUCCESSFUL APPLICANTS. APPLICATION FORMS OF ALL ACCEPTEES AND UP TO TWICE AS MANY REJECTEE FORMS, SELECTED AT RANDOM FROM EACH INSTITUTE, WERE CLASSIFIED ACCORDING TO (1) LEVEL OF THE APPLICANT&apos;S TEACHING ASSIGNMENT, (2) TYPE OF INSTITUTE (SEQUENTIAL OR UNITARY), (3) PREPARATION LEVEL PREREQUISITE TO ADMISSION, AND (4) SEX. PERCENTAGES, STANDARD DEVIATIONS, AND CHI-SQUARE WERE USED TO INTERPRET DATA RELATED TO APPLICANT&apos;S PERSONAL CHARACTERISTICS, (2) EDUCATIONAL BACKGROUND, (3) PROFESSIONAL ACTIVITIES, (4) TEACHING EXPERIENCE, (5) TEACHING SCHEDULE, AND (6)  CERTIFICATION STATUS. FINDINGS WERE COMPARED WITH THOSE OF SIMILAR STUDIES CONDUCTED DURING 1957 AND 1960. SELECTION OF PARTICIPANTS WAS STRONGLY INFLUENCED BY THE APPLICANT&apos;S UNDERGRADUATE MAJOR AND GRADES. PROBABILITY OF ACCEPTANCE WAS ALSO POSITIVELY INFLUENCED BY PROFESSIONAL ACTIVITIES, HIGHEST DEGREE EARNED, GRADUATE GRADES, AND TEACHING ASSIGNMENT. PREVIOUS INSTITUTE ATTENDANCE WAS OFTEN A REASON FOR REJECTION IN UNITARY TYPE INSTITUTES. A DETAILED SUMMARY OF DATA USED IN THE STUDY IS INCLUDED IN A SEPARATE APPENDIX. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011856</dc:identifier>
<dc:title>A STUDY OF THE ATTRIBUTES OF APPLICANTS TO NATIONAL SCIENCE FOUNDATION SUMMER INSTITUTES IN 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>365</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Science Careers</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:creator scheme='personal author'>EDGERTON, HAROLD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Richardson, Bellows, Henry and Co., Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXAMINED ARE THE EFFECTS OF SUMMER SCIENCE PROGRAMS ON PARTICIPANTS, THEIR HIGH SCHOOLS, THEIR FUTURE EDUCATIONAL PLANS AND CAREERS, AND THE HOST INSTITUTION. ESTABLISHED CRITERIA WERE USED TO SELECT 18 OF 147 PROGRAMS SPONSORED BY THE NATIONAL SCIENCE FOUNDATION IN 1960. ORIENTATION, CLASSROOM, AND RESEARCH PROGRAMS WERE INCLUDED IN THE SAMPLE. CONTROL GROUPS WERE COMPOSED OF GIFTED HIGH SCHOOL STUDENTS WITH APPROXIMATELY EQUAL SCHOLASTIC ABILITIES, INTEREST RANGES, AND MOTIVATION INTENSITIES TO THOSE OF THE EXPERIMENTAL GROUPS. INVENTORY FORMS AND OBSERVATIONS WERE USED TO OBTAIN DATA FROM PARTICIPANTS, SECONDARY SCHOOL TEACHERS, AND ADMINISTRATORS PRIOR TO, DURING, AND FOLLOWING THE PROGRAM. PARTICIPANTS WERE COMPARED WITH CONTROL GROUPS IN TERMS OF--(1) PERSONAL DATA, SCIENCE  BACKGROUNDS, AND GENERAL ACADEMIC RECORD, (2) BELIEFS AND ATTITUDES CONCERNING SCIENCE, SCHOOL, AND CAREERS, (3) PERFORMANCE IN SCIENCE ACTIVITIES, AND (4) EDUCATIONAL PLANS. OPINIONS OF PARTICIPANTS AND THEIR HIGH SCHOOL SCIENCE TEACHERS CONCERNING THE PROGRAMS ARE INCLUDED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011857</dc:identifier>
<dc:title>IMPACTS OF THE NATIONAL SCIENCE FOUNDATIONS SUMMER SCIENCE PROGRAM FOR HIGH ABILITY SECONDARY SCHOOL STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>147</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Scientific Enterprise</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Scientists</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>RIGGSBY, ERNEST DUWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SCIENTIFIC METHOD, AS PRESENTED IN SECONDARY AND COLLEGE TEXTBOOKS, IS COMPARED WITH THAT DESCRIBED BY SCIENTISTS. TEN TEXTBOOKS WERE RANDOMLY SELECTED FROM THOSE AVAILABLE FOR GRADES 7 THROUGH 9, 10 THROUGH 12, AND 13 AND 14. FORTY SCIENTISTS WERE RANDOMLY SELECTED FROM THE COMBINED MEMBERSHIPS OF A LEARNED SCIENTIFIC SOCIETY AND THREE PHILOSOPHICAL SOCIETIES. THE SCIENTISTS&apos; CONCEPTIONS OF THE SCIENTIFIC METHOD WERE OBTAINED FROM AVAILABLE PUBLICATIONS AND PERSONAL COMMUNICATIONS. A LITERATURE SURVEY WAS USED TO IDENTIFY FIVE ELEMENTS FUNDAMENTAL TO THE SCIENTIFIC METHOD--CAUSATION, CLASSIFICATION, CONSENSUS, EXPERIMENTATION, AND OBSERVATION. THE SCIENTISTS AND THE TEXTBOOKS WRITERS AGREED STRONGLY ON THE IMPORTANCE OF EXPERIMENTATION AND OBSERVATION. HOWEVER, THE  SCIENTISTS DIFFERENTIATED DISTINCTLY BETWEEN SCIENTIFIC DISCOVERY AND THE PRESENTATION OF SCIENCE, WHILE THE TEXTBOOK WRITERS OFTEN CONFUSED THE ORGANIZATION OF A PRESENTATION WITH THE LOGIC OF DISCOVERY. THE SCIENTISTS EMPHASIZED DIVERSITY, DESCRIBING SCIENTIFIC INVESTIGATION AS FLEXIBLE AND DYNAMIC. TEXTBOOK AUTHORS, ON THE OTHER HAND, EMPHASIZED UNIFORMITY IN THE SCIENTIFIC METHOD, TYPICALLY DESCRIBING A SERIES OF RIGID STEPS TO BE FOLLOWED IN SCIENTIFIC INVESTIGATION. THIS DOCUMENT IS AVAILABLE AS 65-350 FROM UNIVERSITY MICROFILMS, INC., ANN ARBOR, MICHIGAN 48106. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011858</dc:identifier>
<dc:title>THE SCIENTIFIC METHOD AS PRESENTED IN SCIENCE TEXTBOOKS AND AS DESCRIBED BY EMINENT SCIENTISTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Essay Tests</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>KRUGLAK, HAYM</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMERICAN INSTITUTE OF PHYSICS</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords>AMERICAN ASSOCIATION OF PHYSICS TEACHERS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOURCES OF INFORMATION ABOUT THE MEASUREMENT OF STUDENT ACHIEVEMENT IN COLLEGE PHYSICS ARE PRESENTED. DESCRIPTIVE SUMMARIES INCLUDE COMPLETE CITATIONS OF PERTINENT DOCUMENTS PUBLISHED PRIOR TO 1965 AND ARE GROUPED IN CATEGORIES WHICH INCLUDE (1) BACKGROUND REFERENCES, (2) THEORY AND TECHNOLOGY IN TEST CONSTRUCTION, (3) ACHIEVEMENT TESTING, (4) EVALUATION OF LABORATORY ACHIEVEMENT, (5) ISSUES IN STUDENT EVALUATION, (6) RESEARCH FINDINGS, AND (7) NEEDED RESEARCH. LISTED REFERENCES ARE PRIMARILY BOOKS AND JOURNAL ARTICLES. THIS BIBLIOGRAPHY REPRESENTS ONE OF A SERIES OF RESOURCE LETTERS FOR PHYSICS TEACHERS THAT WILL BE PUBLISHED THROUGH THE EFFORTS OF THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS. THIS ARTICLE WAS PREPRINTED FROM &amp;quot;AMERICAN JOURNAL OF PHYSICS,&amp;quot; VOLUME 33, NUMBER 4,  APRIL 1965, AND IS AVAILABLE FROM AMERICAN INSTITUTE OF PHYSICS, 335 EAST 45TH STREET, NEW YORK, NEW YORK, FOR $2.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011859</dc:identifier>
<dc:title>RESOURCE LETTER AT-1 ON ACHIEVEMENT TESTING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Mathematics</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Elementary School Mathematics</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Engineering</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:creator scheme='personal author'>FONTAINE, THOMAS D.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Foundation, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEMENTARY, SECONDARY, AND COLLEGE LEVEL SCIENCE COURSE IMPROVEMENT PROJECTS ARE DESCRIBED. INDIVIDUAL PROJECTS ARE CLASSIFIED ACCORDING TO INSTITUTIONAL LEVEL AND ACADEMIC DISCIPLINE. MANY OF THE PROJECTS REPRESENT COMPLETE EDUCATIONAL PROGRAMS AND INCLUDE SUCH MATERIALS AS STUDENT TEXTBOOKS, LABORATORY MANUALS, SUPPLEMENTARY READINGS, TEACHER GUIDES, FILMS, AND OTHER AUDIOVISUAL AIDS. OTHERS ARE NARROWER IN SCOPE AND INVOLVE SUCH ACTIVITIES AS THE DEVELOPMENT OF VISUAL AIDS, LABORATORY EXERCISES, AND DEMONSTRATION EQUIPMENT. INFORMATION CONCERNING THE PROJECTS INCLUDES (1) THE PROJECT TITLE, (2) THE NAME OF THE PROJECT DIRECTOR, (3) THE RATIONALE OF THE PROGRAM, (4) A BRIEF HISTORY OF ITS DEVELOPMENT INCLUDING ITS CURRENT STATUS AND ANTICIPATED FUTURE ACTIVITIES, (5) A LIST OF  MATERIALS THAT HAVE BEEN PREPARED BY THE PROJECT STAFF, AND (6) BIBLIOGRAPHIES. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.65. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011860</dc:identifier>
<dc:title>COURSE AND CURRICULUM IMPROVEMENT PROFECTS--MATHEMATICS, SCIENCE, ENGINEERING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Conference Reports</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Engineering Education</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LANCASTER, OTIS E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PAPERS PREPARED FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR TEACHERS OF ENGINEERING SUBJECTS ARE CONTAINED IN THIS CONFERENCE REPORT. GENERAL SUBJECT AREAS DISCUSSED ARE--(1) EDUCATIONAL OBJECTIVES IN ENGINEERING EDUCATION, (2) LEARNING THEORY AND ITS APPLICATION TO CLASSROOM TEACHING, (3) LECTURE, DISCUSSION, AND LECTURE-DISCUSSION METHODS OF TEACHING, (4) THE USE OF AUDIOVISUAL AIDS, (5) THE ROLE OF THE LABORATORY IN ENGINEERING EDUCATION, (6) STUDENT AND INSTRUCTIONAL EVALUATION, (7) THE PLANNING OF COURSES, CURRICULUMS, AND INDIVIDUAL LESSONS, (8) THE STIMULATION OF STUDENT CREATIVITY, (9) RESEARCH IN ENGINEERING EDUCATION, AND (10) PROFESSIONAL DEVELOPMENT. A COMPREHENSIVE ANNOTATED BIBLIOGRAPHY IS INCLUDED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011861</dc:identifier>
<dc:title>ACHIEVE LEARNING OBJECTIVES, PAPERS PREPARED ESPECIALLY FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR YOUNG ENGINEERING TEACHERS (PENNSYLVANIA STATE UNIVERSITY, AUGUST 28 THROUGH SEPTEMBER 3, 1960).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>533</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Conference Reports</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Engineering Education</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>FENVES, STEVEN J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Commission on Engineering Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PAPERS PRESENTED AT A 1966 CONFERENCE ON ENGINEERING EDUCATION ARE INCLUDED IN THIS CONFERENCE REPORT. THE CONFERENCE WAS PRIMARILY CONCERNED WITH THE IMPACT OF COMPUTERS ON EDUCATION IN ENGINEERING DESIGN. PARTICIPANTS WERE FACULTY MEMBERS FROM SCHOOLS OF ENGINEERING, WHO HAVE THE RESPONSIBILITY FOR COURSE AND CURRICULUM DESIGN. A LONG-RANGE OBJECTIVE WAS TO SET DIRECTIONS FOR ENGINEERING EDUCATION AND RESEARCH IN DESIGN AND ANALYSIS, WHEREVER THE LATTER WAS EXPECTED TO CHANGE UNDER THE IMPACT OF COMPUTER CONCEPTS. SESSIONS OF THE CONFERENCE WERE DEVOTED TO (1) APPLICATIONS IN ENGINEERING DESIGN, (2) COMPUTERS IN ENGINEERING DESIGN AT UNIVERSITIES, (3) A MANUFACTURERS FORUM, AND (4) FUTURE PROSPECTS AND REQUIREMENTS. SUMMARIES OF DISCUSSIONS THAT FOLLOWED PRESENTATIONS OF PAPERS  ARE INCLUDED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011862</dc:identifier>
<dc:title>PROCEEDINGS ON THE CONFERENCE ON THE IMPACT OF COMPUTERS ON EDUCATION IN ENGINEERING DESIGN (CHICAGO, APRIL 21-23,1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>180</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Economic Development</dc:subject>
<dc:subject>Elementary School Mathematics</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Scientific Personnel</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>DURSTON, JOHN H.</dc:creator>
<dc:creator scheme='personal author'>MEIKLEJOHN, NORMAN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Switzerland (Geneva)</eric:keywords>
<eric:keywords>United Nations</eric:keywords>
<eric:keywords_geo>Switzerland (Geneva)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROBLEMS RELATED TO THE AVAILABILITY OF HUMAN RESOURCES IN LESS DEVELOPED AREAS OF THE WORLD ARE PRESENTED IN A SERIES OF PAPERS FROM A 1963 UNITED NATIONS CONFERENCE. AN INTRODUCTORY SECTION EMPHASIZES MANPOWER PROJECTION AND ASSESSMENT TECHNIQUES, PUBLIC MANAGEMENT, AND OCCUPATIONAL HEALTH AND SAFETY AS THEY RELATE TO ECONOMIC DEVELOPMENT. THE REMAINDER OF THE VOLUME IS CONCERNED WITH THE EDUCATION OF SCIENTIFIC AND TECHNICAL PERSONNEL AND IS SUBDIVIDED INTO (1) PLANNING POLICIES FOR THE DEVELOPMENT OF SCIENTIFIC AND TECHNOLOGICAL PERSONNEL AND (2) EDUCATIONAL PROGRAMS. TOPICS CONSIDERED IN INDIVIDUAL PAPERS INCLUDE--(1) POLICIES FOR THE INCLUSION OF SCIENCE, SCIENCE EDUCATION, AND TECHNOLOGY IN EDUCATIONAL PROGRAMS, (2) THE CURRENT STATUS OF PRIMARY AND SECONDARY SCIENCE AND  MATHEMATICS PROGRAMS IN THE UNITED STATES, (3) TRENDS IN THE EDUCATION OF SCIENCE AND MATHEMATICS TEACHERS, (4) PROCEDURES IN CURRICULUM DEVELOPMENT, (5) DESIRABLE PRACTICES IN TEXTBOOK PUBLICATION, AND (6) THE IDENTIFICATION OF SCIENCE TALENT IN YOUTH. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.60. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011863</dc:identifier>
<dc:title>HUMAN RESOURCES, TRAINING OF SCIENTIFIC AND TECHNICAL PERSONNEL. UNITED STATES PAPERS PREPARED FOR THE UNITED NATIONS CONFERENCE ON THE APPLICATION OF SCIENCE AND TECHNOLOGY FOR THE BENEFIT OF THE LESS DEVELOPED AREAS, VOLUME 11.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>217</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Engineering Education</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>HANEY, RICHARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL EDUCATION ASSOCIATION</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Association for Supervision and Curriculum Development, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEMENTARY AND SECONDARY SCIENCE COURSE IMPROVEMENT PROJECTS ARE REVIEWED. INFORMATION FOR THE REVIEWS WAS OBTAINED FROM PROJECT NEWSLETTERS, TEXT MATERIALS, ARTICLES ABOUT THE PROJECTS, AND CONVENTION REPORTS. PROJECT RESUMES INCLUDE A BRIEF SUMMARY OF DEVELOPMENTAL ACTIVITIES, MAJOR THEMES, OBJECTIVES, UNIQUE FEATURES, AND DESCRIPTIONS OF MATERIALS THAT HAVE BEEN DEVELOPED. CHARACTERISTICS COMMON TO MOST OF THE PROJECTS ARE SUMMARIZED IN A GENERAL OVERVIEW. CONCLUDING SECTIONS ARE DEVOTED TO ISSUES IN SCIENCE EDUCATION AND TO SUGGESTIONS FOR THE EVALUATION AND IMPLEMENTATION OF NEW SCIENCE CURRICULUMS. THIS DOCUMENT IS AVAILABLE FROM THE ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036,  39 PAGES, $1.50. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011864</dc:identifier>
<dc:title>THE CHANGING CURRICULUM--SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Essays</dc:subject>
<dc:subject>Humanities</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:creator scheme='personal author'>GRAUBARD, STEPHEN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>AMERICAN ACADEMY OF ARTS AND SCIENCES</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Academy of Arts and Sciences, Boston, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INTERRELATIONS BETWEEN THE HUMANITIES, THE SOCIAL SCIENCES, THE SCIENCES, AND THE ARTS IN CONTEMPORARY CULTURE ARE EXPLORED IN THIS SERIES OF ESSAYS DEVELOPED FOR THE AMERICAN ACADEMY OF ARTS AND SCIENCES. SCHOLARS IN THE HUMANITIES, NATURAL SCIENTISTS, ARTISTS, SOCIAL SCIENTISTS, AND ADMINISTRATORS ADDRESS THEMSELVES TO THE PROBLEMS OF (1) THE DEFINITION OF &amp;quot;CULTURE,&amp;quot; (2) THE STATE OF OUR CULTURE, AND (3) THE PLACE OF SCIENCE IN CULTURE. PRIMARY EMPHASIS IN FOUR PAPERS IN THE INTRODUCTORY SECTION IS ON TERMINOLOGY AND HISTORICAL DEVELOPMENTS. A SECOND SECTION CONSIDERS THE PROBLEM OF COMMUNICATIONS BETWEEN THE SUBGROUPS OF OUR CULTURE. THE FINAL SECTION OF THE DOCUMENT IS CONCERNED WITH THE FORCES OF DISJUNCTION IN OUR SOCIETY AND THE CAUSES OF ALIENATION AND ANOMIE OF THE  INDIVIDUAL IN OUR CULTURE. THIS DOCUMENT IS AVAILABLE FROM THE AMERICAN ACADEMY OF ARTS AND SCIENCES, 280 NEWTON STREET, BROOKLINE STATION, BOSTON, MASSACHUSETTS 02106, 270 PAGES, $2.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011865</dc:identifier>
<dc:title>DAEDALUS, SCIENCE AND CULTURE ISSUE, WINTER 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>LIPPINCOTT, W.T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Advisory Council on Coll. Chemistry.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MINIMUM HOLDINGS FOR AN UNDERGRADUATE COLLEGE CHEMISTRY LIBRARY ARE SUGGESTED BY THE ADVISORY COUNCIL ON COLLEGE CHEMISTRY. THE TITLE LIST PRESENTED IN THIS DOCUMENT IS RECOMMENDED FOR PLANNING NEW LIBRARIES, NOT AS A CHECK LIST FOR THOSE ALREADY ESTABLISHED. ITEMS INCLUDED WERE SELECTED BY A COMMITTEE AND REVIEWED BY OUTSTANDING COLLEGE CHEMISTRY TEACHERS AND RESEARCHERS. INTRODUCTORY SECTIONS PROVIDE INFORMATION ABOUT (1) LIBRARY ORGANIZATION, (2) ACQUISITION OF BOOKS AND PERIODICALS, (3) INTERLIBRARY LOANS AND PHOTOREPRODUCTION, (4) LIBRARIANS, AND (5) SOURCES OF INFORMATION RELATED TO MATERIALS ACQUISITION. THE REMAINDER OF THE VOLUME IS DEVOTED TO LISTS OF (1) JOURNALS AND ABSTRACTS, (2) REVIEW SERIALS, (3) FOREIGN LANGUAGE TITLES, (4) GOVERNMENT PUBLICATIONS, AND (5)  TEXTBOOKS. ITEMS ARE GENERALLY LISTED ALPHABETICALLY BY TITLE OR AUTHOR AND INCLUDE COMPLETE CITATIONS AND PRICES. LISTINGS IN SEVERAL SECTIONS INCLUDE BRIEF DESCRIPTIONS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011866</dc:identifier>
<dc:title>GUIDELINES AND SUGGESTED TITLE LIST FOR UNDERGRADUATE CHEMISTRY LIBRARIES, A REPORT OF A.C.C.C. PANEL MEETINGS ON GUIDELINES FOR BOOKLISTS AND LIBRARY DEVELOPMENT (WASHINGTON, D.C., FEBRUARY 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>English Education</dc:subject>
<dc:subject>Induction</dc:subject>
<dc:subject>Inquiry</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BAUGHMAN, M. DALE</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Early Adolescent Education Association of Illinois, Urbana.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SERIES OF PAPERS DEALING WITH THE TEACHING OF THINKING TO ADOLESCENTS IS CONTAINED IN THIS REPORT FROM THE JUNIOR HIGH SCHOOL ASSOCIATION OF ILLINOIS. TOPICS INCLUDE--(1) A REVIEW OF THE LITERATURE ON THINKING AND TEACHING, (2) THE DEVELOPMENT OF INDEPENDENT THINKING, (3) FACTORS RELATED TO THINKING READINESS, (4) TEACHING PUPILS HOW TO THINK, (5) RELATIONSHIPS BETWEEN EMOTIONS AND THINKING, (6) THE ROLE OF INQUIRY IN LEARNING, (7) INQUIRY TRAINING, (8) THE USE OF THE INDUCTIVE METHOD IN TEACHING, AND (9) THE INFLUENCE OF MODERN MATHEMATICS ON THE TEACHING OF THOUGHT PROCESSES. MOST OF THE PAPERS INCLUDE BIBLIOGRAPHIES. LISTS OF FUTURE PLANS AND EXISTING BARRIERS TO TEACHING ADOLESCENTS TO THINK BETTER, OBTAINED IN A SURVEY OF 167 JUNIOR HIGH SCHOOL PRINCIPALS, AND STATEMENTS  OF TEACHERS RELATED TO THE TEACHING OF THOUGHT PROCESSES IN ENGLISH, GEOGRAPHY, SCIENCE, MATHEMATICS, AND ART ARE INCLUDED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011867</dc:identifier>
<dc:title>TEACHING EARLY ADOLESCENTS TO THINK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:creator scheme='personal author'>KERLINGER, FRED</dc:creator>
<dc:creator scheme='personal author'>PEDHAZUR, ELAZAR</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kerlinger Education Scales</eric:keywords>
<eric:keywords>EDUCATIONAL VALUES</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Teacher Characteristics Scale (Kellinger)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO TEST THE HYPOTHESIS THAT PERCEPTIONS OF THE CHARACTERISTICS OF EFFECTIVE TEACHERS ARE INFLUENCED BY JUDGES&apos; ATTITUDES TOWARD EDUCATION, SEVEN &amp;quot;SUCCESSFUL&amp;quot; ADJECTIVE-CHECKLIST AND AGREE-DISAGREE SCALES (AMONG AN INITIAL 11 SCALES) WERE ADMINISTERED TO EIGHT SAMPLES OF FROM 131 TO 556 TEACHERS AND GRADUATE EDUCATION STUDENTS IN FIVE STATES. THOSE WHO CHARACTERIZED THEMSELVES AS HAVING PROGRESSIVE PHILOSOPHIES OF EDUCATION TENDED TO PERCEIVE PERSON-ORIENTED TRAITS AS DESIRABLE FOR TEACHERS, WHILE &amp;quot;TRADITIONALISTS&amp;quot; SELECTED TASK-ORIENTED TRAITS AS DESIRABLE. FOR THE NEW YORK AND INDIANA SAMPLES (457), BOTH TEN- AND FOUR-FACTOR FIRST-ORDER ANALYSES WERE PERFORMED FOR A PROGRESSIVE-TRADITIONAL SCALE AND A TASK VERSUS PERSON-ORIENTED SCALE. TWO SECOND-ORDER FACTORS WERE  EXTRACTED--ONE CHARACTERIZED BY PROGRESSIVISM AND PERSON-ORIENTED FIRST-ORDER FACTORS, AND THE OTHER BY TRADITIONALISM AND TASK-ORIENTED FIRST-ORDER FACTORS. THIS STRUCTURAL CONGRUENCE CONFIRMS THE HYPOTHESIS. THE AUTHORS FURTHER CONCLUDED THAT PROGRESSIVISM AND TRADITIONALISM ARE THE UNITIES UNDERLYING THE DOMAINS OF EDUCATIONAL ATTITUDES OR PHILOSOPHIES AND OF PERCEIVED TEACHER TRAITS. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK, FEBRUARY 18,1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011868</dc:identifier>
<dc:title>EDUCATIONAL ATTITUDES AND PERCEPTIONS OF DESIRABLE TRAITS OF TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Discipline Policy</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Hygiene</dc:subject>
<dc:subject>Indexes</dc:subject>
<dc:subject>Personality Development</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:type></dc:type>
<eric:keywords>INTERNATIONAL EDUCATIONAL LIBRARY</eric:keywords>
<eric:keywords>Switzerland (Geneva)</eric:keywords>
<eric:keywords>SWITZERLAND</eric:keywords>
<eric:keywords_geo>Switzerland</eric:keywords_geo>
<eric:keywords_geo>Switzerland (Geneva)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>International Bureau of Education, Geneva (Switzerland).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ANNUAL EDUCATIONAL BIBLIOGRAPHY IS AN ANNOTATED CATALOG OF ABOUT 1,000 OF THE CHIEF EDUCATIONAL PUBLICATIONS INCORPORATED IN THE INTERNATIONAL EDUCATION LIBRARY DURING 1964. THE AREAS COVERED ARE--(1) GENERALITIES, (2) THEORY AND EDUCATION, (3) GENERAL ASPECTS OF EDUCATION COVERING SUCH FUNDAMENTAL TYPES OF EDUCATION AS THE TEACHING STAFF, SCHOOL ORGANIZATION, INTELLECTUAL EDUCATION, SYSTEMS OF EDUCATION, DISCIPLINE, SCHOOL BUILDINGS, SCHOOL HYGIENE, THE PUPIL, AND SPECIAL EDUCATION, (4) PRIMARY EDUCATION, (5) SECONDARY EDUCATION, (6) ADULT EDUCATION, (7) SPECIAL DIDACTICS, (8) EDUCATION ACCORDING TO SEX AND AGE, (9) EDUCATION OF THE PERSONALITY, (10) HIGHER EDUCATION, (11) SCHOOL ADMINISTRATION, AND (12) RELATED TOPICS, WHICH INCLUDE PSYCHOANALYSIS, CHILD AND ADOLESCENT  PSYCHOLOGY, PSYCHIATRY, AND TELEVISION. AN ALPHABETICAL AUTHOR INDEX IS INCLUDED. (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011869</dc:identifier>
<dc:title>ANNUAL EDUCATIONAL BIBLIOGRAPHY OF THE INTERNATIONAL BUREAU OF EDUCATION, 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>228</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Accreditation (Institutions)</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Federal Government</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>RUDBECK, VIRGINIA</dc:creator>
<dc:type></dc:type>
<eric:keywords>TEACHER CORPS</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>PEACE CORPS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Colleges for Teacher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 14 PAPERS APPEARING IN THIS REPORT OF THE PROCEEDINGS ARE--(1) &amp;quot;LEADERSHIP FOR INTELLECTUAL FREEDOM IN HIGHER EDUCATION,&amp;quot; (2) &amp;quot;SOME IMPLICATIONS OF FEDERAL INVOLVEMENT IN EDUCATION,&amp;quot; (3) &amp;quot;OLD AND NEW FRONTIERS,&amp;quot; (4) &amp;quot;FRONTIERS, REAL AND MYTHICAL,&amp;quot; (5) &amp;quot;CHALLENGES FOR TEACHER EDUCATION,&amp;quot; (6) &amp;quot;THE COMPACT FOR EDUCATION,&amp;quot; (7) &amp;quot;FEDERATION OF REGIONAL ACCREDITING ASSOCIATIONS,&amp;quot; (8) &amp;quot;CURRICULUM INNOVATION FROM THE LOGIC OF THE DISCIPLINES,&amp;quot; (9) &amp;quot;CURRICULUM INNOVATION FROM THE NATURE OF THE PROCESS,&amp;quot; (10) &amp;quot;CONCEPTS BASIC IN THE ACCREDITATION OF TEACHER EDUCATION,&amp;quot; (11) &amp;quot;THE COORDINATING BOARD,&amp;quot; (12) &amp;quot;IMPLICATIONS OF THE NEW NCATE CONSTITUTION FOR THE REBUILDING OF PRESENT STANDARDS AND THEIR FUTURE EVALUATION,&amp;quot; (13) &amp;quot;IMPLICATIONS OF THE NEW NCATE CONSTITUTION FOR CHANGES IN THE  PROCESS OF ACCREDITATION,&amp;quot; AND (14) &amp;quot;PREPARATION OF AMERICAN TEACHERS IN THE FIELD OF WORLD AFFAIRS.&amp;quot; ALSO PRESENTED ARE REPORTS OF CONFERENCE SESSIONS ON (1) &amp;quot;NEW DEVELOPMENTS IN EDUCATION--IMPLICATIONS AND ISSUES FOR TEACHER EDUCATION,&amp;quot; (2) &amp;quot;RESEARCH AND INNOVATION IN TEACHER EDUCATION,&amp;quot; (3) &amp;quot;NEW AND CREATIVE USES OF MEDIA IN TEACHER EDUCATION,&amp;quot; AND (4) &amp;quot;PREPARING EDUCATIONAL PERSONNEL FOR DISADVANTAGED CHILDREN AND YOUTH,&amp;quot; AN EVALUATION OF THEIR AMERICAN CAMPUS EXPERIENCE BY 2 AACTE INTERNS. SUBCOMMITTEE REPORTS AND A DIRECTORY OF OFFICERS, COMMITTEES, AND MEMBERS ARE ALSO INCLUDED. THIS DOCUMENT IS AVAILABLE AS NINETEENTH YEARBOOK, FROM EXECUTIVE SECRETARY, AACTE, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $5.00. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011870</dc:identifier>
<dc:title>FRONTIERS IN TEACHER EDUCATION. ANNUAL MEETING OF THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (18TH, 1966). NINETEENTH YEARBOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Beginning Teachers</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEON</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Cedar Falls)</eric:keywords>
<eric:keywords_geo>Iowa</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Association for Student Teaching, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BRIEF LITERATURE SURVEYS COVER JOURNAL ARTICLES AND DISSERTATIONS IN FIVE FIELDS--(1) PROBLEMS OF STUDENT TEACHERS, (2) FOLLOWUP STUDIES OF 1ST-YEAR TEACHERS, (3) VALUE OF STUDENT TEACHING AS SEEN BY STUDENT TEACHERS, TEACHERS, AND ADMINISTRATORS, (4) CHANGES DURING STUDENT TEACHING AS MEASURED BY PRETESTS AND POST-TESTS, AND (5) NEEDED RESEARCH ON STUDENT TEACHING PROGRAMS. CITATIONS AVERAGE 13 PER FIELD. THIS DOCUMENT IS AVAILABLE FROM THE ASSOCIATION FOR STUDENT TEACHING, STATE COLLEGE OF IOWA, CEDAR FALLS, IOWA 50613, 40 PAGES, $1.50. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011871</dc:identifier>
<dc:title>RESEARCH ON STUDENT TEACHING, 1950-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Graduates</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:subject>Teacher Participation</dc:subject>
<dc:subject>Teacher Persistence</dc:subject>
<dc:creator scheme='personal author'>HORN, ETHEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>City Univ. of New York, NY. Div. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IDENTIFY FACTORS ASSOCIATED WITH PERSISTENCE IN TEACHING AND TO SUPPLEMENT A 10-YEAR LONGITUDINAL QUESTIONNAIRE SURVEY OF THE 1954 CLASS OF CITY UNIVERSITY OF NEW YORK STUDENT TEACHERS, 50 ELEMENTARY AND SECONDARY SCHOOL TEACHERS, WHO HAD BEEN TEACHING FROM 7 TO 10 YEARS SINCE GRADUATION, WERE INTERVIEWED. THE SUBJECTS WERE DRAWN FROM A TOTAL OF 210 GRADUATES WHO HAD RESPONDED TO FOUR PRIOR QUESTIONNAIRES. A CONTENT ANALYSIS BASED ON SUMMARIES OF THE INTERVIEWS AND A SERIES OF RATING SCALES WAS USED. FINDINGS INDICATED THAT (1) SEX, MARITAL STATUS, AND AGE OF CHILDREN ARE THE DOMINATING FACTORS IN TEACHER PERSISTENCE, (2) THE SAMPLE WAS STRIKINGLY HOMOGENEOUS IN THEIR EARLY FAMILY BACKGROUND, IN THEIR SELF-DESCRIPTION OF CHILDHOOD QUALITIES, AND IN THEIR SOURCE OF ATTRACTION  TO TEACHING, FOR EXAMPLE, ADMIRATION FOR THEIR EARLY TEACHERS, (3) THEY EXPERIENCED &amp;quot;REALITY SHOCK&amp;quot; IN THEIR INITIAL TEACHING EXPERIENCES, WHICH THEY ATTRIBUTED TO INADEQUATE METHODS COURSES IN THEIR TRAINING PROGRAMS, AND (4) MOST WOMEN EXPECTED TO REMAIN IN CLASSROOM TEACHING, WHILE MANY OF THE MEN PLANNED TO BECOME PRINCIPALS, AND (5) VARIABLES FOUND UNRELATED TO PERSISTENCE WERE GRADE LEVEL TAUGHT, LEVEL OF MORALE, AND DIFFERING EDUCATIONAL PHILOSOPHY. THE REMARKS OF INTERVIEWEES LED TO THE RECOMMENDATION THAT TEACHERS BE INCLUDED IN CURRICULUM PLANNING RATHER THAN BEING MERELY PASSIVE RECIPIENTS OF ORDERS FROM OUTSIDE &amp;quot;EXPERTS&amp;quot; AND &amp;quot;SUPERIORS.&amp;quot; (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011872</dc:identifier>
<dc:title>TEACHERS WHO REMAIN IN THE CLASSROOM--AN INTERVIEW STUDY OF PERSISTING TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PROMOTE INTERNATIONAL EDUCATIONAL PLANNING--AIMED AT ECONOMIC GROWTH, SOCIAL DEVELOPMENT, POLITICAL STABILITY, ENHANCEMENT OF THE NATIONAL CULTURAL HERITAGE, AND DEVELOPMENT OF INDIVIDUAL POTENTIAL--FISCAL, DEMOGRAPHIC, AND PEDAGOGICAL DATA WERE SECURED BY MEANS OF A QUESTIONNAIRE TO 33 TEACHERS&apos; ORGANIZATIONS REPRESENTING 29 COUNTRIES (EXCLUDING LATIN AMERICA). REPORTS WERE SUBMITTED IN RESPONSE TO THE FOLLOWING QUESTION--WHAT ARE THE ORGANIZATION&apos;S VIEWS AS TO THE BASIC FRAMEWORK OF EDUCATIONAL PLANNING. WHO SHOULD DETERMINE THE UNDERLYING SOCIAL PHILOSOPHY. HOW MUCH SHOULD BE SPENT ON EDUCATION. WHAT IS THE SCOPE OF THE PLANNING, DOES IT INCLUDE ALL LEVELS AND TYPES OF EDUCATION. IF NOT NOW IN EFFECT, HOW COULD THE PATTERN BE IMPLEMENTED. WHAT ARE YOUR COUNTRY&apos;S PRACTICES  WITH RESPECT TO THE SIX STAGES OF EDUCATIONAL PLANNING--(1) ESTABLISHING AIMS, POLICIES, AND PRIORITIES, (2) ASSESSING THE EXISTING SITUATION, (3) SETTING FUTURE TARGETS CONSISTENT WITH NATIONAL NEEDS, (4) TESTING THE FEASIBILITY OF THESE TARGETS, (5) PUTTING THE PLAN INTO EFFECT, AND (6) EVALUATING THE PLAN AND ITS IMPLEMENTATION. LASTLY, WHAT HAS YOUR ORGANIZATION LEARNED FROM ITS INVOLVEMENT IN EDUCATIONAL PLANNING THAT COULD BENEFIT COLLEAGUES IN OTHER COUNTRIES. BRIEF (UP TO FOUR-PAGE) REPORTS FROM THE 33 TEACHERS&apos; ORGANIZATIONS IN THE 29 COUNTRIES ON THESE QUESTIONS ARE GIVEN. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011873</dc:identifier>
<dc:title>THE ROLE OF TEACHERS&apos; ORGANIZATIONS IN EDUCATIONAL PLANNING. WCOTP THEME STUDY, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Questioning Techniques</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>DAVIS, O.L., JR.</dc:creator>
<dc:creator scheme='personal author'>TINSLEY, DREW C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Teacher Pupil Question Inventory</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE THE RANGE OF COGNITIVE OBJECTIVES IMPLICIT IN THE QUESTIONS ASKED BY STUDENT TEACHERS AND THEIR PUPILS IN HIGH SCHOOL SOCIAL STUDIES CLASSES, 44 CLASSES WERE OBSERVED ACCORDING TO THE TEACHER PUPIL QUESTION INVENTORY (TPQI) DEVELOPED BY THE INVESTIGATORS. THE TPQI REQUIRES A 30-MINUTE CLASSROOM OBSERVATION DIVIDED INTO ALTERNATING 5-MINUTE PERIODS. EACH QUESTION ASKED BY THE TEACHER OR PUPIL IS CLASSIFIED INTO ONE OF NINE CATEGORIES--MEMORY, INTERPRETATION, TRANSLATION (OR TRANSFORMATION), APPLICATION, ANALYSIS, SYNTHESIS, EVALUATION, AFFECTIVITY, AND PROCEDURE. THE RESULTS SHOWED THAT BOTH TEACHERS AND PUPILS ASKED MORE &amp;quot;MEMORY&amp;quot; QUESTIONS THAN ALL OTHERS COMBINED. NEXT IN FREQUENCY WERE &amp;quot;INTERPRETATION&amp;quot; AND &amp;quot;TRANSLATION&amp;quot; QUESTIONS. THESE TWO CATEGORIES CAN BE  COMBINED INTO ONE, &amp;quot;COMPREHENSION,&amp;quot; DESCRIBED BY BLOOM (1965) AS THE LOWEST FORM OF INTELLECTUAL ACIVITY. THEREFORE, THE INTELLECTUAL ATMOSPHERE OF THESE CLASSES CAN BEST BE CHARACTERIZED AS MEAGER. TO REMEDY THIS SITUATION, THE AUTHORS PROPOSE THAT (1) MORE ATTENTION BE GIVEN TO DIFFERENT COGNITIVE OBJECTIVES IN SOCIAL STUDIES CLASSROOMS AND (2) INCREASED, SPECIFIC UNDERSTANDING OF QUESTIONING AND ITS PURPOSES AND IMPROVED QUESTIONING SKILLS BE INCLUDED IN TEACHER EDUCATION PROGRAMS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011874</dc:identifier>
<dc:title>COGNITIVE OBJECTIVES REVEALED BY CLASSROOM QUESTIONS ASKED BY SOCIAL STUDIES STUDENT TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Accreditation (Institutions)</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Schools of Education</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>MASSANARI, KARL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>District of Columbia</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Colleges for Teacher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEN PAPERS ON THE THEME &amp;quot;EVALUATIVE CRITERIA FOR ACCREDITING TEACHER EDUCATION&amp;quot; ARE INCLUDED IN THIS SOURCEBOOK. THEY ARE--(1) NCATE CRITERIA AND PROCEDURES--AN ANALYSIS OF SOME ISSUES AND PROBLEMS,&amp;quot; (2) &amp;quot;CONCEPTS BASIC IN THE ACCREDITATION OF TEACHER EDUCATION,&amp;quot; (3) &amp;quot;ACCREDITATION AND EXCELLENCE,&amp;quot; (4) A POSITION PAPER ON &amp;quot;MINIMUM STANDARDS VERSUS IMPROVING TEACHER EDUCATION,&amp;quot; (5) &amp;quot;BY WHAT YARDSTICK SHALL WE BE JUDGED,&amp;quot; (6) &amp;quot;SHOULD THE CRITERIA DEAL PRIMARILY OR EVEN EXCLUSIVELY WITH THE &amp;quot;PROFESSIONAL EDUCATION&amp;quot; COMPONENT,&amp;quot; (7) &amp;quot;A POSSIBLE CONTRIBUTION OF SPECIALIZED PEROFESSIONAL GROUPS TO ACCREDITATION,&amp;quot; (8) &amp;quot;THE PROCESS VERSUS THE PRODUCT ISSUE IN THE ACCREDITATION OF TEACHER EDUCATION,&amp;quot; (9) &amp;quot;IMPERATIVES FOR EXCELLENCE IN TEACHER EDUCATION,&amp;quot; AND (10) &amp;quot;NOTES ON TWO ISSUES OF  ACCREDITATION STANDARDS FOR TEACHING EDUCATION.&amp;quot; A SECTION OF QUESTIONS RELATED TO THE ISSUES IS INCLUDED AS ARE APPENDIXES WHICH GIVE (1) NCATE STANDARDS FOR ACCREDITATION OF TEACHER EDUCATION, (2) DEVELOPMENT IN ACCREDITATION, 1965-66, AND (3) NCATE CONSTITUTION, AS AMENDED OCTOBER 1965. THIS DOCUMENT IS AVAILABLE FROM EXECUTIVE SECRETARY, THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $2.50. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011875</dc:identifier>
<dc:title>EVALUATIVE CRITERIA FOR ACCREDITING TEACHER EDUCATION, A SOURCE BOOK ON SELECTED ISSUES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cooperating Teachers</dc:subject>
<dc:subject>Field Experience Programs</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Laboratory Schools</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Student Teacher Supervisors</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>KRUMBEIN, ELIEZER</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS VOLUME OF PROCEEDINGS ON &amp;quot;INNOVATION IN TEACHER EDUCATION&amp;quot; CONTAINS PAPERS ON (1) &amp;quot;TEACHER EDUCATION IN PERSPECTIVE,&amp;quot; (2) &amp;quot;STATE AND NATIONAL FORCES AFFECTING TEACHER EDUCATION,&amp;quot; AND (3) &amp;quot;THE CLINICAL PROFESSORSHIP AND CLINICAL EXPERIENCES.&amp;quot; A DIGEST OF THE CONFERENCE&apos;S PROCEEDINGS IS LISTED UNDER THE GENERAL HEADINGS OF (1) AIMS OF EDUCATION AND OF TEACHER EDUCATION, (2) CONTROL OF TEACHER EDUCATION, (3) UNIVERSITY POLICIES AND PROGRAMS IN TEACHER EDUCATION, (4) THE ALL-UNIVERSITY APPROACH TO TEACHER EDUCATION, AND (5) THE CLINICAL PROFESSORSHIP AND CLINICAL EXPERIENCES. MAJOR CONCLUSIONS OF THE CONFERENCE WERE--(1) NECESSITY OF A UNIVERSITY-WIDE APPROACH TO TEACHER EDUCATION, (2) NEED FOR A STRONGER ROLE OF STATE DEPARTMENTS OF EDUCATION IN ACCREDITATION, CERTIFICATION,  RESEARCH AND FINANCIAL AID, AND (3) DESIRABILITY OF GREATER EMPHASIS ON LABORATORY EXPERIENCES,THROUGH SUPERVISION BY PROFESSORS FAMILIAR WITH BOTH THE THEORY AND THE PRACTICAL PROBLEMS OF TEACHING CHILDREN, AND THE INCREASED USE OF COOPERATING SCHOOLS. THIS DOCUMENT IS AVAILABLE FROM NORTHWESTERN UNIVERSITY PRESS, 1840 SHERIDAN ROAD, EVANSTON, ILLINOIS 60201, 65 PAGES. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED011876</dc:identifier>
<dc:title>INNOVATION IN TEACHER EDUCATION, REPORT OF A CONFERENCE (NORTHWESTERN UNIVERSITY, NOVEMBER 16-17, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Automation</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>TOBIAS, SIGMUND</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEACHERS&apos; RATINGS ON SIX 7-POINT SEMANTIC DIFFERENTIAL SCALES (GOOD-BAD, WORTHLESS-VALUABLE, FAIR-UNFAIR, MEANINGLESS-MEANINGFUL, WISE-FOOLISH, DISREPUTABLE-REPUTABLE) WERE OBTAINED FOR THE FOLLOWING TERMS--AUTOMATED INSTRUCTION, SELF-INSTRUCTIONAL PROGRAM, TEACHING MACHINE, MECHANIZED TUTOR, PROGRAMED TEST, PROGRAMED INSTRUCTION, TUTOR TEXT, WORK TOOLS, EXERCISE BOOK, FILMSTRIP, AUDIOVISUAL EDUCATION, FLASHCARD, TEXTBOOK, TV TUTOR, EDUCATIONAL TECHNOLOGY, EDUCATIONAL TELEVISION. FACTOR ANALYSIS OF THE 179 RATINGS YIELDED THREE FACTORS--(1) PROGRAMED INSTRUCTION, (2) TRADITIONAL TEACHING AIDS, AND (3) AUDIOVISUAL DEVICES. HOWEVER, THE FACTORS OF PROGRAMED INSTRUCTION AND AUDIOVISUAL DEVICES WERE ALSO CONSIDERED TO INDICATE THE DEGREE TO WHICH A TERM CONNOTES REPLACEMENT OF THE  TEACHER&apos;S INSTRUCTIONAL FUNCTION BY MACHINE OR AUTOMATION. TRADITIONAL TEACHING AIDS ON THE OTHER HAD, APPEARED TO REFLECT THE DEGREE TO WHICH TEACHERS FEEL A DEVICE IS LIKELY TO BE USED BY THEM, RATHER THAN INDEPENDENTLY OF THEM. DEVICES LOADING ON FACTOR TWO, TRADITIONAL TEACHING AIDS, WERE VIEWED MORE POSITIVELY BY TEACHERS. THE AUTHOR CONCLUDED THAT TEACHERS HAVE SIGNIFICANTLY LESS FAVORABLE ATTITUDES TOWARD TERMS WHICH DIRECTLY CONNOTE AUTOMATION THAN THEY DO TOWARD COMPARABLE TERMS THAT ARE NOT IDENTIFIED WITH AUTOMATION. THIS FINDING IS INTERPRETED IN TERMS OF THREAT. THIS PAPER WAS PRESENTED AT THE EASTERN PSYCHOLOGICAL ASSOCIATION CONVENTION (BOSTON, APRIL 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011877</dc:identifier>
<dc:title>DIMENSIONS OF TEACHER&apos;S ATTITUDES TOWARD INSTRUCTIONAL MEDIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Discussion Groups</dc:subject>
<dc:subject weight='MAJOR'>Feedback</dc:subject>
<dc:subject weight='MAJOR'>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject weight='MAJOR'>Interaction Process Analysis</dc:subject>
<dc:subject>Role Playing</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject weight='MAJOR'>Teacher Supervision</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>AMIDON, EDMUND J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PROVIDE THE CHALLENGE FOR IMPROVING TEACHING BEHAVIOR WITHOUT THE THREAT THAT COMMONLY ACCOMPANIES A TEACHER-SUPERVISOR EVALUATION PROCEDURE, 22 TEACHERS IN A 2-YEAR ELEMENTARY SCHOOL INSERVICE PROGRAM HELD GROUP SESSIONS, GUIDED BY A SUPERVISOR, IN WHICH TEACHING BEHAVIOR WAS DISCUSSED. THE TECHNIQUES USED INCLUDED FLANDERS&apos; INTERACTION ANALYSIS, ROLE PLAYING, TAPE RECORDING, HYPOTHESES DEVELOPMENT, AND EXPERIMENTATION WITH TEACHING BEHAVIORS. SUBSEQUENTLY, MORE THAN HALF THE TEACHERS DECIDED TO ANALYZE THEIR TEACHING THROUGH INTERACTION ANALYSIS AND TO EXAMINE INDIVIDUAL PROBLEMS THROUGH GROUP ANALYSES OF TAPE RECORDINGS OF THEIR OWN TEACHING. IT WAS FELT THAT FEEDBACK DURING THESE GROUP DISCUSSIONS SHOULD DESCRIBE RATHER THAN EVALUATE COVER AREAS PERCEIVED SUSCEPTIBLE TO  CHANGE BY THE RECIPIENT, FOLLOW UPON REQUEST OF THE RECIPIENT, COVER CURRENT MATERIAL, CONCERN SPECIFIC TEACHING ACTS, AND NOT REQUIRE A TEACHER TO DEFEND HIS TEACHING. GROUP SUPERVISION APPEARED TO HAVE A POSITIVE INFLUENCE ON FACULTY INTERPERSONAL RELATIONSHIPS, COMMUNICATIONS, GOAL-SETTING, AND BEHAVIORAL NORMS. INTERACTION ANALYSIS ALSO APPEARED TO INCREASE THE TEACHERS&apos; SENSITIVITY TO THEIR VERBAL BHEHAVIOR AND ITS EFFECTS ON CLASSROOM CLIMATE AND INDIVIDUAL PUPILS. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011878</dc:identifier>
<dc:title>A FRESH LOOK AT SUPERVISION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:51:57</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Creativity</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teaching Styles</dc:subject>
<dc:creator scheme='personal author'>STEVENS, JOHN C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PLOT TITLES TEST</eric:keywords>
<eric:keywords>Utility Test (French et al)</eric:keywords>
<eric:keywords>Pupil Observation Survey</eric:keywords>
<eric:keywords>APPARATUS TEST</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE WHETHER STUDENTS WHO PERCEIVE THEIR TEACHERS DIFFERENTLY ALSO DIFFER IN CREATIVITY, A SAMPLE OF 197 STUDENTS (82 MALES AND 115 FEMALES) WAS RANDOMLY SELECTED FROM ONE HIGH SCHOOL. EACH STUDENT WAS GIVEN THREE TESTS OF COGNITIVE FACTORS--THE UTILITY TEST (LISTING DIFFERENT USES FOR A BRICK AND A WOODEN PENCIL), THE APPARATUS TEST (SUGGESTING TWO IMPROVEMENTS FOR EACH OF 10 COMMON ITEMS), AND THE PLOT TITLES TEST (COMPOSING DIFFERENT TITLES FOR FOUR STORY PLOTS)--AS WELL AS THE PUPIL OBSERVATION SURVEY (POS) (ON WHICH THE STUDENT RATED HIS ENGLISH TEACHER ON AMOUNT OF CONTROL, STIMULATION, AMIABILITY, AND KNOWLEDGEABILITY). RESULTS OF FACTOR ANALYSES OF THESE MEASURES AND CORRELATIONS WITH ACHIEVEMENT AND INTELLIGENCE DATA FROM SCHOOL FILES WERE--(1) THE THREE  CREATIVITY TESTS YIELDED FOUR FACTORS CONSISTENT WITH PREVIOUS ANALYSES (COMMON PLOT TITLES, CLEVER PLOT TITLES, DRASTIC-MINOR APPARATUS, AND UTILITY), (2) AS IN EARLIER STUDIES, RELATIONSHIPS OF POS FACTORS WITH STUDENT CREATIVITY AND WITH ACHIEVEMENT RANGED BETWEEN LOW NEGATIVE AND LOW POSITIVE, (3) PERCEPTIONS OF THE TEACHER AS KNOWLEDGEABLE AND EXHIBITING DEMOCRATIC LEADERSHIP WERE SIGNIFICANTLY CORRELATED WITH THE THREE MEASURES OF DIVERGENT THINKING, AND (4) PERCEPTIONS OF THE TEACHER AS FRIENDLY, CHEERFUL, ADMIRED, AND STUDENT-CENTERED IN INSTRUCTION WERE EACH NEGATIVELY RELATED TO ONE OF THE MEASURES OF CREATIVITY. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (NEW YORK, 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011879</dc:identifier>
<dc:title>STUDENT CREATIVITY, INTELLIGENCE, ACHIEVEMENT, AND TEACHER CLASSROOM BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Beginning Teachers</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Living Standards</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Distribution</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:creator scheme='personal author'>BURTON, DONALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Federation of Teachers, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COMPARATIVE ANALYSIS INVESTIGATED MOONLIGHTING, MINIMUM ADEQUATE FAMILY INCOME, TEACHERS&apos; SALARIES AS AGAINST THOSE IN OTHER OCCUPATIONS, AND POTENTIAL EARNING POWER. THE AVERAGE ANNUAL INCOME OF ALL TEACHERS IN THE UNITED STATES DURING 1966-67 WAS $6,820, BELOW THAT OF MOST INDUSTRIAL, TECHNICAL, AND PROFESSIONAL EMPLOYEES. IN THE 50 LARGEST CITIES IT WAS $8,024, WITH SAN FRANCISCO ($10,033), LOS ANGELES ($9,078), AND NEW YORK ($8,900) LEADING THE OTHERS. HOWEVER, A COMPARISON OF THESE SALARIES WITH THE MINIMUM INCOME NEEDED BY FAMILIES SHOWED ONLY A SMALL SURPLUS. THUS, THE HIGH INCIDENCE OF MOONLIGHTING AMONG TEACHERS CAN BE ATTRIBUTED TO A DESIRE FOR FINANCIAL SECURITY AND EARNINGS COMPARABLE TO THOSE WITH THE SAME OR EVEN LESS EDUCATION. STATISTICS FOR BEGINNING  TEACHERS AND A DETAILED BREAKDOWN OF THE TEACHER POPULATIONS IN THE VARIOUS SCHOOL SYSTEMS (EXPERIENCE, AVERAGE SALARY, PERCENT AT MAXIUMUM SALARY, SUBSTITUTES) ARE ALSO PROVIDED. THIS PUBLICATION IS ALSO AVAILABLE FROM THE AMERICAN FEDERATION OF TEACHERS, 716 NORTH RUSH STREET, CHICAGO, ILLINOIS 60611, FOR $1.00. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011880</dc:identifier>
<dc:title>THE EARNING POWER OF TEACHERS, A COMPARATIVE ANALYSIS OF THE ECONOMIC FACTORS AFFECTING TEACHERS IN THE SCHOOL SYSTEM OF THE 50 LARGEST CITIES AND SELECTED SUBURBS ENROLLING 6,000 PUPILS OR MORE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:creator scheme='personal author'>SONTAG, MARVIN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kerlinger Education Scales</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>EDUCATIONAL VALUES</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO INVESTIGATE HOW ATTITUDES TOWARD EDUCATION INFLUENCE PERCEPTION OF DESIRABLE TEACHER BEHAVIORS, AN EDUCATIONAL ATTITUDES INSTRUMENT (KERLINGER&apos;S ES-VII) AND AN 80-ITEM TEACHER BEHAVIORS Q-SORT WERE ADMINISTERED TO 80 ELEMENTARY AND SECONDARY SCHOOL TEACHERS. THIRTY-TWO TEACHERS WERE RATED AS &amp;quot;PROGRESSIVE,&amp;quot; 32 &amp;quot;TRADITIONALIST,&amp;quot; AND 16 AS &amp;quot;INTERMEDIATE&amp;quot; ON ES-VII. FORTY RANDOMLY SELECTED SUBJECTS SORTED BEHAVIORS AS IMPORTANT FOR ELEMENTARY SCHOOL TEACHERS, AND 40 FOR SECONDARY SCHOOL TEACHERS. THE TWO RESULTING 40 BY 40 MATRICES WERE FACTOR ANALYZED, AND FOUR FACTORS WERE EXTRACTED FROM EACH. CORRELATIONS FOUND BETWEEN ELEMENTARY AND SECONDARY BEHAVIORS FOR (1) CONCERN FOR PUPILS (AS BY PROVIDING INDIVIDUALIZED MATERIALS AND SHOWING CONCERN FOR PUPILS&apos; PERSONAL PROBLEMS), AND  (2) STRUCTURE AND SUBJECT MATTER (PRESENTING WELL PLANNED LESSONS AND ADMINISTERING DISCIPLINE CONSISTENTLY). GENERALLY, PROGRESSIVES LOADED ON CONCERN FOR TEACHERS WHILE TRADITIONALISTS LOADED ON STRUCTURE AND SUBJECT MATTER. THUS THE AUTHOR CONCLUDED THAT THE PROGRESSIVISM-TRADITIONALISM DICHOTOMY UNDERLIES PERCEPTION OF TEACHER BEHAVIORS. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK, FEBRUARY 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011881</dc:identifier>
<dc:title>ATTITUDES TOWARD EDUCATION AND PERCEPTION OF DESIRABLE TEACHER BEHAVIORS--A Q STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Cooperating Teachers</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Student Teacher Supervisors</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Summer Schools</dc:subject>
<dc:subject>Supervisor Qualifications</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:creator scheme='personal author'>HAMILTON, NORMAN K.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IMPROVE THE QUALITY OF THE PRACTICUM EXPERIENCE (STUDENT TEACHING OR INTERNSHIP) IN TEACHER EDUCATION THROUGH ITS INTEGRATION INTO THE TOTAL PROGRAM AND THE DEVELOPMENT OF HIGHLY COMPETENT SUPERVISING TEACHERS, THE FOLLOWING STEPS ARE PROPOSED--(1) JOINT COLLEGE AND PUBLIC SCHOOL RESPONSIBILITIES SHOULD BE ASSUMED BY A &amp;quot;CLINICAL PROFESSOR,&amp;quot; WHO WILL CONDUCT SEMINARS, HELP IMPROVE THE SKILLS OF THE CLASSROOM SUPERVISING TEACHER, AND PROVIDE EXPERT LEADERSHIP IN THE CONDUCT OF THE &amp;quot;CLINICAL CYCLE&amp;quot; (OBSERVATION OF PERFORMANCE, ANALYSIS, PLANNING STRATEGY, AND ACTUAL TEACHER-SUPERVISOR CONFERENCE), (2) SUPERVISING TEACHERS SHOULD OBTAIN INTENSIVE TRAINING BY PARTICIPATING IN THE CLINICAL CYCLE IN SUMMER SCHOOLS UNDER THE GUIDANCE OF CLINICAL PROFESSORS, AND (3) COLLEGE PROGRAMS TO  SELECT AND TRAIN CLINICAL PROFESSORS SHOULD BE ESTABLISHED, WITH THE EVENTUAL GOAL OF A RECOGNIZED DOCTORATE IN CLINICAL SUPERVISION. IN THE OREGON PROGRAM THE CLINICAL PROFESSOR IS A RESIDENT IN THE SCHOOL DISTRICT (CUTTING TRAVEL TIME), RECEIVES HALF OF HIS SALARY FROM THE SCHOOL DISTRICT AND HALF FROM THE COLLEGE, RETAINS ALL BENEFITS OF THE SCHOOL SYSTEM AND THUS IS IDENTIFIED WITH IT AND ITS PURPOSES, AND HAS FULL PRIVILEGES AND RESPONSIBILITIES AS A MEMBER OF THE COLLEGE STAFF. THE MAJOR PROBLEM HAS BEEN FINANCES. THE PRESENT PROPOSAL LOOKS TO SOURCES OUTSIDE THE SCHOOL OR COLLEGE FOR FUNDS. THIS PAPER WAS PRESENTED AT THE WESTERN REGIONAL TEPS CONFERENCE (SAN FRANCISCO, FEBRUARY 1966). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011882</dc:identifier>
<dc:title>CLINICAL APPROACH TO THE INDUCTION OF TEACHERS INTO THE PROFESSION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>VERDUIN, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Teacher Education and Media Project</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Colleges for Teacher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VIEWS OF EACH OF 13 EDUCATIONAL THEORISTS ON HIS SPECIAL FIELD OF INTEREST IN EDUCATION, PRESENTED IN A SERIES OF SEMINARS, ARE STATED BY THE AUTHOR OF THIS RESOURCE BOOK, CLASSIFIED ACCORDING TO LA GRONE&apos;S CATEGORIES FOR IMPROVING PRESERVICE TEACHER EDUCATION. UNDER &amp;quot;THE ANALYTICAL STUDY OF TEACHING&amp;quot; ARE THE VIEWS OF (1) B.O. SMITH ON &amp;quot;THE LOGICAL ASPECTS OF TEACHING,&amp;quot; (2) TABA ON &amp;quot;TEACHING STRATEGIES FOR COGNITIVE GROWTH,&amp;quot; (3) GAGE ON &amp;quot;PARADIGMS AND THEORIES OF TEACHING,&amp;quot; (4) FLANDERS ON &amp;quot;INTERACTION ANALYSIS,&amp;quot; (5) BELLACK ON &amp;quot;THE LANGUAGE OF THE CLASSROOM,&amp;quot; AND (6) GETZELS ON &amp;quot;THE CLASSROOM GROUP AND THE SCHOOL AS A UNIQUE SOCIAL SYSTEM.&amp;quot; UNDER &amp;quot;STRUCTURES AND USES OF KNOWLEDGE&amp;quot; ARE THE VIEWS OF (7) HARRY BROUDY ON THE &amp;quot;USES OF KNOWLEDGE,&amp;quot; AND (8) ALBERT HICKEY ON &amp;quot;THE  LOGICAL STRUCTURE OF TEACHING.&amp;quot;&amp;quot;CONCEPTS OF HUMAN DEVELOPMENT AND LEARNING&amp;quot; INCLUDES DISCUSSIONS OF (9) JAMES GALLAGHER&apos;S &amp;quot;STRUCTURE OF THE INTELLECT,&amp;quot; AND (10) SUCHMAN&apos;S &amp;quot;INQUIRY TRAINING.&amp;quot;&amp;quot;DESIGNS FOR TEACHING-LEARNING&amp;quot; SUBSUMES (11) WOODRUFF&apos;S WORK ON &amp;quot;CONCEPT FORMATION AND LEARNING UNIT DESIGN,&amp;quot; AND (12) KRATHWOHL&apos;S WORK ON &amp;quot;EDUCATIONAL GOALS.&amp;quot; UNDER &amp;quot;DEMONSTRATION AND EVALUATION OF TEACHING COMPETENCIES&amp;quot; THE WORK OF MACCIA ON &amp;quot;THEORIES OF INSTRUCTION&amp;quot; IS PRESENTED. THIS DOCUMENT IS AVAILABLE FROM EXECUTIVE SECRETARY, THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 140 PAGES, $3.00. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011883</dc:identifier>
<dc:title>CONCEPTUAL MODELS IN TEACHER EDUCATION, AN APPROACH TO TEACHING AND LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:subject>Whites</dc:subject>
<dc:creator scheme='personal author'>BOGER, ROBERT P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Child Attitudes Survey</eric:keywords>
<eric:keywords>Behavior Classification Checklist</eric:keywords>
<eric:keywords>Minnesota Teacher Attitude Inventory</eric:keywords>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords_test>Minnesota Teacher Attitude Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE IF EXPERIENCED TEACHERS OF THE DISADVANTAGED WITH SIMILAR SOCIOECONOMIC BACKGROUNDS BUT OF VARIOUS ETHNIC ORIGINS WOULD DIFFER IN (1) ATTITUDES AND SENSITIVITIES TOWARD CHILD BEHAVIOR AND (2) LEVELS OF OPTIMISM ABOUT WORKING WITH AND HEADSTART TEACHERS WERE STUDIED. THE MINNESOTA TEACHER HEADSTART TEACHERS WERE STUDIED. THE MINNESOTA TEACHER ATTITUDE INVENTORY AND TWO EXPERIMENTAL SCALES, ONE DEALING WITH ATTITUDES TOWARDS SPECIFIC CHILD BEHAVIORS, THE OTHER WITH POSSIBLE CAUSES OF THAT BEHAVIOR, WERE ADMINISTERED TO THE TEACHERS WHO WERE MEXICAN-AMERICAN, ANGLO, AND NEGRO. FINDINGS WERE--(1) NEGRO AND MEXICAN-AMERICAN TEACHERS ENTERED THE PROGRAM WITH MORE EAGERNESS AND EMPATHY, (2) NEGRO AND MEXICAN-AMERICANS WERE MORE OPTIMISTIC ABOUT OBTAINING POSITIVE RESULTS,  (3) ANGLO TEACHERS APPEARED LESS DOMINATIVE AND AUTHORITARIAN THAN DID MEXICAN-AMERICAN AND NEGRO TEACHERS IN THEIR ATTITUDES TOWARD CHILD BEHAVIOR (HOWEVER, THESE DIFFERENCES, PARTICULARLY BETWEEN NEGRO AND ANGLO TEACHERS, TENDED TO DECREASE WITH TEACHING EXPERIENCE), AND (4) NEGRO TEACHERS VIEWED CHILD BEHAVIOR AS BEING LESS ENVIRONMENTALLY AND MORE BIOGENICALLY DETERMINED THAN DID MEXICAN-AMERICANS, WHO, IN TURN, WERE MORE DISPOSED TO THESE VIEWS THAN WERE ANGLO TEACHERS. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK, FEBRUARY 1967). (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED011884</dc:identifier>
<dc:title>HEAD START TEACHERS&apos; ETHNIC GROUP MEMBERSHIP AND ATTITUDE TOWARD CHILD BEHAVIOR, SOME RELATIONSHIPS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Emotional Problems</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>DOBBIN, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF GEORGIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ON THE BASIS OF SEVERAL ASSUMPTIONS STEMMING FROM THE PRIMARY ONE THAT &amp;quot;INTELLECT IS DEVELOPED RATHER THAN INHERITED,&amp;quot; OBSERVATION TECHNIQUES WERE DEVELOPED TO OBTAIN A MORE COMPLETE AND ACCURATE DESCRIPTION OF STUDENTS&apos; CHARACTERISTICS AS LEARNERS, PARTICULARLY SINCE INTELLECT &amp;quot;OPERATES IN A CONTEXT OF EMOTION THAT (INTELLIGENCE) TESTS USUALLY DON&apos;T INCLUDE,&amp;quot; THAT IS, REFLECT. FOUR TYPES OF MATERIALS WERE DEVELOPED. &amp;quot;LET&apos;S LOOK AT FIRST GRADERS&amp;quot; IS A TEACHER&apos;S GUIDE DEVELOPED FROM PIAGET&apos;S RESEARCH ON THE BEHAVIORAL SYMPTOMS OF INTELLECTUAL DEVELOPMENT AND FROM THE EXPERIENCE OF PRIMARY TEACHERS. IT YIELDS POSITIVE RATHER THAN NEGATIVE EVIDENCE OF LEVEL OF INTELLECTUAL DEVELOPMENT IN DESCRIPTIVE RATHER THAN SCORE FORM. A SECOND SET OF MATERIALS WAS DEVELOPED FOR USE ON&amp;quot;INVISIBLE&amp;quot; (SHY, WITHDRAWN) CHILDREN. ACTIVITIES ARE DESCRIBED FOR ELICITING BEHAVIORAL SYMPTOMS FROM SUCH CHILDREN. A THIRD SET OF MATERIALS IS A COMBINATION FIRST-GRADE CURRICULUM, INTELLIGENCE TEST, AND ACHIEVEMENT TEST COVERING 3 SCHOOL MONTHS. THE CALIFORNIA STATE DEPARTMENT OF EDUCATION&apos;S &amp;quot;PROCESS FOR IN-SCHOOL SCREENING OF CHILDREN WITH EMOTIONAL HANDICAPS&amp;quot; IS A FOURTH OBSERVATION TOOL WHICH ESTIMATES THE DEGREE OF A CHILD&apos;S ALIENATION (AS MEASURED BY TEACHER, PEERS, AND HIMSELF). IT CONTAINS MATERIALS APPROPRIATE TO PRIMARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL LEVELS. EXAMPLES OF THESE TECHNIQUES ARE APPENDED. THIS PAPER WAS READ AT THE UNIVERSITY OF GEORGIA TEACHER EDUCATION CONFERENCE (JANUARY 20, 1966). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011885</dc:identifier>
<dc:title>SOME OBSERVATIONAL TECHNIQUES FOR APPRAISING DEVELOPMENT, DRAWN PRINCIPALLY FROM THE NEW YORK CITY PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-20</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Certification</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>CHAVIS, KANAWHA Z.</dc:creator>
<dc:creator scheme='personal author'>EMMERLING, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords>Comprehensive School Improvement Program</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Dept. of Public Instruction, Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBES THE SELECTION, CHARACTERISTICS, AND UTILIZATION OF TEACHER AIDES IN THE COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT. AN AIDE WAS ASSIGNED TO THREE TEACHERS IN THE PROJECT TO ASSIST THEM WITH CLERICAL, INSTRUCTIONAL, TECHNOLOGICAL, AND GENERAL DUTIES. SELECTION CRITERIA INCLUDED ABILITY AND EXPERIENCE IN MOTIVATING AND WORKING WITH CHILDREN, EMOTIONAL STABILITY, ADAPTABILITY, GOOD HEALTH AND INTELLIGENCE, WILLINGNESS TO WORK WITH ALL CULTURAL GROUPS, KNOWLEDGE OF SAFETY AND FIRST AID, AND TYPING SKILL. THE AVERAGE AIDE WAS FOUND TO BE A YOUNG WOMAN OF 32, WITH CHILDREN, AN AREA RESIDENT (SMALL TOWN OR RURAL), WITH MORE THAN THE MINIMUM 2 YEARS OF COLLEGE, AND USED TO DEALING WITH CHILDREN IN CHURCH-RELATED ACTIVITIES. TRAINING WAS MOSTLY ON-THE-JOB. AFTER  WORKING AS AIDES, 49 PERCENT WERE PLANNING FOR TEACHER CERTIFICATION, 27 PERCENT WERE NOT, 16 PERCENT WERE ALREADY CERTIFIED, 5 PERCENT WERE UNDECIDED, AND 3.5 PERCENT DID NOT RESPOND. LISTED AS PROBLEMS BY 15 PERCENT WERE TEACHER COMPETITION FOR THEIR SERVICES, UNCLEAR DUTIES, AND LACK OF SPACE TO WORK WITH LARGE GROUPS. QUESTIONNAIRES AND DEPTH INTERVIEWS AFTER THE 1ST YEAR REVEALED THAT MOST SCHOOL PERSONNEL STRONGLY FAVOR THE USE OF AIDES. HOWEVER, MORE MEN WOULD BE DESIRABLE (EARLY RETIREES ARE A POSSIBLE SOURCE). ADVANCEMENT AND USE OF AIDES FOR PERSONAL SUPPORT TO UNDERACHIEVERS AND THE DISADVANTAGED NEEDS FURTHER STUDY. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011886</dc:identifier>
<dc:title>THE TEACHER AIDE IN NORTH CAROLINA&apos;S COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:creator scheme='personal author'>ROBSON, REGINALD A. H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>OTTAWA</eric:keywords>
<eric:keywords_geo>Canada (Ottawa)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Association of Universities and Colleges of Canada, Ottawa (Ontario).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRE RESPONSES FROM A SAMPLE OF 2,000 CANADIAN UNIVERSITY STUDENTS SHOWED THAT 60 PERCENT OF THEM CONSIDERED ENTERING THE ACADEMIC PROFESSION BUT THAT ONLY ONE IN 10 ACTUALLY WILL DO SO. THE PROFESSION&apos;S ATTRACTIVE FEATURES (INTERESTING WORK AND COLLEAGUES, SOCIAL IMPORTANCE), APPEALED TO 75 PERCENT, BUT 45 PERCENT FELT THERE WAS TOO MUCH SUPERVISION, 25 PERCENT THOUGHT THE WORK INSUFFICIENTLY CHALLENGING, AND 30 PERCENT FELT PROFESSIONAL ADVANCEMENT WAS AUTOMATIC RATHER THAN DEPENDENT UPON MERIT. ABILITY TO EXPRESS THOUGHTS CLEARLY AND TO LECTURE WITHOUT EMBARRASSMENT WERE CONSIDERED IMPORTANT ABILITIES THAT WOMEN FELT THEMSELVES DEFICIENT IN AND WHICH LED THEM TO CHOOSE AN ACADEMIC CAREER LESS OFTEN THAN MEN. THOSE SELECTING AN ACADEMIC CAREER TENDED (1) TO BE MORE  ABLE AND CONFIDENT, (2) TO GIVE LESS WEIGHT TO THE UNATTRACTIVE FEATURES (3) TO PLACE INTELLIGENCE ABOVE SKILL AT TEACHER-STUDENT RELATIONSHIPS AS CONSEQUENTIAL, AND (4) TO REGARD PROFESSORS AND THE ACADEMIC LIFE MORE FAVORABLY AND TO HAVE HAD GREATER CONTACT WITH PROFESSORS. RECRUITMENT FOR THE ACADEMIC PROFESSION SHOULD CONSIDER THAT UNIVERSITY TEACHING IS &amp;quot;LESS VISIBLE&amp;quot; THAN OTHER PROFESSIONS AND THAT STUDENTS WITH HIGHER ACADEMIC ABILITY ARE ATTRACTED TO ACADEMIC CAREERS BECAUSE OF OPPORTUNITIES FOR INTELLECTUAL ENDEAVORS WHEREAS LESS ABLE STUDENTS ARE MORE OFTEN ATTRACTED TO THE TEACHING ASPECTS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE ASSOCIATION OF UNIVERSITIES AND COLLEGES OF CANADA, OTTAWA, CANADA, FOR $2.00. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011887</dc:identifier>
<dc:title>SOCIOLOGICAL FACTORS AFFECTING RECRUITMENT INTO THE TEACHING PROFESSION (&amp;quot;ELEMENTS SOCIOLOGIQUES QUI INFLUENCENT LE RECRUTEMENT DES PROFESSEURS D&apos;UNIVERSITE&amp;quot;). STAFFING THE UNIVERSITIES AND COLLEGES OF CANADA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:creator scheme='personal author'>HARVEY, O.J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>STUDENT RATING SCALE (HARVEY)</eric:keywords>
<eric:keywords>This I Believe Test (Harvey)</eric:keywords>
<eric:keywords>TEACHER RATING SCALE (HARVEY)</eric:keywords>
<eric:keywords>CONCEPTUAL SYSTEMS TEST</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY INVESTIGATED THE INFLUENCE OF TEACHERS&apos; OVERT CLASSROOM BEHAVIORS (EARLIER SHOWN TO BE A FUNCTION OF THEIR BELIEF SYSTEMS) UPON THE LEARNING AND PERFORMANCE OF STUDENTS IN 118 K-1 CLASSES IN RURAL AND URBAN SCHOOL DISTRICT, SCORES FOR EACH CLASS ON HARVEY&apos;S STUDENT RATING SCALE (ON WHICH OBSERVERS RATE STUDENT COOPERATION, PARTICIPATION, AND INITIATIVE) WERE FACTOR ANALYZED INTO SEVEN CLUSTERS--COOPERATION, STUDENT INVOLVEMENT, ACTIVITY LEVEL, NURTURANCE SEEKING, ACHIEVEMENT LEVEL, HELPFULNESS, AND CONCRETENESS OF RESPONSE. THE 90 TEACHERS OF THESE CLASES WERE MEASURED ON HARVEY&apos;S TEACHER RATING SCALE (ON WHICH OBSERVERS SCORE ATTITUDE TOWARD THE CHILDREN AND FLEXIBILITY). THREE FACTORS WERE EXTRACTED--RESOURCEFULNESS, DICTATORIALNESS, AND PUNITIVENESS. TWO MEASURES OF  THE CONCRETENESS-ABSTRACTNESS OF THEIR BELIEF SYSTEMS WERE ALSO ADMINISTERED TO TEACHERS--HARVEY&apos;S &amp;quot;THIS I BELIEVE&amp;quot; TEST AND THE CONCEPTUAL SYSTEMS TEST. ABSTRACTNESS WAS (1) POSITIVELY CORRELATED WITH RESOURCEFULNESS, (2) NEGATIVELY CORRELATED WITH DICTATORIALNESS AND PUNITIVENESS, (3) POSITIVELY RELATED TO STUDENT RATINGS ON COOPERATION, INVOLVEMENT, ACTIVITY LEVEL, ACHIEVEMENT, AND HELPFULNESS, AND (4) NEGATIVELY RELATED TO STUDENT RATINGS ON CONCRETENESS AND NURTURANCE SEEKING. THE AUTHORS CONCLUDED THAT THE ABSTRACTNESS OF TEACHERS&apos; BELIEFS INFLUENCES THEIR CLASSROOM BEHAVIOR AND ALSO THE PERFORMANCE OF THEIR STUDENTS. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011888</dc:identifier>
<dc:title>TEACHERS&apos; BELIEFS, CLASSROOM ATMOSPHERE, AND STUDENT BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Learning Activities</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject weight='MAJOR'>Student Teaching</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BRINEGAR, HAROLD F.</dc:creator>
<dc:creator scheme='personal author'>LAYMON, RONALD L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RELATIVE EFFECTIVENESS OF SIX MEANS OF FURNISHING EDUCATIONAL INFORMATION TO OFF-CAMPUS ELEMENTARY STUDENT TEACHERS WAS INVESTIGATED IN THREE STUDIES. MATERIALS (DEALING, VARIOUSLY, WITH SCHOOL LAW, TESTS, AND MEASUREMENTS, SCHOOL DISCIPLINE, LESSON PLANNING) WERE MAILED TO SUPERVISING TEACHERS OR TO STUDENT TEACHERS DIRECTLY OR TO BOTH. THE STUDENT TEACHERS AND CONTROL STUDENT TEACHERS WHO DID NOT RECEIVE THE MATERIALS WERE TESTED ON KNOWLEDGE OF THE CONTENT COVERED BY THE MATERIALS. WHEN MATERIALS WERE SENT ONLY TO SUPERVISING TEACHERS, NO DIFFERENCES IN CRITERION SCORES RESULTED FROM MANDATORY VERSUS DISCRETIONARY DISTRIBUTION OF THESE MATERIALS TO STUDENT TEACHERS. IN A SECOND STUDY, MAILING MATERIALS TO BOTH SUPERVISING AND STUDENT TEACHERS LED TO SIGNIFICANTLY HIGHER  SCORES THAN MAILING ONLY TO STUDENT TEACHERS, WHILE BOTH WERE SIGNIFICANTLY SUPERIOR TO A CONTROL GROUP. IN A THIRD STUDY, MATERIALS MAILED TO STUDENT TEACHERS WAS SUPERIOR TO DEALING WITH THE SAME MATERIAL IN A STUDENT TEACHING SEMINAR, WHILE THE SEMINAR GROUP WAS NOT SUPERIOR TO A CONTROL GROUP. IT WAS CONCLUDED THAT DIRECT TRANSMISSION OF INFORMATION TO OFF-CAMPUS STUDENT TEACHERS IS MORE EFFECTIVE THAN OTHER MODES OF TRANSMITTING RELEVANT INFORMATION. THE ROLE OF THE SUPERVISING TEACHER, INFORMATION TRANSMISSION, AND STUDENT-TEACHER DIFFICULTIES ARE ALSO DISCUSSED. THIS ARTICLE WAS PUBLISHED IN &quot;BULLETIN OF THE SCHOOL OF EDUCATION, INDIANA UNIVERSITY,&quot; VOLUME 42, NUMBER 6, NOVEMBER 1966, AND IS AVAILABLE FROM THE INDIANA UNIVERSITY BOOKSTORE, BLOOMINGTON, INDIANA 47401, FOR $1.25.  (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011889</dc:identifier>
<dc:title>FUNCTIONAL RESEARCH IN ELEMENTARY STUDENT TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>BELT, W. DWAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Utah (Provo)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MICROTEACHING AT BRIGHAM YOUNG UNIVERSITY CONSISTS OF THE PRESENTATION OF A LESSON BY A STUDENT TEACHER TO A MICROCLASS OF THREE TO FIVE HIGH SCHOOL STUDENTS. WHEN THESE STUDENTS ARE NOT AVAILABLE, THE MICROCLASS IS COMPOSED OF HIS PEERS FROM THE COLLEGE CLASS. THE TRAINEE&apos;S INSTRUCTOR, OTHER MEMBERS OF HIS COLLEGE CLASS, AND THE MICROCLASS MEMBERS EVALUATE HIS TEACHING PERFORMANCE, WHICH IS VIDEOTAPED AND REPLAYED IMMEDIATELY SO HE CAN SEE HIMSELF IN ACTION. THE INSTRUCTOR, WITH THE TRAINEE, DECIDES UPON ONE OR TWO AREAS OF MAJOR DIFFICULTY ON WHICH THE TRAINEE WILL CONCENTRATE IN HIS NEXT PRESENTATION, WHICH MAY BE MADE IMMEDIATELY OR UP TO A WEEK LATER, AND IS ALWAYS DONE WITH A DIFFERENT CLASS. THIS &amp;quot;RETEACH&amp;quot; IS ALSO VIDEOTAPED AND EVALUATED. THE SESSIONS, INVOLVING 490  STUDENT TEACHERS, HAVE ALSO BEEN USED IN INSERVICE TRAINING. TENTATIVE CONCLUSIONS ARE--(1) PROVISION FOR IMMEDIATE FEEDBACK AND SELF-OBSERVATION ARE UNIQUE, (2) MICROTEACHING INTRODUCES THE TRAINEE TO DIFFERENT TYPES OF CLASSROOM SITUATIONS, (3) VIDEOTAPES ENABLE THE TRAINEE TO SEE HIMSELF INTERACTING WITH STUDENTS, (4) COMMENTS AND SUGGESTIONS OF FELLOW STUDENTS ARE VALUABLE, AND (5) PERFORMANCE IS USUALLY IMPROVED FOLLOWING EVALUATION AND PLAYBACK. NINETY-SIX PERCENT OF THE TRAINEES FELT THEY BENEFITED FROM MICROTEACHING. RESEARCH ON MICROTEACHING AS A POSSIBLE SUBSTITUTE FOR PART OF STUDENT TEACHING IS SUGGESTED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK, FEBRUARY 1967). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011890</dc:identifier>
<dc:title>MICRO TEACHING--OBSERVED AND CRITIQUED BY A GROUP OF TRAINEES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Classroom Communication</dc:subject>
<dc:subject weight='MAJOR'>Lesson Observation Criteria</dc:subject>
<dc:subject weight='MAJOR'>Nonverbal Learning</dc:subject>
<dc:subject weight='MAJOR'>Student Teacher Relationship</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teacher Influence</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GALLOWAY, CHARLES</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NONVERBAL BEHAVIOR CONSISTS MAINLY OF FACIAL EXPRESSIONS, GESTURES AND BODY MOVEMENTS, AND VOCAL INTONATIONS AND INFLECTIONS. IN ORDER TO PROVIDE A MODEL FOR OBSERVING TEACHER NONVERBAL CLASSROOM ACTIVITY, 12 CATEGORIES WERE DEVELOPED THROUGH THE USE OF TWO DIMENSIONS--ENCOURAGING TO INHIBITING AND TEACHER INITIATED TO TEACHER RESPONSE. THREE CATEGORIES APPLY TO EACH OF THE FOUR PAIRS OF LOCATIONS ON THESE DIMENSIONS. BEHAVIOR THAT IS BOTH ENCOURAGING AND TEACHER INITIATED SHOWS (1) CONGRUITY BETWEEN VERBAL INTENT AND NONVERBAL REFERENTS, (2) RESPONSIVENESS TO FEEDBACK, AND (3) POSITIVE AFFECTIVITY. AN ENCOURAGING TEACHER RESPONSE IS (1) ATTENTIVE AND LISTENS TO OTHERS, (2) FACILITATIVE BY BEING RECEPTIVE TO OTHERS, AND (3) SUPPORTIVE OF PUPILS OR PUPIL BEHAVIOR. INHIBITING  TEACHER-INITIATED BEHAVIOR SHOWS (1) DISCREPANCY BETWEEN VERBAL INTENT AND NONVERBAL REFERENTS, (2) UNRESPONSIVENESS TO FEEDBACK, AND (3) NEGATIVE AFFECTIVITY. INHIBITING RESPONSE BEHAVIOR IS (1) INATTENTIVE TO OTHERS, (2) UNRECEPTIVE TO OTHERS, AND (3) DISAPPROVING OF PUPIL BEHAVIOR. INTENSIVE TRAINING OF OBSERVERS IS NECESSARY TO ACHIEVE SENSITIVITY AND RELIABILITY. AN ALTERNATIVE TO THE CATEGORY APPROACH IS THE WRITING OF NARRATIVE DESCRIPTIONS OF TEACHER-PUPIL INTERACTION, WITH EACH COMMUNICATIVE EVENT IN A SITUATION DISCUSSED SEPARATELY. THE USEFULNESS OF TAPE RECORDINGS FOR BOTH METHODS IS NOTED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE AACTE WORKSHOP, 1967. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011891</dc:identifier>
<dc:title>NONVERBAL COMMUNICATION IN THE CLASSROOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:18</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Advanced Placement</dc:subject>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Preparation</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Enrichment</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Tokenism</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>MCKENDALL, BENJAMIN W.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE POSITION TAKEN IS THAT THE CURRICULAR CHANGES THAT HAVE BEEN MADE AT THE UNIVERSITY LEVEL TO PERMIT EDUCATIONALLY DISADVANTAGED STUDENTS (USUALLY NEGRO) TO ATTEND COLLEGE ARE ONLY PALLIATIVE BECAUSE MOST ADMISSION PROCEDURES ARE TOO INFLEXIBLE TO CONSIDER THE EFFECTS OF A DISADVANTAGED EDUCATION IN THE LOWER SCHOOLS ON A STUDENT&apos;S SCHOLASTIC RECORD. ON THE OTHER HAND, SOME WELL-MEANING COLLEGES PRACTICE REVERSE DISCRIMINATION AND &amp;quot;INSTANT NEGRITUDE&amp;quot; (TOKENISM) AND ACCEPT DISADVANTAGED MINORITY GROUP STUDENTS WHO MAY NOT BE ABLE TO DO COLLEGE WORK. FOR THE DISADVANTAGED STUDENT THE PROBLEMS OF COLLEGE ADMISSION AND FINANCIAL AID ARE INSEPARABLE, AND THE MOST HELP IS NEEDED BY THE STUDENTS WITH MODEST ACADEMIC CREDENTIALS--THE MOST TALENTED USUALLY CAN GET AID. SEVERAL KINDS OF  PROGRAMS TO UPGRADE THE STUDENT&apos;S ACADEMIC PERFORMANCE, AND THUS INCREASE HIS OPPORTUNITIES FOR COLLEGE, HAVE BEEN HELPFUL--LOCAL COMPENSATORY AND ENRICHMENT EFFORTS, EXCHANGE PLANS, AND TUTORING, AMONG OTHERS. MOST CHANGES AT THE PRESENT TIME IN THE COLLEGE CURRICULUM BENEFIT THE ABLE STUDENT WHO COMES FROM A HIGH SCHOOL WHICH OFFERS ADVANCED ACADEMIC COURSES, BUT IT IS THIS KIND OF CURRICULUM REFORM THAT PRESENTS YET ANOTHER BARRIER FOR THE STUDENT FROM A DISADVANTAGED SCHOOL. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;PHI DELTA KAPPAN,&amp;quot; VOLUME 47, NUMBER 7, MARCH 1965. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011892</dc:identifier>
<dc:title>BREAKING THE BARRIERS OF CULTURAL DISADVANTAGE AND CURRICULUM IMBALANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>0000-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Employment</dc:subject>
<dc:subject>Case Records</dc:subject>
<dc:subject>Community Problems</dc:subject>
<dc:subject>Employment Practices</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Equal Opportunities (Jobs)</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Racial Integration</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:creator scheme='personal author'>MATTISON, E.G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Advisory Council on Plans for Progress, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>President&apos;s Committee on Equal Employment Opportunity, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PREPARED AS A GUIDE TO PROVIDE UNPLEDGED EMPLOYERS WITH PRACTICAL INFORMATION ABOUT THE TECHNIQUES USED BY COMPANIES PARTICIPATING IN &amp;quot;PLANS FOR PROGRESS,&amp;quot; A PROGRAM IN WHICH EMPLOYERS COMMIT THEMSELVES TO OFFERING EQUAL EMPLOYMENT OPPORTUNITY, THIS BOOKLET DESCRIBES ACTUAL SITUATIONS REPORTED BY &amp;quot;PLANS FOR PROGRESS&amp;quot; COMPANIES. THE FIRST SECTION OF THIS GUIDE DISCUSSES SUCCESSFUL APPROACHES TO THE INTEGRATION OF MINORITY GROUP EMPLOYEES INTO THE WORK FORCE AND SOME OF THE PROBLEMS COMMON TO MOST PLANS FOR PROGRESS PROGRAMS. THE SECOND SECTION CONTAINS SPECIFIC CASES ILLUSTRATING VARIOUS ASPECTS OF THE PROGRAM. THEY ARE LISTED UNDER THE FOLLOWING HEADINGS--(1) PREPARING EMPLOYEES AND THE COMMUNITY FOR INTEGRATION, (2) RECRUITING AND SELECTING MINORITY GROUP EMPLOYEES INTO AN  ACTIVITY, (4) UPGRADING THE QUALIFICATIONS OF APPLICANTS AND EMPLOYEES, AND (5) COMMUNITY PROBLEMS AND PROGRAMS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011893</dc:identifier>
<dc:title>IMPLEMENTING PLANS FOR PROGRESS, A SELECTION OF RESUMES OF EXPERIENCES OF PLANS FOR PROGRESS COMPANIES IN IMPLEMENTING THEIR PROGRAMS--INTENDED FOR USE BY OTHER INTERESTED PLANS FOR PROGRESS COMPANIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bus Transportation</dc:subject>
<dc:subject>De Facto Segregation</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Feeder Patterns</dc:subject>
<dc:subject>Neighborhood Schools</dc:subject>
<dc:subject>Responsibility</dc:subject>
<dc:subject>School District Reorganization</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>GOLDMAN, AARON</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Community Relations Advisory Council, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON THE POSITION THAT RACIAL INTEGRATION IN PUBLIC SCHOOLS IS ESSENTIAL FOR GOOD EDUCATION, THIS PAMPHLET PRESENTS THE POSITION OF THE NATIONAL COMMUNITY RELATIONS ADVISORY COUNCIL ON THE FOLLOWING ISSUES RELEVANT TO SCHOOL DESEGREGATION--(1) SEGREGATION IN THE NORTH, (2) FEASIBLE MEANS OF DESEGREGATION, (3) EDUCATIONAL ENRICHMENT AND SPECIAL SERVICES, (4) COMMUNITY RESPONSIBILITIES, (5) THE NEIGHBORHOOD SCHOOL AND BUSING, (6) PRACTICAL SOLUTIONS (SCHOOL PAIRING, SCHOOL PARKS, AND REVISION OF SCHOOL DISTRICT BOUNDARIES), AND (7) THE ROLE OF THE EDUCATIONAL ESTABLISHMENT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL COMMUNITY RELATIONS ADVISORY COUNCIL, 55 WEST 42ND STREET, NEW YORK, NEW YORK 10036, FOR $0.10. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011894</dc:identifier>
<dc:title>DE FACTO SEGREGATION IN PUBLIC SCHOOLS--A POSITION PAPER FOR THE GUIDANCE OF JEWISH COMMUNITIES AND AGENCIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Awareness</dc:subject>
<dc:subject>Data</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Income</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject weight='MAJOR'>Middle Class Standards</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject weight='MAJOR'>Poverty</dc:subject>
<dc:subject weight='MAJOR'>Private Agencies</dc:subject>
<dc:subject weight='MAJOR'>Social Agencies</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Social Welfare</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject weight='MAJOR'>Welfare Agencies</dc:subject>
<dc:subject>Welfare Services</dc:subject>
<dc:creator scheme='personal author'>CLOWARD, RICHARD A.</dc:creator>
<dc:creator scheme='personal author'>EPSTEIN, IRWIN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO POSSIBLE EXPLANATIONS FOR THE MAGNITUDE OF THE DISENGAGEMENT FROM THE POOR BY PRIVATE SOCIAL WORK AGENCIES ARE THE CONCERN THE SOCIAL WORK PROFESSION FOR ITS OWN STATUS, WHICH HAS LED IT TO SEEK A MORE PRESTIGIOUS CLIENTELE, AND THE FEELING THAT THE PSYCHOLOGICAL TECHNOLOGY OF SOCIAL WORK IS MORE AMENABLE TO MIDDLE-CLASS THAN TO LOWER-CLASS SOCIALIZATION. ONE &quot;CONSERVATIVE&quot; EXPLANATION FOR THE PROBLEMS OF THE POOR IS THAT THESE PROBLEMS ARISE OUT OF PERSONAL RATHER THAN INSTITUTIONAL DEFICIENCIES. THE CONSERVATIVES THUS SAY THAT THE POOR CANNOT BE HELPED BECAUSE THEY DO NOT RECOGNIZE THE CAUSES OF THEIR PROBLEMS. THE AUTHORS CONCLUDE THAT CONFLICT HAS ARISEN BETWEEN THE AGENCIES AND THE POOR BECAUSE THE POOR SEE THEIR PROBLEMS AS CONCRETE AND WANT DIRECT SERVICE WHEREAS THE  SOLIDLY MIDDLE-CLASS AGENCY IS PSYCHOLOGICALLY ORIENTED AND IS PREPARED ONLY TO TALK, NOT TO PROVIDE PHYSICAL SOLUTIONS TO PROBLEMS. THE RESULT IS THAT PRIVATE AGENCIES RELIEVE THEMSELVES OF THE RESPONSIBILITY OF HELPING THE POOR BY REFERRING THEM TO ALREADY OVERBURDENED PUBLIC AGENCIES. A BIBLIOGRAPHY OF 50 REFERENCES LISTS PERTINENT WORKS, MANY OF WHICH ARE DISCUSSED IN THE BODY OF THE PAPER IN AN HISTORICAL OVERVIEW OF THE ACTIVITIES OF SOCIAL WORK AGENCIES FROM 1900 TO 1960. (MR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011895</dc:identifier>
<dc:title>PRIVATE SOCIAL WELFARE&apos;S DISENGAGEMENT FROM THE POOR--THE CASE OF FAMILY ADJUSTMENT AGENCIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-12</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:24</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art Appreciation</dc:subject>
<dc:subject>Assembly Programs</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Discovery Learning</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Theater Arts</dc:subject>
<dc:creator scheme='personal author'>HYMOVITZ, LEON</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords>Thomas A Edison High School PA</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOR A CULTURAL ENRICHMENT PROJECT (&amp;quot;DISCOVERY&amp;quot;) IN A DISADVANTAGED PHILADELPIA HIGH SCHOOL, ATTENDANCE AT MUSIC, ART, AND THEATER EVENTS EARNED POINTS TOWARD A CERTIFICATE. THE STUDENTS ELECTED THE EVENTS FROM A PREPARED LIST OF ACTIVITIES, WHICH OFTEN WERE MADE PART OF THE ACADEMIC PROGRAM AND THE SCHOOL ASSEMBLIES. AS WELL AS OFFERING ENRICHMENT, THE PROJECT ENCOURAGED INTEREST IN FINANCIAL PLANNING (TO PAY FOR THE TICKETS) AND IN STANDARDS OF BEHAVIOR AND DRESS. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE CLEARING HOUSE,&amp;quot; VOLUME 40, NUMBER 7, MARCH 1966. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011896</dc:identifier>
<dc:title>DISCOVERY IN THE URBAN SPRAWL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Migrant Youth</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Youth Employment</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, LLOYD</dc:creator>
<dc:creator scheme='personal author'>PEENEY, MICHAEL R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Manpower Administration (DOL), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REVIEWED ARE THE ECONOMIC NEEDS AND STATUS OF NONCOLLEGE BOUND YOUTH WHO NEED SPECIAL TRAINING BECAUSE OF LOW INCOME, RACE, PHYSICAL AND MENTAL HANDICAPS, JUVENILE DELINQUENCY, YOUNG MARRIAGE, IMCOMPLETE EDUCATION, OR RURAL OR MIGRANT BACKGROUND. TWO TABLES INDICATE--(1) THE REGIONAL DISTRIBUTION OF THE LABOR FORCE AGED 14-19, PROJECTED TO 1970, AND (2) PERCENTAGE OF THIS AGE GROUP ENROLLED IN SCHOOL IN EACH STATE IN 1950 AND 1960. CHARTS PRESENT DATA ON--(1) THE LEVEL OF EDUCATION OF THE YOUTH, (2) THE INCREASE IN THE TEENAGE LABOR FORCE, (3) A RACIAL ANALYSIS OF TYPES OF JOBS HELD BY HIGH SCHOOL GRADUATES AND DROPOUTS, AND (4) NONRACIAL ANALYSIS OF JOB CATEGORIES IN RELATION TO YEARS OF SCHOOLING. IT IS FELT THAT THE HETEROGENEITY OF THE YOUNG WORKERS SEEKING EMPLOYMENT, MARKET  REQUIREMENTS, AND THE INCREASE IN YOUTH POPULATION MUST BE TAKEN INTO CONSIDERATION IN PLANNING PROGRAMS REALISTICALLY. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011897</dc:identifier>
<dc:title>YOUNG WORKERS, THEIR SPECIAL TRAINING NEEDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Books</dc:subject>
<dc:subject>Childrens Literature</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>WATT, LOIS B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DIRECTED AT TEACHERS AND LIBRARIANS CONCERNED WITH EDUCATIONALLY DISADVANTAGED STUDENTS, THIS BIBLIOGRAPHY ARRANGES RESOURCE READINGS FOR TEACHERS AND TEXTBOOKS AND LITERATURE FOR STUDENTS UNDER THE FOLLOWING HEADINGS--(1) PROFESSIONAL RESOURCES (GENERAL THEORETICAL MATERIAL AND SPECIFIC TREATMENT OF HANDICAPPED CHILDREN, INTERGROUP RELATIONS, THE ISSUES OF URBAN AND RURAL EDUCATION, GUIDANCE SERVICES, REPORTS OF WORK IN THE VARIOUS CURRICULUM AREAS, AND SOURCES OF INFORMATION AND LISTS OF MATERIALS), (2) ELEMENTARY AND SECONDARY SCHOOL TEXTBOOKS (ARRANGED PRIMARILY ACCORDING TO CURRICULUM AREA), AND (3) CHILDREN&apos;S LITERATURE (ARRANGED PRIMARILY ACCORDING TO THE CONTENT OF THE WORK). THE APPROPRIATE GRADE LEVEL FOR THE WORK IS INDICATED. ANNOTATIONS ARE PROVIDED ONLY WHERE IT IS  NECESSARY TO CLARIFY THE CONTENT OR NATURE OF THE WORK CITED. MOST OF THESE MORE THAN 350 WORKS WERE WRITTEN AFTER 1963. THIS DOCUMENT IS ALSO AVAILABLE AS OE-14031-38 FROM THE PUBLICATIONS DISTRIBUTION UNIT, U.S. OFFICE OF EDUCATION, WASHINGTON, D.C. 20202. (EF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011898</dc:identifier>
<dc:title>THE EDUCATION OF DISADVANTAGED CHILDREN, A BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-08-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Attitudes</dc:subject>
<dc:subject>Black Employment</dc:subject>
<dc:subject>Black Mothers</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Discipline</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Family Financial Resources</dc:subject>
<dc:subject>Family Role</dc:subject>
<dc:subject>Marriage</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>One Parent Family</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:creator scheme='personal author'>JEFFERS, CAMILLE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CHILD REARING STUDY</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON THE RESEARCH OF A PARTICIPANT-OBSERVER, THIS PAPER DESCRIBES THE CHILD REARING PRACTICES OF SOME LOW INCOME FAMILIES IN WASHINGTON, D.C. IT WAS FOUND THAT IN GENERAL BASIC PRIORITIES IN THE FAMILY WERE GIVEN TO FOOD, CLOTHING, AND RENT, AND THESE PRIORITIES AFFECTED THE MOTHER&apos;S PERCEPTION OF HER CHILD&apos;S NEEDS. THE MOTHERS SAW THEMSELVES AS DOING MORE FOR THEIR CHILDREN THAN HAD BEEN DONE FOR THEM. MORE SPECIFICALLY, A NUMBER OF PARENTS EXPRESSED THE NEED FOR &amp;quot;SETTING AN EXAMPLE&amp;quot; FOR THEIR CHILDREN&apos;S BEHAVIOR. PHYSICAL CARE, TEACHING HER CHILDREN PROPER BEHAVIOR, AND THE ABILITY TO DO HOUSEHOLD WORK WERE FELT TO BE THE CHARACTERISTICS OF A GOOD MOTHER. THE CHARACTERISTICS OF A GOOD FATHER AND HUSBAND INCLUDED HAVING A JOB, TAKING CARE OF HIS FAMILY, AND HELPING CARE FOR  THE CHILDREN. MANY PARENTS EXPRESSED THE NEED TO CONTROL THE WHEREABOUTS AND ASSOCIATES OF THEIR CHILDREN TO PROTECT THEM FROM EXTRA-FAMILY INFLUENCES. THREE OUT OF FOUR MOTHERS SAID THAT PHYSICAL PUNISHMENT WAS AN ACCEPTED PRACTICE. CONTRARY TO OTHER REPORTS, THIS OBSERVER FOUND THAT MOTHERS IN ONE-PARENT FAMILIES WOULD PREFER TO BE MARRIED. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011899</dc:identifier>
<dc:title>SOME PERSPECTIVES ON CHILD REARING PRACTICES AMONG URBAN LOW INCOME FAMILIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Community Relations</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educational Methods</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Public Agencies</dc:subject>
<dc:subject>Role Playing</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>SHAFFER, ANATOLE</dc:creator>
<dc:creator scheme='personal author'>SPECHT, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Walnut Creek)</eric:keywords>
<eric:keywords>RICHMOND</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Contra Costa Council of Community Services, Walnut Creek, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A DISCUSSION OF THE RICHMOND COMMUNITY DEVELOPMENT DEMONSTRATION PROJECT FOR TRAINING SUBPROFESSIONALS, THE FOLLOWING ACTIVITIES OF THE PROJECT ARE DISCUSSED--(1) RECRUITMENT AND SELECTION OF PERSONNEL, AND (2) BASIC, INSERVICE, AND OTHER TRAINING PROCEDURES. THE PROJECT TRAINS LOW-INCOME INDIVIDUALS FOR SUBPROFESSIONAL JOBS IN THE POLICE DEPARTMENT AND THE SCHOOLS AND FOR COMMUNITY ORGANIZATION WORK. IT IS FELT THAT BEFORE TRAINING BEGINS AN INITIAL JOB DESCRIPTION SHOULD BE DEVELOPED SO THAT THERE WILL BE NO AIMLESS TRAINING, AND THAT TRAINING SHOULD PROVIDE ACTUAL WORK EXPERIENCE WITH RESPONSIBILITIES FOR THE TRAINEE APPROPRIATE TO HIS TRAINING LEVEL. FOR IT TO BE MEANINGFUL, TRAINING ALSO SHOULD LEAD TO A JOB. A SAMPLE JOB DESCRIPTION IS APPENDED. THIS DOCUMENT IS ALSO  AVAILABLE FROM CONTRA COSTA COUNCIL OF COMMUNITY SERVICES, 2717 NORTH MAIN STREET, SUITE 9, WALNUT CREEK, CALIFORNIA 94596, FOR $1.00. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011900</dc:identifier>
<dc:title>TRAINING THE POOR FOR NEW CAREERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Careers</dc:subject>
<dc:subject>Community Centers</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Indigenous Personnel</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Nonprofessional Personnel</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Staff Development</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>RIESSMAN, FRANK</dc:creator>
<dc:type></dc:type>
<eric:keywords>Lincoln Neighborhood Service Center NY</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (Bronx)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GUIDELINES THAT ARE PRESENTED IN THIS MODEL FOR TRAINING NONPROFESSIONALS FOR JOBS IN THE FIELD OF HUMAN SERVICES ARE BASED ON A &amp;quot;NEW CAREER&amp;quot; CONCEPT, WHERE THE JOB ITSELF PROVIDES MOTIVATION FOR FURTHER DEVELOPMENT THROUGH TRAINING, UPGRADING, AND EDUCATION. SPECIAL EMPHASIS IN DEVELOPING TRAINING PROGRAMS IS GIVEN TO THE RECRUITMENT OF SENIOR TRAINERS (&amp;quot;TRAINERS OF TRAINERS&amp;quot;) FROM NONTRADITIONAL SOURCES, THE SPECIALIZED TRAINING REQUIRED BY THESE TRAINERS, AND THE KIND OF KNOWLEDGE THEY NEED TO HAVE ABOUT NONPROFESSIONAL TRAINEES. SPECIFICALLY DISCUSSED IN THESE GUIDELINES ARE THE RECRUITMENT AND SELECTION OF TRAINEES. RECOMMENDED TRAINING METHODS INCLUDE ON-SITE TRAINING, BRIEF PRESERVICE ORIENTATION IN A &amp;quot;PROTECTED&amp;quot; BASE, A PHASED PROGRAM AND SYSTEMATIC INSERVICE,  JOB-RELATED TRAINING CONDUCTED IN TEAMS OR GROUPS. SOME OF THE SUGGESTIONS ARE ILLUSTRATED BY REFERENCE TO THE EXPERIENCES OF THE LINCOLN NEIGHBORHOOD SERVICE CENTER IN NEW YORK CITY. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011901</dc:identifier>
<dc:title>ISSUES IN TRAINING THE NEW NONPROFESSIONAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Programs</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Nonprofessional Personnel</dc:subject>
<dc:subject>Performance</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:type></dc:type>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>New York (Syracuse)</eric:keywords>
<eric:keywords>Connecticut (New Haven)</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>GEORGIA</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords>OFFICE OF ECONOMIC OPPORTUNITY</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords>MISSOURI</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>Connecticut (New Haven)</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:keywords_geo>Missouri</eric:keywords_geo>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>New York (Syracuse)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yankelovich, Skelly and White, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AIMS OF THIS EVALUATION OF THE USE OF NONPROFESSIONALS IN COMMUNITY ACTION PROGRAMS WHICH WAS PREPARED FOR THE OFFICE OF ECONOMIC OPPORTUNITY ARE--(1) TO PROVIDE A DETAILED DESCRIPTION OF THE ADMINISTRATION OF THE PROGRAMS, (2) TO ASSESS THE VALIDITY OF THE BASIC PREMISES OF A NONPROFESSIONAL PROGRAM, AND (3) TO IDENTIFY THE SUCCESSFUL AND UNSUCCESSFUL METHODS OF OVERCOMING THE OBSTACLES INTERFERING WITH THE PROGRAM&apos;S ACHIEVEMENT. THIS STUDY IS BASED ON DATA FROM NINE CITIES AND CONSISTS OF INFORMATION ABOUT THE FOLLOWING ASPECTS OF THEIR NONPROFESSIONAL PROGRAMS--(1) SIZE, (2) CHARACTERISTICS AND ROLE OF THE NONPROFESSIONAL, (3) RECRUITMENT, SELECTION, TRAINING, AND SUPERVISION PROCEDURES, AND (4) WAYS TO EVALUATE AND UPGRADE THE NONPROFESSIONAL AND TO DEAL WITH HIS  UNSATISFACTORY PERFORMANCE. THE BULK OF THE REPORT IS DIVIDED INTO PART I, A POLICY REPORT, AND PART II, A RESEARCH REPORT. PART I CONTAINS AN OVERVIEW OF CONCLUSIONS AND RECOMMENDATIONS FOR OPERATIONAL ASPECTS OF THE PROGRAM. PART II INCLUDES A SUMMARY OF THE DATA FROM THE NINE INDIVIDUAL CITY REPORTS AND DISCUSSES THE BACKGROUND, HIRING, AND EMPLOYMENT OF THE NONPROFESSIONAL. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011902</dc:identifier>
<dc:title>A STUDY OF THE NONPROFESSIONAL IN THE CAP.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>180</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Records</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Family Life</dc:subject>
<dc:subject>Family Structure</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Parent Aspiration</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:creator scheme='personal author'>JEFFERS, CAMILLE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CHILD REARING STUDY</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cross-Tell, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE IN A SERIES OF STUDIES OF THE CHILD REARING STUDY (CRS) OF LOW-INCOME FAMILIES IN WASHINGTON, D.C., THIS BOOKLET PRESENTS CASE MATERIALS TO ILLUSTRATE THE CRS THESIS THAT THERE IS A WIDE VARIABILITY IN BEHAVIOR AND OUTLOOK AMONG THE URBAN POOR, AND SUGGESTS SOME OF THE IMPLICATIONS OF THE CRS FINDINGS FOR PARENT AND FAMILY LIFE EDUCATION. VARIOUS ASPECTS OF THE LIVES OF ONE FAMILY ARE NARRATED ANECDOTALLY IN A SOMEWHAT PARALLEL FASHION BY THE GRANDMOTHER, HUSBAND AND WIFE, AND DAUGHTER AND SON. THE MAJOR THEMES WHICH EMERGE FROM THE MATERIAL ARE THE CONSTANT PRESSURES OF ADJUSTMENT TO MEET THE DAILY LIVING NEEDS, THE EFFECT OF THE FAMILY LIFE CYCLE ON PARENTAL BEHAVIOR AND EXPECTATIONS, AND THE PRECARIOUS STATUS OF THE LOW-INCOME MALE WITHIN THE FAMILY AND OUTSIDE OF IT. TWO  APPENDIXES CONTAIN EXHIBITS OF THE CRS FAMILY RATING SCALES. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011903</dc:identifier>
<dc:title>THREE GENERATIONS, CASE MATERIALS IN LOW INCOME URBAN LIVING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>African Culture</dc:subject>
<dc:subject>American Culture</dc:subject>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Books</dc:subject>
<dc:subject>Childrens Literature</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>ROSENFELD, HARRIET</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT BEACON</eric:keywords>
<eric:keywords>WEST INDIES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WORKS FOR CHILDREN WHICH PRESENT NEGROES AS POSITIVE CENTRAL CHARACTERS WHO SHOW SELF-ESTEEM, DIGNITY, AND SELF-RESPECT ARE LISTED IN THIS ANNOTATED BIBLIOGRAPHY. OTHER CRITERIA FOR A BOOK&apos;S INCLUSION ARE THE PRESENCE OF NONSTEREOTYPED CHARACTERS, SPEECH PATTERNS, OR ILLUSTRATIONS, AND AN ATTRACTIVE FORMAT. THE BOOKLIST HAS A SECTION ON AMERICAN LIFE IN THE PAST AND PRESENT AND ONE ON AFRICA AND THE WEST INDIES. WITHIN EACH HEADING THE BOOKS ARE CLASSIFIED AS SUITABLE FOR BEGINNERS (KINDERGARTEN THROUGH GRADE 2), INTERMEDIATE (GRADES 3 AND 4), AND ADVANCED (GRADE 5 AND 6). ALL BOOKS WERE IN PRINT AS OF DECEMBER 1966. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011904</dc:identifier>
<dc:title>BOOKS TO ENHANCE THE SELF-IMAGE OF NEGRO CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Behavior</dc:subject>
<dc:subject weight='MAJOR'>Disadvantaged Youth</dc:subject>
<dc:subject>Discipline Problems</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Parent Aspiration</dc:subject>
<dc:subject weight='MAJOR'>Slum Schools</dc:subject>
<dc:subject weight='MAJOR'>Stereotypes</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>LEVINE, DANIEL U.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR SUBMITTED THAT NEGATIVE PRECONCEPTIONS OFTEN HINDER THE EFFECTIVENESS OF TEACHERS AND ADMINISTRATORS IN CULTURALLY DEPRESSED AREAS. MOST DISADVANTAGED CHILDREN ARE NOT SPECIAL DISCIPLINE PROBLEMS, NOR EXCEPTIONALLY HOSTILE OR UNRESPONSIVE. THEY AND THEIR PARENTS HAVE HIGH, EVEN UNREALISTIC, EDUCATIONAL ASPIRATIONS. TEACHERS SHOULD ENCOURAGE THE SELF-DISCIPLINE WHICH LEADS TO ACADEMIC SUCCESS, WHICH, IN TURN, WOULD BREAK THE CYCLE OF SELF-FULFILLING PROPHECIES OF FAILURES. THIS ARTICLE WAS PUBLISHED IN &quot;JOURNAL OF SECONDARY EDUCATION,&quot; VOLUME 40, NUMBER 3, MARCH 1965. (NC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011905</dc:identifier>
<dc:title>STEREOTYPES REGARDING DISADVANTAGED STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:41</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Mothers</dc:subject>
<dc:subject>Fatherless Family</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject weight='MAJOR'>Parent Aspiration</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:subject weight='MAJOR'>Parent Child Relationship</dc:subject>
<dc:subject>Parent Role</dc:subject>
<dc:subject>Perceptual Motor Coordination</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject weight='MAJOR'>Preschool Children</dc:subject>
<dc:subject>Scoring</dc:subject>
<dc:subject weight='MAJOR'>Social Class</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject weight='MAJOR'>Task Performance</dc:subject>
<dc:creator scheme='personal author'>BROPHY, JERE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RELATIONSHIPS BETWEEN SOCIAL CLASS, SUCCESS EXPECTATIONS OF MOTHERS, AND A TASK PERFORMANCE OF MOTHER AND CHILD WERE EXAMINED TO DETERMINE WHETHER DIFFERENCES IN EXPECTATIONS OF SUCCESS WOULD BE REFLECTED IN PERFORMANCE SCORES AND IN MEASURES OF EFFORT IN A PERCEPTUAL MOTOR TEST. THE SUBJECTS WERE 160 NEGRO MOTHERS FROM FOUR SOCIOECONOMIC LEVELS--MIDDLE CLASS INTACT FAMILY, UPPER-LOWER INTACT, LOWER-LOWER INTACT, AND LOWER-LOWER FATHER ABSENT--AND THEIR 4-YEAR-OLD CHILDREN DIVIDED EQUALLY BY SEX. THE TASK WAS TO REPRODUCE FIVE SIMPLE POLYGONS ON THE -ETCH-A-SKETCH- TOY WITH ONE KNOB WORKED BY THE MOTHER AND THE OTHER BY THE CHILD. BEFORE EACH TASK THE MOTHER WAS ASKED TO PREDICT HER SCORE IN DUPLICATING THE MODEL. THE MOTHER&apos;S TASK WAS SEEN PRIMARILY AS THAT OF CONTROLLING THE  CHILD AND EVOLVING A MUTUALLY UNDERSTOOD DIRECTIONAL SYSTEM. DATA WERE COLLECTED ON FIGURE SCORES, AND VERBAL BEHAVIOR AND PHYSICAL ACTIVITY WERE OBSERVED AND RECORDED. THE MIDDLE CLASS GROUP SCORED HIGHER THAN THE OTHERS, WHO DID NOT DIFFER SIGNIFICANTLY AMONG THEMSELVES. IT WAS ALSO FOUND THAT THE KIND AND EXTENT OF CONTROL EXERCISED OVER THE CHILD WERE MORE POTENT IN DETERMINING SCORES THAN WERE &quot;STRICTLY MATERNAL COGNITIVE VARIABLES.&quot; THERE WAS, IN ADDITION, A LACK OF CORRELATION BETWEEN PREDICTIONS AND OTHER MEASURES. ALL EXPECTATIONS THAT THE PREDICTIONS WERE MEASURING ACHIEVEMENT MOTIVATION WERE UNCONFIRMED. THIS PAPER WAS PRESENTED AT THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT MEETINGS (MINNEAPOLIS, MARCH 25, 1965). (JG)</dc:description>
<dc:identifier scheme='eric_accno'>ED011906</dc:identifier>
<dc:title>EFFECTS OF SOCIAL CLASS AND LEVEL OF ASPIRATION ON PERFORMANCE IN A STRUCTURED MOTHER-CHILD INTERACTION SITUATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:43</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Intergroup Relations</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:subject>Teacher Education Programs</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>FLAXMAN, ERWIN</dc:creator>
<dc:creator scheme='personal author'>ZINN, VICTOR</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BIBLIOGRAPHY OF RESEARCH, THEORETICAL, HISTORICAL, AND ANECDOTAL MATERIAL IS A BRIEF, REPRESENTATIVE LIST OF REFERENCES WHICH REFLECT THE CURRENT THINKING ABOUT THE TRAINING NEEDS OF THE TEACHER OF SOCIALLY DISADVANTAGED CHILDREN AND YOUTH. THE APPROXIMATELY 110 WORKS CITED INCLUDE JOURNAL ARTICLES, BOOKS, SPEECHES, DOCTORAL DISSERTATIONS, CONFERENCE PROCEEDINGS, AND SELECTED REPORTS OF TEACHER EDUCATION PROGRAMS THROUGHOUT THE COUNTRY AND OEO AND NDEA TEACHER INSTITUTES. MOST OF THESE PUBLISHED AND UNPUBLISHED WORKS WERE PRODUCED DURING THE 1960&apos;S. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011907</dc:identifier>
<dc:title>THE EDUCATION OF TEACHERS OF THE DISADVANTAGED, A SELECTED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Foundation Programs</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>WILKERSON, DOXEY A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NUMBER OF COMPENSATORY EFFORTS ARE BEING MADE TO FACILITATE THE COLLEGE ENTRY OR FURTHER THE ACADEMIC SUCCESS OF SOCIALLY DISADVANTAGED STUDENTS. FOR EXAMPLE, SOME PROGRAMS ARE BEING CONDUCTED BY COLLEGES AND UNIVERSITIES AND SUCH FOUNDATIONS AS THE NATIONAL SCHOLARSHIP SERVICE AND FUND FOR NEGRO STUDENTS TO RECRUIT DISADVANTAGED STUDENTS WHO WOULD NOT APPLY TO COLLEGE UNLESS ENCOURAGED, AND SPECIAL FUNDS HAVE BEEN EARMARKED TO AID BOTH THE TALENTED STUDENT AND THE ACADEMIC RISK. IN ADDITION, A NUMBER OF INSTITUTIONS HAVE MODIFIED THEIR ADMISSIONS CRITERIA TO ACCEPT DISADVANTAGED STUDENTS WITH POTENTIAL FOR COLLEGE WORK. ANOTHER EFFORT HAS BEEN MADE THROUGH A VARIETY OF SUMMER PREPARATORY PROGRAMS FOR HIGH SCHOOL STUDENTS CONDUCTED AT THE COLLEGES THEMSELVES. SOME INSTITUTIONS  HAVE OFFERED REMEDIAL CURRICULUMS, BUT THEY HAVE FOUND THAT THERE IS LIMITED EVIDENCE THAT THESE COURSES IMPROVE ACADEMIC PERFORMANCE. ALTHOUGH THE NUMBER OF COMPENSATORY PROGRAMS HAS INCREASED, FEW COLLEGES HAVE INSTITUTED THESE PRACTICES, AND THOSE THAT HAVE SERVE ONLY SMALL NUMBERS OF DISADVANTAGED STUDENTS. BECAUSE MANY INSTITUTIONS ARE TRYING TO MAINTAIN HIGH ADMISSIONS STANDARDS, INCREASING PRECOLLEGE COMPENSATORY PROGRAMS WHICH UPGRADE THESE STUDENTS&apos; EDUCATION IS A PARTICULARLY PROMISING WAY TO HAVE THEM ADMITTED. HOWEVER, THESE AND OTHER COMPENSATORY PROGRAMS MUST BE SYSTEMATICALLY EVALUATED. INCLUDED IS A BIBLIOGRAPHY OF MORE THAN 75 REFERENCES. THIS ARTICLE WAS PUBLISHED IN &amp;quot;IRCD BULLETIN,&amp;quot; VOLUME 2, NUMBER 2, MARCH 1966. (EF)</dc:description>
<dc:identifier scheme='eric_accno'>ED011908</dc:identifier>
<dc:title>COMPENSATORY PRACTICES IN COLLEGES AND UNIVERSITIES. BULLETIN, 2(2), MARCH 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Grouping</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Northern Schools</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Textbook Bias</dc:subject>
<dc:creator scheme='personal author'>WILKERSON, DOXEY A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESENTLY, TWO DISTINCT GROUPS ARE IN DISAGREEMENT ABOUT HOW TO OFFER THE BEST POSSIBLE EDUCATION TO NEGROES IN THE NORTH. SCHOOL AUTHORITIES CALL FOR MORE COMPENSATORY EDUCATION PROGRAMS IN NEGRO SCHOOLS BUT DO NOT ATTEMPT TO ALTER THE SCHOOLS SEGREGATED STRUCTURE, WHILE CIVIL RIGHTS LEADERS, REPRESENTING ANOTHER VIEW, DEMAND AN END TO SEGREGATED SCHOOLS WITHOUT REGARD FOR WHAT HAPPENS TO THE CHILD IN THE SCHOOL AFTER DESEGREGATION. RECENT EXPERIENCES, HOWEVER, SHOW THAT SCHOOL DESEGREGATION ALONE IS NOT AN ADEQUATE APPROACH TO EQUALITY BECAUSE IT DOES NOT SOLVE THE PROBLEMS OF THE LOWER ACADEMIC ACHIEVEMENT OF NEGROES IN RECENTLY DESEGREGATED SCHOOLS. CLASSES IN THESE SCHOOLS REMAIN SEGREGATED BECAUSE OF ABILITY GROUPING, AND TRUE EQUALITY IS THWARTED IN ANOTHER WAY BY THE  MIDDLE CLASS BIAS OF MUCH INSTRUCTIONAL MATERIAL. IN ADDITION, MANY TEACHERS ARE INADEQUATELY PREPARED TO COPE WITH THE PROBLEMS THAT ARE THE PRODUCTS OF DESEGREGATION. THE AUTHOR FELT THAT TO OFFER THE NEGRO EQUAL EDUCATIONAL OPPORTUNITY, DESEGREGATION AND COMPENSATORY EFFORTS MUST BE CARRIED ON SIMULTANEOUSLY. THEN THERE WILL BE INTEGRATED SCHOOLS FUNCTIONING ON A HIGH LEVEL OF EQUALITY. THIS ARTICLE WAS PUBLISHED IN &amp;quot;IRCD BULLETIN,&amp;quot; SEPTEMBER 1965. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011909</dc:identifier>
<dc:title>QUALITY INTEGRATED EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Desegregation Effects</dc:subject>
<dc:subject>Desegregation Litigation</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>Desegregation Plans</dc:subject>
<dc:subject>Integration Studies</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PLAN OF THIS BIBLIOGRAPHY IS OUTLINED IN AN INTRODUCTORY NOTE WHICH BRIEFLY DISCUSSES THE STATUS OF RACIAL DESEGREGATION AND INTEGRATION IN THE SCHOOLS. ONE SECTION OF THE BIBLIOGRAPHY IDENTIFIES SOME REPORTS AND DISCUSSIONS OF DESEGREGATION EFFORTS. A SECOND AND BRIEFER ONE BRINGS TOGETHER ARTICLES WHICH DEAL WITH THE LEGAL DECISIONS ON WHICH SCHOOL DESEGREGATION IS BASED. THE THIRD AND MAJOR SECTION, WHICH IS ADDRESSED TO SOCIAL PLANNERS AS WELL AS RESEARCH WORKERS, CITES REPORTS OF SPECIAL PROJECTS WHICH DEAL WITH PRIMARY AND SECONDARY ASPECTS OF DESEGREGATION OR ITS IMPACT, REPORTS OF EVALUATIONS OF PROGRAMS, AND A FEW STUDIES RELATED TO PUPIL CHARACTERISTICS OR PUPIL FUNCTIONING UNDER DESEGREGATION CONDITIONS. THE MORE THAN 140 PUBLISHED AND UNPUBLISHED WORKS CITED IN  THIS BIBLIOGRAPHY WERE PRODUCED DURING THE 1960&apos;S. THIS ARTICLE WAS PUBLISHED IN &amp;quot;IRCD BULLETIN,&amp;quot; VOLUME 1, NUMBER 4, SEPTEMBER 1965. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011910</dc:identifier>
<dc:title>RACIAL DESEGREGATION AND INTEGRATION IN OUR SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Board of Education Policy</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Influence</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Community Schools</dc:subject>
<dc:subject>Decentralization</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Quality</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>School Boycotts</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>GOLDBERG, GERTRUDE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>New York (East Harlem)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONTROVERSY OVER NEW YORK CITY&apos;S INTERMEDIATE SCHOOL 201 RAISED SOME EDUCATIONAL ISSUES RELEVANT TO ALL SCHOOL CHILDREN AS WELL AS TO THE SOCIALLY DISADVANTAGED. CONVINCED THAT THE SCHOOL WOULD PROVIDE NEITHER INTEGRATION NOR QUALITY EDUCATION, SOME GHETTO PARENTS SOUGHT &amp;quot;QUALITY SEGREGATED EDUCATION,&amp;quot; BASIC TO WHICH WAS COMMUNITY CONTROL OVER EDUCATIONAL POLICY. JOINT RESPONSIBILITY WITH REPRESENTATIVES OF THE BOARD OF EDUCATION FOR ALL ASPECTS OF SCHOOL POLICY WOULD, THEY MAINTAINED, GIVE GHETTO PARENTS POWER COMPARABLE TO THAT OF WHITE MIDDLE CLASS PARENTS. SUCH POWER, PROBABLY NOT EXERCISED BY ANY URBAN PARENTS, WOULD NOT JEOPARDIZE PROFESSIONAL STANDARDS BECAUSE THE BOARD WOULD RETAIN JOINT AUTHORITY, AND THE PRESSURES OF FUNDING AND ACCREDITATION AGENCIES WOULD PERSIST.  OPPOSED BY NEARLY ALL CITY-WIDE EDUCATIONAL POWER GROUPS, THE DISSIDENTS BECAME A NEIGHBORHOOD PRESSURE GROUP AND PRESSED THEIR DEMAND--UNCONTROVERSIAL PER SE--FOR A BLACK PRINCIPAL AFTER A COMPETENT WHITE PRINCIPAL HAD BEEN APPOINTED. DEFEATED IN AN INITIAL BOYCOTT, THE GROUP SEEMS TO BE GENERALIZING ITS PROTEST TO OTHER NEIGHBORHOODS TO COMPETE WITH THE CITY-WIDE GROUPS WHICH DEFEATED THEM. FRAUGHT WITH DANGERS (CHIEFLY THOSE WHICH WEAKEN THE PRESSURE FOR INTEGRATION), THE STRATEGY OF QUALITY SEGREGATED EDUCATION THROUGH COMMUNITY CONTROL REPRESENTS &amp;quot;ONE SOUND ALTERNATIVE&amp;quot; TO SOME BASIC PROBLEMS IN URBAN EDUCATION. THIS ARTICLE WAS PUBLISHED IN &amp;quot;IRCD BULLETIN,&amp;quot; VOLUME 2, NUMBER 5 AND VOLUME 3, NUMBER 1, WINTER 1966-1967. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED011911</dc:identifier>
<dc:title>I.S. 201--AN EDUCATIONAL LANDMARK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Staff Utilization</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BYRAM, HAROLD M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR PURPOSE WAS TO DEVELOP A GENERALIZED PROCEDURE FOR MAKING AN EVALUATION OF A COMPREHENSIVE PROGRAM OF VOCATIONAL EDUCATION USING THE SCHOOL&apos;S OWN PERSONNEL RESOURCES COMMUNITY RESOURCES, AND STATE CONSULTANT SERVICES. A VARIETY OF ONGOING ACTIVITIES BY THE DIRECTOR, THE CONSULTANTS, AND THE STAFF IN THREE COOPERATING SCHOOLS IN MICHIGAN ARE DESCRIBED. THESE INCLUDED STAFF COMMITTEE WORK, SCHOOL OPEN-HOUSE VISITS, USE OF ADVISORY COMMITTEES, DEVELOPMENT OF SURVEY FORMS AND OTHER INSTRUMENTS, AND A STUDY OF PROGRAM OUTCOMES. THE PROJECT DEMONSTRATED THE VALUE OF INVOLVEMENT OF LOCAL STAFF. THE IMPORTANCE OF LOCAL ADMINISTRATIVE STAFF MEMBERS&apos; APPROVAL AND SANCTION WAS EMPHASIZED. CONSULTANTS EVALUATING PROGRAMS IN PUBLIC SCHOOLS SHOULD BE PREPARED TO GIVE MORE DIRECT HELP  THAN WAS DONE IN THIS STUDY. THOSE STAFF MEMBERS WORKING ON A COMMITTEE SHOULD BE PROVIDED WITH RELEASED TIME BY THE LOCAL PUBLIC SCHOOL. TWO EFFECTIVE PROCEDURES FOR CONDUCTING AN OCCUPATIONAL FOLLOWUP OF GRADUATES AND OTHER FORMER HIGH SCHOOL STUDENTS WERE DEMONSTRATED. IT WAS RECOMMENDED THAT THE PROJECT WHICH WAS THE BASIS OF THE PRESENT REPORT BE EXTENDED TO OTHER SCHOOLS IN MICHIGAN. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011912</dc:identifier>
<dc:title>EVALUATING VOCATIONAL EDUCATION IN THE PUBLIC SCHOOLS. DEVELOPMENT AND DEMONSTRATION OF EDUCATION IN THE PUBLIC SCHOOLS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>VAN DYKE, ROBERT S.</dc:creator>
<dc:creator scheme='personal author'>WENRICH, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESPONSES FROM 120 ADMINISTRATORS IN ALL SCHOOL DISTRICTS IN MICHIGAN EMPLOYING A REIMBURSED LOCAL DIRECTOR OF VOCATIONAL EDUCATION WERE ANALYZED TO DETERMINE THEIR OPINION ON--(1) PROBABLE EFFECTS ON REIMBURSED PROGRAMS IF THE SALARY REIMBURSEMENT WERE DISCONTINUED AT THE END OF 3 YEARS, (2) USE OF STATE AND FEDERAL FUNDS IN THE DEVELOPMENT OF HIGH SCHOOL AND POST HIGH SCHOOL SERVICES AND PROGRAMS, (3) USE OF STATE AND FEDERAL FUNDS IN THE DEVELOPMENT OF STATE SCHOOLS, AREA SCHOOLS, AND LOCAL SCHOOLS, AND (4) MORE EFFECTIVE USES OF STATE AND FEDERAL FUNDS. TABLES OF DATA INCLUDE--(1) FEDERAL AND STATE FUNDS APPROPRIATED FOR VOCATIONAL EDUCATION IN MICHIGAN BY YEAR FROM 1946 TO 1963, (2) FEDERAL AND STATE FUNDS PAID TO LOCAL COMMUNITIES FOR INSTRUCTION IN DAY SCHOOL PROGRAMS IN  MICHIGAN HIGH SCHOOLS FOR COOPERATIVE TRAINING, AGRICULTURAL, HOMEMAKING, AND TRADE AND INDUSTRIAL EDUCATION, AND (3) CHANGES IN THE NUMBER OF REIMBURSED PROGRAMS OPERATED IN MICHIGAN FROM 1960 TO 1962. TABLES OF ADMINISTRATORS&apos; OPINIONS ARE PRESENTED SEPARATELY FOR VOCATIONAL HOMEMAKING, TRADE AND INDUSTRIAL, COOPERATIVE OCCUPATIONS, AND AGRICULTURAL PROGRAMS. IF SALARY REIMBURSEMENTS WERE ELIMINATED, IT WAS CONCLUDED THAT FEW PROGRAMS WOULD BE ELIMINATED AND MOST PROGRAMS WOULD CONTINUE UNALTERED OR WITH SOME MODIFICATIONS. IT WAS RECOMMENDED THAT SUPPORT BE WITHDRAWN FOR SALARIES AFTER 5 YEARS, ONE-THIRD EACH YEAR FOR THE NEXT 3 YEARS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011913</dc:identifier>
<dc:title>A FOLLOW-UP STUDY OF THE ATTITUDES OF LOCAL ADMINISTRATORS REGARDING THE FINANCING OF VOCATIONAL EDUCATION IN MICHIGAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Geography</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Supervised Farm Practice</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>MILLER, TEXTON R.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEW CONCEPT OF SUPERVISED PRACTICE WAS INTRODUCED AT THE 1963 ANNUAL CONFERENCE OF NORTH CAROLINA AGRICULTURE TEACHERS. IT STATED THAT STUDENTS SHOULD BE ENCOURAGED TO SELECT THEIR SUPERVISED PRACTICE ACTIVITIES FROM THE BROAD FIELD OF AGRICULTURE RATHER THAN LIMIT IT TO PRODUCTION AGRICULTURE. THIS STUDY WAS EXPECTED TO (1) IDENTIFY THE LEVEL OF TEACHER ACCEPTANCE OF THE NEW CONCEPT AND (2) DETERMINE THE EXTENT TO WHICH CERTAIN PERSONNEL AND SITUATIONAL FACTORS WERE ASSOCIATED WITH TEACHERS&apos; ADOPTION DATA WERE OBTAINED BY PERSONAL INTERVIEW OF 47 TEACHERS, A 10 PERCENT RANDOM REPRESENTATIVE SAMPLE OF 465 TEACHERS OF VOCATIONAL AGRICULTURE IN NORTH CAROLINA. THE PEARSON PRODUCT-MOMENT COEFFICIENT OF CORRELATION WAS USED TO DETERMINE THE RELATION OF FACTORS TO ADOPTION LEVEL.  ADOPTION STAGES WERE CLASSIFIED AS (1) AWARENESS, (2) INTEREST, (3) EVALUATION, (4) TRIAL, AND (5) ADOPTION. AFTER 17 MONTHS, TWO-THIRDS OF THE TEACHERS HAD REACHED THE &amp;quot;EVALUATION&amp;quot; STAGE WITH HALF OF THESE READY TO BEGIN THE &amp;quot;TRIAL&amp;quot; STAGE. AN ADDITIONAL 17 PERCENT HAD REACHED ONE OF THE TOP TWO ADOPTION LEVELS. THE CONCLUSION WAS THAT TEACHERS HAD MADE REMARKABLE PROGRESS IN ADOPTING A NEW CONCEPT. IT WAS RECOMMENDED THAT FURTHER IMPLEMENTATION OF SUPERVISED PRACTICE BE ENCOURAGED BY GROUP DISCUSSIONS AND PILOT PROGRAMS RATHER THAN MASS MEDIA. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011914</dc:identifier>
<dc:title>TEACHER ADOPTION OF A NEW CONCEPT OF SUPERVISED PRACTICE IN AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject weight='MAJOR'>Agriculture</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject weight='MAJOR'>College Students</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject weight='MAJOR'>Student Characteristics</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Veterinary Medicine</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:subject weight='MAJOR'>Withdrawal (Education)</dc:subject>
<dc:creator scheme='personal author'>GORDON, S. F.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, O. E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Davis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OF 196 COLLEGE FRESHMEN STUDIED IN 1960, 147 WERE INCLUDED IN A RESTUDY TO--(1) DETERMINE IF COMMITMENT TO THE COLLEGE OF AGRICULTURE AND OTHER STUDENT CHARACTERISTICS ARE RELATED TO CONTINUATION IN AGRICULTURE, CHANGES IN MAJOR, SCHOLASTIC RECORD, OR WITHDRAWAL FROM COLLEGE, (2) DETERMINE PRESENT STATUS OF 1960 FRESHMEN, AND (3) COMPARE STUDENTS STILL ENROLLED IN AGRICULTURE WITH THOSE NO LONGER ATTENDING. COMMITTED STUDENTS WERE IDENTIFIED IN 1960 BY THEIR NEGATIVE RESPONSE TO THE QUESTION, &quot;WHEN YOU WERE THINKING ABOUT GOING TO COLLEGE DID YOU SERIOUSLY CONSIDER ANY KIND OF SCHOOL OR COLLEGE DIVISION OTHER THAN A COLLEGE OF AGRICULTURE.&quot; SEPARATE QUESTIONNAIRES WERE ADMINISTERED TO THOSE STILL IN AGRICULTURE AT DAVIS AND THOSE WHO WERE NO LONGER AT DAVIS. COMMITTED STUDENTS  WERE MORE LIKELY TO REMAIN IN AGRICULTURE, LESS LIKELY TO TRANSFER TO ANOTHER COLLEGE, AND LESS LIKELY TO WITHDRAW THAN THE UNCOMMITTED STUDENTS WHO, AS A GROUP, HAD HIGHER VERBAL AND MATHEMATICAL ABILITY SCORES. THOUGH THOSE WHO WITHDREW HAD LOWER GRADES AND VERBAL AND MATHEMATICAL ABILITY SCORES, ONLY ONE-FOURTH OF THOSE WITHDRAWING DID SO BECAUSE OF LOW SCHOLARSHIP. MOST OF THOSE WHO HAD WITHDRAWN ENROLLED IN ANOTHER INSTITUTION. AGRICULTURAL STUDENTS, WHEN COMPARED TO NONAGRICULTURAL STUDENTS, HAD LOWER VERBAL AND MATHEMATICAL ABILITY SCORES, BUT HIGHER GRADES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011915</dc:identifier>
<dc:title>THE AGRICULTURAL STUDENT, A RESTUDY OF STUDENTS WHO ENROLLED AS FRESHMEN, FALL, 1960, IN THE COLLEGE OF AGRICULTURE, UNIVERSITY OF CALIFORNIA, DAVIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:56</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Agriculture</dc:subject>
<dc:subject weight='MAJOR'>College Students</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject weight='MAJOR'>Personality Assessment</dc:subject>
<dc:subject weight='MAJOR'>Student Attitudes</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Veterinary Medicine</dc:subject>
<dc:subject weight='MAJOR'>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>REGAN, MARY C.</dc:creator>
<dc:creator scheme='personal author'>THOMPSON, O. E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Davis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BIOGRAPHICAL, ATTITUDE, AND PERSONALITY INVENTORIES WERE ADMINISTERED TO FRESHMEN COLLEGE STUDENTS IN ALL FIELDS IN THE FALL OF 1963 AND 1964 TO IDENTIFY BACKGROUND, PRESENT ATTITUDES, AND PERSONALITY FACTORS OF THE AGRICULTURAL STUDENT. IN ADDITION, THEIR ACADEMIC PERFORMANCE IN COLLEGE HAD BEEN FOLLOWED. THE STUDENTS IN AGRICULTURE WERE GROUPED ACCORDING TO THE MAJOR SUBDIVISIONS OF THE COLLEGE--PREVETERINARY MEDICINE, AGRICULTURAL SCIENCES, AND HOME ECONOMICS. COMPARISONS WERE MADE WITH THE COLLEGES OF LETTERS, AND SCIENCE AND ENGINEERING. THE AGRICULTURE STUDENT WAS UNLIKE HIS PEERS IN OTHER COLLEGES. HIS APPRECIATION OF SCIENCE WAS LIMITED PRIMARILY TO ITS APPLICATION IN SOLVING IMMEDIATE PROBLEMS. HE WAS PRAGMATIC AND THOUGHT IN PRACTICAL RATHER THAN ABSTRACT TERMS. HE  LEANED TOWARD CONSERVATISM IN POLITICS AND IN HIS GENERAL ORIENTATION. HE MADE HIS DECISION TO ENROLL IN AGRICULTURE EARLIER THAN ENTERING STUDENTS IN OTHER COLLEGES, AND HE VIEWED COLLEGE AS PREPARATION FOR A VOCATION. THE PREVETERINARY MEDICINE STUDENT WAS MORE COMMITTEED TO HIS MAJOR, TO GRADUATION, AND TO GRADUATE SCHOOL THAN THE AGRICULTURAL SCIENCE STUDENT. THE HOME ECONOMICS STUDENT WAS LESS INTERESTED IN SCIENCE, MORE ALTRUISTIC, MORE DEPENDENT UPON OTHERS FOR GUIDANCE, AND MORE CONSERVATIVE THAN HER FELLOW AGRICULTURE STUDENTS. THE TRADITIONAL 4-YEAR UNDERGRADUATE CURRICULUM SHOULD BE RESTRUCTURED TO MAKE IT MORE LIBERAL. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011916</dc:identifier>
<dc:title>THE ENTERING STUDENT, COLLEGE OF AGRICULTURE, A STUDY OF THE BACKGROUNDS, MOTIVATIONS, AND GOALS OF ENTERING STUDENTS IN THE COLLEGE OF AGRICULTURE AT DAVIS IN 1963 AND 1964.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:52:58</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>JUERGENSON, E.M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>University of California Davis</eric:keywords>
<eric:keywords>ENTERPRISE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS IN THE DEPARTMENT OF AGRICULTURAL EDUCATION AT THE UNIVERSITY OF CALIFORNIA AT DAVIS WHO DO NOT HAVE THE 2.5 GRADE POINT AVERAGE REQUIRED FOR ADMISSION TO THE GRADUATE SCHOOL ENTER AS LIMITED STATUS STUDENTS, PROVIDED THERE IS ADDITIONAL EVIDENCE OF TEACHER POTENTIAL, AS DETERMINED BY A JURY WHICH SUBJECTIVELY EVALUATES THE CANDIDATE&apos;S FUTURE PERFORMANCE. THIS STUDY ATTEMPTS TO ASSESS ON-THE-JOB TEACHER PERFORMANCE OF 21 LIMITED STATUS STUDENTS AND 49 REGULAR GRADUATE STUDENTS BY USE OF A THEORETICAL SALARY SCALE, IN WHICH THE ADMINISTRATOR AND THE REGIONAL SUPERVISOR WERE ASKED TO INDICATE WHAT SALARY SHOULD BE PAID EACH TEACHER IN TERMS OF HIS PRESENT EFFECTIVENESS. THE FINDINGS INDICATED--(1) BOTH GROUPS PERFORMED EQUALLY WELL WHEN TEACHING, (2) FOR THE LIMITED STATUS  STUDENTS, THERE WAS NO RELATIONSHIP BETWEEN PERFORMANCE AS TEACHERS AND THEIR UNDERGRADUATE GRADE POINT AVERAGE, (3) FOR THE REGULAR GRADUATE STUDENTS, A SIGNIFICANT RELATIONSHIP EXISTED BETWEEN PERFORMANCE AS TEACHERS AND GRADES, AND (4) THERE WAS A SIGNIFICANT DIFFERENCE IN ALL GRADES RECEIVED BY THE TWO GROUPS AT THE POST GRADUATE LEVEL, WITH THE LIMITED STATUS STUDENTS LAGGING BEHIND. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011917</dc:identifier>
<dc:title>A STUDY OF THE PERFORMANCE OF LIMITED STATUS STUDENTS COMPARED TO REGULAR GRADUATE STUDENTS IN AGRICULTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Technicians</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OVER 100 STATE AND NATIONAL LEADERS IN AGRICULTURAL EDUCATION, VOCATIONAL EDUCATION, AND TECHNICAL EDUCATION MET TO CONSIDER THEIR RESPONSIBILITIES FOR PROVIDING LEADERSHIP IN THE DEVELOPMENT AND EXPANSION OF PROGRAMS FOR PREPARING AGRICULTURAL TECHNICIANS. MAJOR SPEECHES ARE PRESENTED -- &amp;quot;THE PROBLEM - THE SETTING - THE PLANS FOR PREPARING AGRICULTURAL TECHNICIANS,&amp;quot;&amp;quot;WHAT IS A TECHNICIAN,&amp;quot;&amp;quot;AGRICULTURAL TECHNICIAN TRAINING POSSIBILITIES AND RESPONSIBILITIES,&amp;quot;&amp;quot;GUIDELINES FOR THE DEVELOPMENT OF TRAINING PROGRAMS FOR AGRICULTURAL TECHNICIANS,&amp;quot;&amp;quot;THE LABOURERS ARE FEW,&amp;quot;&amp;quot;DETERMINING NEEDS FOR AGRICULTURAL TECHNICIANS,&amp;quot;&amp;quot;A GUIDE FOR CURRICULUM DEVELOPMENT FOR EDUCATING AGRICULTURAL TECHNICIANS,&amp;quot;&amp;quot;EDUCATION OF HIGHLY SKILLED AGRICULTURAL TECHNICIANS,&amp;quot;&amp;quot;STUDENT SERVICES FOR  AGRICULTURAL TECHNICIAN PROGRAMS,&amp;quot;&amp;quot;FACILITIES AND EQUIPMENT FOR AGRICULTURAL TECHNICIAN PROGRAMS,&amp;quot; AND &amp;quot;AGRICULTURAL TECHNICIAN PROGRAMS AND THE FARM EQUIPMENT INDUSTRY.&amp;quot; REPORTS OF PANEL DISCUSSIONS AND TASK FORCES ARE GIVEN. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011918</dc:identifier>
<dc:title>PREPARING AGRICULTURAL TECHNICIANS, REPORT OF A NATIONAL SEMINAR ON AGRICULTURAL EDUCATION (OHIO STATE UNIVERSITY, JULY 20-24, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>172</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Teacher Educators</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>CARTER, FAIRCHILD H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COUNCIL FOR DISTRIBUTIVE TEACHER EDUCATION</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEACHER EDUCATORS FROM 22 INSTITUTIONS IN 20 STATES RESPONDED TO AN INQUIRY FROM ASKING THEM TO LIST ANY FUNCTIONS THEY PERFORMED IN ADULT EDUCATION DURING A 2-YEAR PERIOD. THE FINDINGS SHOWED NO IDENTICAL PATTERN OF OPERATION. ONE-SEVENTH OF THE RESPONDENTS REPORTED THAT THEIR INSTITUTION CHARGES FEES FOR THEIR SERVICES AS CONSULTANTS, AND OVER 50 PERCENT PERFORMED CONSULTATIVE FUNCTIONS AS A SERVICE WITHOUT FEES. THE SERVICES OFFERED TO SCHOOLS AND BUSINESSES SEEMED TO HAVE MORE CONSISTENT PATTERNS OF RESPONSE. APPROXIMATELY ONE-HALF OF THE TEACHER EDUCATORS TAUGHT ADULT CLASSES, AND ABOUT 40 PERCENT DID NOT PERFORM ANY FUNCTIONS IN FIELD INSTRUCTION. SLIGHTLY OVER ONE-HALF VISITED THE LOCAL SCHOOLS TO ASSIST IN SUPERVISION AND ADULT TEACHING. GENERALLY, THE TEACHER EDUCATORS  EXPRESSED AN INTEREST IN RESEARCH, BUT LESS THAN ONE-THIRD HAD ANY UNDERWAY AT THE TIME OF THE SURVEY. RECOMMENDATIONS INCLUDED DEVELOPING STUDIES TO--(1) COMPARE THE ACTUAL FUNCTIONS PERFORMED BY TEACHER EDUCATORS WITH THEIR EXPRESSED INTENTIONS AND PHILOSOPHIES AND (2) COMPARE THE STATED FUNCTIONS OF THE TEACHER EDUCATORS WITH THE FUNCTIONS THAT THE STATE SUPERVISORS BELIEVE ARE THE DUTIES OF THE TEACHER EDUCATOR. APPENDIXES CONTAIN A 22-ITEM SURVEY FORM AND THE LETTER ACCOMPANYING IT, A SCALE FOR EVALUATING ADULT EDUCATION STUDENT TEACHING EXPERIENCE, AND A LIST OF RESPONDING INSTITUTIONS. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011919</dc:identifier>
<dc:title>THE ROLE OF DISTRIBUTIVE TEACHER EDUCATORS IN ADULT EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:creator scheme='personal author'>VOSSBRINK, META</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY IS A DESCRIPTIVE ANALYSIS OF THE ATTITUDES AND BELIEFS OF ADMINISTRATIVE SCHOOL PERSONNEL TOWARDS HOMEMAKING EDUCATION AS A PART OF THE SCHOOLS&apos; EDUCATIONAL PROGRAM. AN ANALYSIS OF THE LITERATURE AND INTERVIEWS OF 75 ADMINISTRATORS OR COUNSELORS AND 1ST-YEAR TEACHERS IN 43 SCHOOLS WERE USED IN DEVELOPING A QUESTIONNAIRE. A 33 PERCENT SAMPLE WAS CHOSEN FROM 478 FORMS ACCEPTABLE FOR THE STUDY. QUESTIONNAIRES WERE SENT TO ADMINISTRATORS AND COUNSELORS IN EACH OF THE SCHOOLS. A SECOND QUESTIONNAIRE WAS SENT TO EACH HOME ECONOMICS TEACHER IN THE SCHOOLS. RESPONSES WERE RECEIVED FROM 109 TOWNS WITH 112 HOME ECONOMICS PROGRAMS. THERE WAS AGREEMENT BETWEEN ADMINISTRATORS THAT PREPARATION FOR HOMEMAKING RESPONSIBILITIES AND FAMILY LIFE WAS IMPORTANT. PROGRAMS OFFERED A  WELL-BALANCED CHOICE OF COURSES, WITH THE FAMILY AS THE CENTRAL FOCUS. THE USE OF THE CLASSROOM AS A LEARNING ENVIRONMENT FOR RESOLVING COMMUNITY PROBLEMS WAS NOT WIDELY PRACTICED. ADMINISTRATORS AGREED THAT HOME ECONOMICS WAS OF PARTICULAR VALUE TO GIRLS. IF MIXED GROUPS WERE CONSIDERED, THESE SHOULD BE PLACED IN SPECIAL CLASSES WHICH DEALT WITH SOCIAL AND PERSONAL DEVELOPMENT OR FAMILY LIVING. ADDITIONAL SUGGESTIONS ARE GIVEN. QUESTIONNAIRE FORMS AND SUMMARIES OF DATA ARE GIVEN IN THE APPENDIXES. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011920</dc:identifier>
<dc:title>ATTITUDES AND BELIEFS ABOUT HOMEMAKING AND/OR HOME ECONOMICS EDUCATION IN MICHIGAN SECONDARY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>144</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>School Community Relationship</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MORE THAN 800 DELEGATES, REPRESENTING A CROSS SECTION OF CALIFORNIA&apos;S LEADERS, MET TO CONSIDER THE PLACE OF VOCATIONAL EDUCATION IN TOMORROWS WORLD. THE FOLLOWING ADDRESSES WERE GIVEN AT THE GENERAL SESSIONS--(1) &amp;quot;MAN&apos;S RELATIONSHIP TO HIS WORKING ENVIRONMENT,&amp;quot; (2) &amp;quot;NEEDS OF OUR LABOR FORCE IN THE NEXT DECADE,&amp;quot; (3) &amp;quot;VOCATIONAL EDUCATION--A WAY OF LIFE,&amp;quot; (4) &amp;quot;VOCATIONAL NEED FOR CONTINUING EDUCATION,&amp;quot; AND (6) &amp;quot;VOCATIONAL EDUCATION IS EVERYONE&apos;S JOB,&amp;quot; THE TOPICS OF THE DISCUSSION SECTIONS WERE--(1) &amp;quot;WHAT MAKES YOUTH EMPLOYABLE,&amp;quot; (2) &amp;quot;HOW FUTURE MANPOWER AND TRAINING NEEDS CAN BE IDENTIFIED,&amp;quot; (3) THE ROLE OF BUSINESS AND INDUSTRY IN VOCATIONAL EDUCATION,&amp;quot; (4) &amp;quot;THE RESPONSIBILITY FOR VOCATIONAL EDUCATION,&amp;quot; (6) &amp;quot;WORK EXPERIENCE EDUCATION AND VOCATIONAL EDUCATION,&amp;quot; (7) &amp;quot;VOCATIONAL  EDUCATION AND THE SOCIOECONOMICALLY HANDICAPPED,&amp;quot; (8) &amp;quot;PROGRESS AND PROMISE FOR EDUCATING ADULTS FOR EMPLOYMENT,&amp;quot; (9) &amp;quot;COUNSELING AND GUIDANCE FOR OCCUPATIONAL TRAINING,&amp;quot; (10) &amp;quot;THE RESPONSIBILITY OF THE DEPARTMENT OF EDUCATION FOR VOCATIONAL EDUCATION,&amp;quot; (11) &amp;quot;FINANCING VOCATIONAL EDUCATION.&amp;quot; (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011921</dc:identifier>
<dc:title>CALIFORNIA STATE CONFERENCE ON VOCATIONAL EDUCATION (LOS ANGELES, JANUARY 11-12, 1965).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject weight='MAJOR'>Career Guidance</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Labor Economics</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject weight='MAJOR'>Occupational Information</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject weight='MAJOR'>Seminars</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Adjustment</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CAMPBELL, ROBERT E., ED.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN RESPONSE TO THE NEED FOR EFFECTIVE PROGRAMS OF VOCATIONAL GUIDANCE, THE CENTER INVITED NATIONALLY RECOGNIZED LEADERS FROM SEVERAL DISCIPLINES TO DEVELOP GUIDELINES FOR INITIATING AND IMPROVING SUCH PROGRAMS. THERE WERE SIX OVERALL GOALS--(1) TO STIMULATE INTERDISCIPLINARY RESEARCH AND INTEREST, (2) TO EVALUATE THE STATUS OF THE FIELD AND TO IDENTIFY SPECIFIC PROBLEM AREAS, (3) TO ASSIST EDUCATORS AND ADMINISTRATORS IN ESTABLISHING POLICY AND PROGRAM GUIDELINES, (4) TO COORDINATE AND EXCHANGE INFORMATION AMONG THE RELEVANT DISCIPLINES, (5) TO PROJECT LONG-RANGE NEEDS AND GOALS, AND (6) TO REDUCE THE TIME LAG BETWEEN RESEARCH, THEORY, AND PRACTICE. ADDRESSES INCLUDED--(1) &quot;AN INTERDISCIPLINARY APPROACH TO VOCATIONAL EDUCATION AND GUIDANCE,&quot; (2) &quot;OVERVIEW OF RESEARCH AND  DEVELOPMENT ACTIVITIES--DIVISION OF ADULT AND VOCATIONAL RESEARCH,&quot; (3) &quot;MANPOWER AND LABOR ECONOMICS--IMPLICATIONS FOR GUIDANCE IN VOCATIONAL-TECHNICAL EDUCATION,&quot; (4) &quot;A SOCIOLOGICAL APPROACH TO THE ANALYSIS OF PREPARATION FOR WORK LIFE,&quot; (5) &quot;PSYCHOLOGICAL JOB ADJUSTMENTS--IMPLICATIONS FOR GUIDANCE IN VOCATIONAL-TECHNICAL EDUCATION,&quot; (6) &quot;EXPLORATION IN COMPUTER-ASSISTED COUNSELING.&quot; (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011922</dc:identifier>
<dc:title>GUIDANCE IN VOCATIONAL EDUCATION--GUIDELINES FOR RESEARCH AND PRACTICE, A REPORT OF A NATIONAL INTERDISCIPLINARY SEMINAR (OHIO STATE UNIVERSITY, JANUARY 12-14, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>190</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:53:07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:creator scheme='personal author'>MORNEWECK, CARL D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Harrisburg)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Dept. of Public Instruction, Harrisburg.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE OF THE ADMISSION REQUIREMENTS OF THE COLLEGES AND UNIVERSITIES IN PENNSYLVANIA AS THEY AFFECTED HIGH SCHOOL GRADUATES WHO HAD COMPLETED THE BUSINESS EDUCATION CURRICULUM. OF THE 85 COLLEGES AND UNIVERSITIES WHICH RETURNED QUESTIONNAIRES, 41 ADMITTED THESE GRADUATES, 4 ADMITTED THEM UNDER LIMITING CONDITIONS, AND 40 DID NOT ADMIT THEM. THE INFORMATION FROM THE 85 INSTITUTIONS IS LISTED AND INCLUDES--(1) SPECIFIC SUBJECTS REQUIRED IN ADDITION TO THE STATE REQUIREMENTS FOR HIGH SCHOOL GRADUATION, (2) ADMISSION REQUIREMENTS FOR STUDENTS TAKING THE COLLEGE ENTRANCE EXAMINATION BOARD EXAMINATION AND THE SCORES STUDENTS SHOULD ATTAIN TO BE ELIGIBLE FOR ADMISSION, (3) OTHER EXAMINATIONS PROSPECTIVE STUDENTS ARE REQUIRED TO TAKE, AND (4) THE PERCENTAGE OF 1ST-YEAR  STUDENTS WHO COME FROM EACH FIFTH OF THEIR HIGH SCHOOL GRADUATING CLASS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011923</dc:identifier>
<dc:title>ADMISSION OF HIGH SCHOOL GRADUATES OF THE BUSINESS EDUCATION CURRICULUM TO COLLEGES AND UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>DRABICK, LAWRENCE W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE WAS TO EXAMINE THE RELATIVE INFLUENCE OF A NUMBER OF FACTORS MOTIVATING PERSONS TO ENTER VOCATIONAL EDUCATION. THE SAMPLE CONSISTED OF (1) 72 FULL-TIME UNDERGRADUATE STUDENTS OF VOCATIONAL EDUCATION IN THE SCHOOL OF EDUCATION, NORTH CAROLINA STATE UNIVERSITY ON MAY 1965 AND (2) 15 HIGH SCHOOL TEACHERS RANDOMLY SELECTED FROM THE POPULATION OF 1956-60 VOCATIONAL EDUCATION GRADUATES AT NORTH CAROLINA STATE UNIVERSITY WHO WERE EMPLOYED AS HIGH SCHOOL VOCATIONAL EDUCATION TEACHERS DURING THE SPRING OF 1965. PHRASES REPRESENTATIVE OF PREDISPOSING FACTORS (FAMILY, SCHOOL, AND PEERS) AND DIMENSIONAL FACTORS (ALTRUISM, INCOME, PRESTIGE, MOBILITY, AND KNOWLEDGE) WERE COMBINED IN A STANDARDIZED STATEMENT FORM WHICH WOULD FORCE THE RESPONDENT TO ASSIGN ORDERS OF IMPORTANCE. THE  QUALITY RANKINGS OF THE RESPONDENTS, THEIR SATISFACTION WITH VOCATIONAL EDUCATION, AND THE TYPE OF VARIABLE MOST INFLUENTIAL IN THEIR DECISION TO ENTER VOCATIONAL EDUCATION WERE ANALYZED TO DETERMINE THE RELATIONSHIP. SIGNIFICANT UNIFORMITY EXISTED WITHIN TEACHER AND STUDENT GROUPS. FOR EACH, THE PREDISPOSING VARIABLE OF SCHOOL ATMOSPHERE WAS MOST IMPORTANT. THE MOST IMPORTANT DIMENSIONAL VARIABLE FOR THE TEACHERS WAS THE ALTRUISTIC PURPOSE, WHEREAS, FOR STUDENTS, IT WAS THE OPPORTUNITY TO IMPROVE THEIR SOCIAL POSITION IN LIFE AND OBTAIN PRESTIGE. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011924</dc:identifier>
<dc:title>RELATIONSHIPS AMONG SELECTED MOTIVATIONS INTO VOCATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Rural Urban Differences</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Siblings</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>DRABICK, LAWRENCE W.</dc:creator>
<dc:creator scheme='personal author'>NUNALEE, THOMAS H. III</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords>NORTH HATT SCALE</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE TO DETERMINE (1) THE OCCUPATIONAL DESIRES AND THE ACTUAL EMPLOYMENT EXPECTATIONS OF NORTH CAROLINA HIGH SCHOOL SENIORS, (2) THE EXTENT AND DIRECTION OF THESE DIFFERENCES, AND (3) THE RELATIONSHIP OF BACKGROUND FACTORS ASSOCIATED WITH THE INDIVIDUAL. THE SAMPLE WAS COMPOSED OF 1,069 SENIORS FROM 12 WHITE AND 11 NEGRO SCHOOLS IN NORTH CAROLINA, WHO PROVIDED NAMES OF OCCUPATIONS IN WHICH THEY DESIRED TO ENGAGE AS WELL AS OCCUPATIONS IN WHICH THEY EXPECTED TO ENGAGE. OCCUPATIONS WERE CODED ACCORDING TO A MODIFIED VERSION OF THE NORTH-HATT SCALE. CONCLUSIONS WERE -- (1) RESPONDENTS OF HIGH AND LOW EXTREMES OF INTELLIGENCE MORE FREQUENTLY THAN THOSE OF MEDIUM INTELLIGENCE INDICATED NO DIFFERENCE IN PRESTIGE BETWEEN THE DESIRED AND EXPECTED OCCUPATIONS, (2) RESPONDENTS  WHOSE FATHERS HAD HIGH OCCUPATIONAL PRESTIGE INDICATED NO DIFFERENCE BETWEEN DESIRED AND EXPECTED OCCUPATIONS, AND THOSE WHOSE FATHERS HAD LOW OCCUPATIONAL PRESTIGE EXPRESSED A DESIRE FOR A HIGHER PRESTIGE OCCUPATION THAN EXPECTED, (3) RESPONDENTS HAVING TWO OR FEWER SIBLINGS INDICATED THE LEAST DIFFERENCE BETWEEN THE PRESTIGE OF DESIRED AND EXPECTED OCCUPATIONS, AND RESPONDENTS WHO HAD MORE THAN FIVE SIBLINGS INDICATED A DESIRE FOR A HIGHER PRESTIGE OCCUPATION THAN EXPECTED, AND (4) TOWN RESIDENTS MORE FREQUENTLY INDICATED NO OR LESS DIFFERENCE BETWEEN DESIRED AND EXPECTED OCCUPATIONS THAN COUNTRY RESIDENTS. THE DESIRES AND EXPECTATIONS ARE ALSO ANALYZED BY RACE AND SEX. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011925</dc:identifier>
<dc:title>OCCUPATIONAL DESIRES AND EXPECTATIONS OF NORTH CAROLINA HIGH SCHOOL SENIORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Community Colleges</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>SMITH, HAROLD T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords>NORTH CAROLINA</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>NEW YORK</eric:keywords>
<eric:keywords>ILLINOIS</eric:keywords>
<eric:keywords>OHIO</eric:keywords>
<eric:keywords>Area Vocational Schools MI</eric:keywords>
<eric:keywords>KENTUCKY</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>North Carolina</eric:keywords_geo>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECOMMENDATIONS ARE PRESENTED FOR DEVELOPING A MATURE SYSTEM OF VOCATIONAL AND TECHNICAL EDUCATION IN MICHIGAN. THE NEEDS OF EDUCATION ARE PRESENTED. SECONDARY INSTITUTIONS, POSTSECONDARY PROGRAMS, FINANCING, STATE SUPERVISION, TEACHERS, RESEARCH, AND COUNSELING ARE DISCUSSED. THE HUB OF THE VOCATIONAL EDUCATION SYSTEM OF TOMORROW WILL BE THE COMPREHENSIVE AREA POSTSECONDARY AND ADULT EDUCATION INSTITUTION WHICH SHOULD BE IN EVERY COMMUNITY IN THE STATE. WHEN AN AREA IS NOT ABLE TO SUPPORT A POSTSECONDARY INSTITUTION, A COOPERATIVE AREA VOCATIONAL FACILITY OR EDUCATION CENTER SHOULD BE ESTABLISHED WITHIN A COMMUTING AREA AS AN EMBRYO POSTSECONDARY AND ADULT EDUCATION INSTITUTION. REPORTS ON WHAT IS BEING DONE OR CONSIDERED IN VOCATIONAL EDUCATION ARE GIVEN FOR SUCH SELECTED AREAS  AS CALIFORNIA, CONNECTICUT, FLORIDA, KENTUCKY, ILLINOIS, MICHIGAN, MINNESOTA, NEW YORK, NORTH CAROLINA, OHIO, AND PENNSYLVANIA. INCLUDED IN THE APPENDIX IS &amp;quot;EXAMPLE OF A BASIC CLASSROOM UNIT FOUNDATION FORMULA FOR DETERMINING STATE SUPPORT OF ELEMENTARY AND SECONDARY EDUCATION IN A HYPOTHETICAL STATE.&amp;quot; THIS DOCUMENT IS ALSO AVAILABLE FROM THE W.E. UPJOHN INSTITUTE FOR EMPLOYMENT RESEARCH, 709 SOUTH WESTNEDGE AVENUE, KALAMAZOO, MICHIGAN 49250. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011926</dc:identifier>
<dc:title>EDUCATION AND TRAINING FOR THE WORLD OF WORK, A VOCATIONAL EDUCATION PROGRAM FOR THE STATE OF MICHIGAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>164</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Health Occupations</dc:subject>
<dc:subject>Nurses</dc:subject>
<dc:subject>Practical Nursing</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>LAWRENCE, VAN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Biola School of Missionary Medicine CA</eric:keywords>
<eric:keywords>Sacramento City College CA</eric:keywords>
<eric:keywords>College of Marin CA</eric:keywords>
<eric:keywords>Cerritos College CA</eric:keywords>
<eric:keywords>Compton Community College CA</eric:keywords>
<eric:keywords>Mount San Antonio College CA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SERVICES PROVIDED BY VOCATIONAL NURSES HAVE CHANGED SIGNIFICANTLY AND THIS HAD MADE NECESSARY CHANGES IN THE TRAINING PROGRAM. THIS WORKSHOP WAS CONDUCTED TO GIVE 93 TEACHERS OF VOCATIONAL NURSING IN CALIFORNIA AN OPPORTUNITY TO WORK INTENSIVELY ON THE DEVELOPMENT OF APPROPRIATE MATERIALS. WESLEY P. SMITH AND HELEN K. POWERS PRESENTED KEYNOTE SPEECHES. PANEL TOPICS WERE SELECTIONS OF STUDENTS, TEACHING TECHNIQUES, PROGRAM EVALUATION, AND IMPLEMENTING THE CURRICULUM. &amp;quot;IMPLICATIONS FOR THE FUTURE&amp;quot; WAS THE TOPIC OF MISS POWERS&apos; SUMMARIZING SPEECH. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED011927</dc:identifier>
<dc:title>REPORT ON THE WORKSHOP FOR TEACHERS OF VOCATIONAL NURSING (FRESNO, APRIL 8-11, 1963).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Organizations</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Consumer Economics</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Family Problems</dc:subject>
<dc:subject>Family Programs</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Public Agencies</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:creator scheme='personal author'>OPPENHEIM, IRENE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PARTICIPANTS IN THIS WORKSHOP WERE INTERESTED IN DETERMINING HOW HOME ECONOMISTS MAY WORK MORE EFFECTIVELY WITH THE POOR. THEY INCLUDED WELFARE DIRECTORS, TEACHERS, CASEWORKERS, HOME ECONOMISTS, ECONOMISTS, AND CREDIT AND LIFE INSURANCE REPRESENTATIVES. LOW INCOME WAS DEFINED IN RELATION TO NEED AND TO TOTAL RESOURCES. PRESENTATIONS WERE--(1) &amp;quot;RESEARCH AND THE LOW INCOME FAMILY,&amp;quot; (2) &amp;quot;DEFINITION OF LOW INCOME,&amp;quot; (3) &amp;quot;TYPES OF COMMUNITY PROGRAMS FOR LOW INCOME FAMILIES,&amp;quot; (4) &amp;quot;BRIEF OVERVIEW OF THE VARIETY OF PROGRAMS FOR THE LOW INCOME FAMILY,&amp;quot; AND (5) &amp;quot;BRIEF OVERVIEW OF HOME ECONOMICS PROGRAMS.&amp;quot; ROUND TABLE DISCUSSIONS DEALT WITH &amp;quot;THE PREPARATION OF HOME ECONOMISTS TO WORK WITH LOW INCOME FAMILIES&amp;quot; AND &amp;quot;WHAT TYPES OF RESEARCH AND EXPERIMENTAL PROJECTS DO WE NEED.&amp;quot; PROGRAMS FOR  THE LOW INCOME FAMILIES ARE CONCERNED WITH INCOME, PUBLIC WELFARE, HOUSING, HEALTH, AND EDUCATION. CONSUMER EDUCATION IS NEEDED BY YOUNG PEOPLE AS THEY OFTEN MARRY EARLY. A BIBLIOGRAPHY IS INCLUDED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011928</dc:identifier>
<dc:title>PROCEEDINGS OF THE CONFERENCE ON BUYING AND CONSUMPTION PRACTICES OF LOW INCOME FAMILIES (NEW YORK UNIVERSITY, FEBRUARY 14, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject weight='MAJOR'>Educational Needs</dc:subject>
<dc:subject weight='MAJOR'>Educational Problems</dc:subject>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Middle Aged Adults</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Older Adults</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Socioeconomic Status</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY OF RESEARCH WAS MADE TO IDENTIFY THE VOCATIONAL NEEDS OF INDIVIDUALS WITH SPECIAL PROBLEMS. COMPLETED STUDIES, RESEARCH-IN-PROGRESS, AND CURRENT PROPOSALS WERE INCLUDED. TOPICS COVERED IN THIS SUMMARY ARE (1) AGING, (2) CONTINUATION EDUCATION, (3) THE CULTURALLY DEPRIVED, (4) DELINQUENCY, (5) DROPOUT, (6) EMOTIONAL DISTURBANCE, (7) LOW ABILITY, (8) MENTAL RETARDATION, (9) MINORITY RACIAL GROUPS, (10) PHYSICALLY HANDICAPPED STUDENTS, (11) SMALL SCHOOLS, (12) SOCIOECONOMIC STUDIES, (13) UNDERACHIEVERS, AND (14) WORK OPPORTUNITIES. A BIBLIOGRAPHY IS INCLUDED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011929</dc:identifier>
<dc:title>VOCATIONAL EDUCATION FOR PERSONS WITH SPECIAL NEEDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:53:19</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIENOV1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clerical Occupations</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Farm Occupations</dc:subject>
<dc:subject>Managerial Occupations</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Professional Occupations</dc:subject>
<dc:subject>Sales Occupations</dc:subject>
<dc:subject>Semiskilled Occupations</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Skilled Occupations</dc:subject>
<dc:subject>Technical Occupations</dc:subject>
<dc:subject>Unskilled Occupations</dc:subject>
<dc:type></dc:type>
<eric:keywords>Indiana (Terre Haute)</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Univ., Terre Haute.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>USING U.S. CENSUS BUREAU AND INDIANA EMPLOYMENT SECURITY DIVISION DATA, A PREVIOUS STUDY WAS UPDATED TO INCLUDE PROJECTIONS OF MANPOWER AND TRAINING NEEDS FOR THE TERRE HAUTE AREA. GRAPHS SHOW TRENDS FOR EIGHT OCCUPATIONAL GROUPS IN THE UNITED STATES, THE NATION&apos;S URBAN AREAS, INDIANA, AND THE TERRE HAUTE STANDARD METROPOLITAN AREA. MANPOWER NEEDS ARE SHOWN FOR SPECIFIC OCCUPATIONS AND GRAPHICALLY DISPLAYED FOR 1960, 1965, 1970, AND 1975 FOR THE FOLLOWING OCCUPATIONAL GROUPS--(1) PROFESSIONAL AND TECHNICAL, (2) CLERICAL AND SALES, (3) CRAFTSMEN AND FOREMEN, (4) OPERATIVES AND TRAINEES, AND (5) SERVICE. REPLACEMENT, PREPARATORY, INSERVICE, AND TOTAL TRAINING NEEDS ARE FORECAST FOR SELECTED OCCUPATIONS. RISING MANPOWER NEEDS ARE FORECAST IN PROFESSIONAL, TECHNICAL, AND SERVICE  OCCUPATIONS. STEADILY DECREASING NEEDS ARE FORECAST FOR PROPRIETORS, MANAGERS, CLERKS, SALESMEN, OPERATIVE, TRAINEES, LABORERS, FARMERS, AND FARM LABORERS. NEEDS ARE EXPECTED TO REMAIN STEADY FOR CRAFTSMEN AND FOREMEN. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011930</dc:identifier>
<dc:title>MANPOWER PROJECTIONS AND TRAINING NEEDS FORECAST TO 1975 FOR THE TERRE HAUTE AREA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MATERIALS INCLUDE--(1) TEACHING UNITS IN AGRICULTURAL PRODUCTION FOR USE WITH HIGH SCHOOL STUDENTS, YOUNG FARMERS, AND ADULT FARMERS, (2) TEACHING UNITS AND TRANSPARENCY MASTERS FOR BUSINESS AND OFFICE EDUCATION, AND (3) TEACHING UNITS FOR DISTRIBUTIVE EDUCATION, HEALTH OCCUPATIONS, HOME ECONOMICS, AND TRADE AND INDUSTRIAL EDUCATION. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011931</dc:identifier>
<dc:title>MATERIALS DEVELOPED BY OR AVAILABLE THROUGH THE INSTRUCTIONAL MATERIALS LABORATORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>COTRELL, CALVIN J.</dc:creator>
<dc:creator scheme='personal author'>VALENTINE, IVAN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NATIONWIDE GROWTH IN TECHNICAL EDUCATION, STIMULATED BY THE DEMAND FOR GREATER NUMBERS OF TECHNICIANS, HAS BROUGHT ABOUT TREMENDOUS NEED FOR LEADERSHIP PERSONNEL. THE PURPOSE OF THIS PROJECT WAS TO PLAN, DEVELOP, IMPLEMENT, AND EVALUATE FIVE 2-WEEK LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION DESIGNED TO PROVIDE TRAINING FOR CURRENT AND POTENTIAL LEADERS IN TECHNICAL EDUCATION. INSTITUTES WERE CONDUCTED AT COLORADO STATE UNIVERSITY, OKLAHOMA STATE UNIVERSITY, RUTGERS - THE STATE UNIVERSITY, UNIVERSITY OF FLORIDA, AND THE UNIVERSITY OF ILLINOIS WITH THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION, OHIO STATE UNIVERSITY, SERVING AS THE COORDINATING AGENCY FOR THE CONSORTIUM. THE MAJORITY OF THE 195 PARTICIPANTS FROM 46 STATES AND PUERTO RICO WERE EMPLOYED IN  ADMINISTRATIVE OR SUPERVISORY POSITIONS AT THE STATE OR LOCAL LEVEL. THE PROJECT EVALUATION REVEALED THAT PARTICIPANTS REPORTED A GAIN IN KNOWLEDGE OF CONCEPTS IN TECHNICAL EDUCATION AND WERE GENERALLY SATISFIED WITH THE CONTENT AND OPERATION OF THE INSTITUTES. A MAJORITY OF THE PARTICIPANTS RECEIVED ABOVE AVERAGE SCORES IN APPLYING KNOWLEDGE GAINED DURING THE INSTITUTES, INDICATED PLANS FOR IMPLEMENTING CHANGES IN THEIR PROGRAMS, AND RECEIVED AVERAGE RATINGS BY INSTITUTE DIRECTORS FOR THEIR DEMONSTRATED LEADERSHIP SKILLS. INSTRUCTIONAL MATERIALS DEVELOPED FOR THE PROJECT INCLUDED A &amp;quot;COMPILATION OF TECHNICAL EDUCATION MATERIALS&amp;quot; AND TWO SUPPLEMENTS (VT 002 928, VT 002 930, VT 002 936). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED011932</dc:identifier>
<dc:title>NATIONAL LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>158</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>COTRELL, C. J., COMP.</dc:creator>
<dc:creator scheme='personal author'>VALENTINE, I. E., COMP.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INSTITUTES FOR LEADERSHIP TRAINING WERE CONDUCTED BY COLORADO STATE UNIVERSITY, OKLAHOMA STATE UNIVERSITY, RUTGERS--THE STATE UNIVERSITY, THE UNIVERSITY OF FLORIDA, AND THE UNIVERSITY OF ILLINOIS AND COORDINATED BY THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION AT THE OHIO STATE UNIVERSITY. PARTICIPANTS WERE 195 LEADERS AND POTENTIAL LEADERS IN TECHNICAL EDUCATION REPRESENTING 46 STATES AND PUERTO RICO. THE SUBJECT AREAS OF THE PRESENTATIONS WERE (1) LEADERSHIP ROLE, (2) RATIONALE AND NEED FOR TECHNICAL EDUCATION, (3) THE TECHNICAL EDUCATION STUDENT, (4) ADMINISTRATIVE STRUCTURE OF TECHNICAL INSTITUTIONS, (5) PROGRAM PATTERNS AND CURRICULUM DEVELOPMENT, (6) FACILITIES AND EQUIPMENT, (7) STAFFING, (8) FINANCING EDUCATION PROGRAMS, (9) SUPERVISION AND INSERVICE EDUCATION, (1)  ESTABLISHING RESEARCH, AND (11) PUBLIC RELATIONS. REPRESENTATIVE PRESENTATIONS FROM SELECTED AREAS WERE--(1) &amp;quot;THE LEADERSHIP ROLE,&amp;quot; (2) &amp;quot;RATIONALE AND NEED FOR TECHNICAL EDUCATION,&amp;quot; (3) &amp;quot;THE ADMINISTRATOR&apos;S ROLE IN PROVIDING SUPPORT FOR EFFECTIVE FACULTY-STUDENT DIALOGUE,&amp;quot; (4) &amp;quot;IMPLICATIONS AND IMPACT OF THE VOCATIONAL EDUCATION ACT OF 1963,&amp;quot; AND (5) &amp;quot;STAFFING.&amp;quot; VT 002 530, VT 002 936, AND VT 002 930 CONTAIN ADDITIONAL INFORMATION ON THE INSTITUTES. (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011933</dc:identifier>
<dc:title>COMPILATION OF TECHNICAL EDUCATION INSTRUCTIONAL MATERIALS, SUPPLEMENT II, INSTITUTE PRESENTATIONS, NATIONAL LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION (SUMMER, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>217</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>POLITZER, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TRAINING SYLLABUS WAS DEVELOPED TO INCREASE THE COMPETENCE OF FRENCH LANGUAGE TEACHERS. THE SYLLABUS WAS BASED ON THE MODERN LANGUAGE ASSOCIATION RECOMMENDATIONS ON THE DESIRED QUALIFICATIONS OF THE SECONDARY SCHOOL TEACHER OF MODERN LANGUAGES. THE EMPHASIS OF THIS TRAINING PROCEDURE IS ON PRESENTING COURSES AND PRACTICE AS PARALLEL EXPERIENCES. PRACTICE IN OBSERVATION, STUDENT TEACHING, PRACTICE TEACHING, AND INTERNSHIP ARE INTEGRATED WITH COURSES IN LANGUAGE CULTURE AND CIVILIZATION, APPLIED LINGUISTICS, AND METHODS. PRACTICAL TEACHING EXPERIENCE, RATHER THAN FINAL EXAMINATIONS IN EACH COURSE, IS THE GOAL TOWARD WHICH THIS TRAINING SEQUENCE IS POINTED. THE FOUR PARTS OF THE SYLLABUS ARE APPLIED LINGUISTICS, LANGUAGE PRACTICE, PERFORMANCE CRITERIA, AND MICROLESSONS, THAT IS, A  SHORT PRACTICE LESSON WHICH FOCUSES ON DEVELOPING A SPECIFIC TEACHING SKILL. A RELATED REPORT IS AA 000 057. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011934</dc:identifier>
<dc:title>PRACTICE-CENTERED TEACHER TRAINING--FRENCH, A SYLLABUS FOR THE TRAINING OR RETRAINING OF TEACHERS OF FRENCH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>200</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>FELDMAN, DAVID H.</dc:creator>
<dc:creator scheme='personal author'>SEARS, PAULINE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXAMINATION WAS MADE OF THE TEACHERS&apos; PART IN THE DEVELOPMENTAL TASKS OF CHILDREN IN ADOPTING AND MAINTAINING A SEX-ROLE THAT WILL HELP THEM REACH A SENSE OF REAL IDENTITY. ANSWERS WERE SOUGHT FOR TWO QUESTIONS--(1) DO TEACHERS REACT DIFFERENTLY TO BOYS AND GIRLS, AND (2) IF SO, WHAT EFFECT MAY THIS HAVE ON THE INTELLECTUAL AND SOCIAL DEVELOPMENT OF THE BOYS AND GIRLS CONCERNED. A QUESTIONNAIRE USED TO OBTAIN TEACHERS OPINIONS ON WHETHER THEY BEHAVE DIFFERENTLY WHEN INTERACTING WITH BOYS OR WITH GIRLS REVEALED THAT (1) ABOUT HALF OF THE SAMPLE, BOTH MEN AND WOMEN, FELT THEY DID MAKE SOME DIFFERENTIATION AND (2) A MAJORITY DID NOT THINK THEIR TEACHING AIMS DIFFERED FOR BOYS OR GIRLS. THE AUTHORS ALSO PRESENTED FINDINGS FROM A SURVEY OF LITERATURE UNDER THE HEADINGS OF (1)  DIRECT MEASURES OF TEACHER BEHAVIOR WITH RESPECT TO SEX OF CHILD, (2) INDIRECT MEASURES (SUBJECTIVE REPORT, GRADES, SATISFACTION MEASURES), AND (3) TEACHER BEHAVIOR IN RELATION TO SEX OF TEACHER. IN EACH OF THESE AREAS EVIDENCE WAS FOUND SHOWING SEX DIFFERENCES IN BEHAVIOR. SEX OF CHILD WAS FOUND TO BE MORE IMPORTANT THAN SEX OF TEACHER IN THE FINDINGS. THIS WAS ESPECIALLY TRUE IN THE ASSIGNMENT OF GRADES. GIRLS RECEIVED HIGHER GRADES THAN BOYS, BUT THIS WAS NOT MORE TRUE WHEN A CHILD HAD A MALE TEACHER RATHER THAN A FEMALE. IN PRESENTING THEIR CONCLUSIONS, THE AUTHORS SUGGESTED THAT MAXIMUM INTELLECTUAL FUNCTIONING MAY BE ACHIEVED BY GIVING GREATER EMPHASIS TO DEVELOPING SENSITIVITY AND RESPONSIVENESS IN BOYS, AND TO TEACHING GIRLS TO BE TOUGHER IN THEIR THINKING AND TO HAVE MORE  CONFIDENCE IN THEIR ABILITY TO SOLVE PROBLEMS. ONE COMPLICATION CITED IN ACHIEVING THIS GOAL WAS A LACK OF CERTAINTY OF THE EFFECTS ON CHILDREN OF SPECIFIED TEACHER BEHAVIORS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011935</dc:identifier>
<dc:title>TEACHERS&apos; INTERACTIONS WITH BOYS AND WITH GIRLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching</dc:subject>
<dc:creator scheme='personal author'>GAGE, N.L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF &amp;quot;TECHNICAL SKILLS,&amp;quot;&amp;quot;MICROTEACHING,&amp;quot; AND &amp;quot;MICROCRITERIA&amp;quot; THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD&apos;S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS &amp;quot;THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE,&amp;quot; AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE  CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS  APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011936</dc:identifier>
<dc:title>AN ANALYTICAL APPROACH TO RESEARCH ON INSTRUCTIONAL METHODS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Bureaucracy</dc:subject>
<dc:subject>Collective Bargaining</dc:subject>
<dc:subject>Organization</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:creator scheme='personal author'>BOYAN, NORMAN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR TWO SEPARATE STRUCTURES FOR TEACHER PARTICIPATION IN SCHOOL GOVERNMENT WAS DISCUSSED. THE FIRST STRUCTURE WOULD INVOLVE THE PARTICIPATION OF TEACHERS AS MEMBERS OF EXTRA-SCHOOL ASSOCIATIONS IN THE DEVELOPMENT OF ORGANIZATIONAL POLICY AND EXTRINSIC CONDITIONS OF WORK. THE SECOND STRUCTURE WOULD ENCOMPASS THE PARTICIPATION OF TEACHERS AS PROFESSIONAL COLLEAGUES, IN THE ORGANIZATION, ON ORGANIZATIONAL DECISION MAKING IN EDUCATION AS AN EXPERT DOMAIN. THE AUTHOR CONCLUDES THAT ESTABLISHMENT OF THIS NEW APPROACH, BASED ON THE SEPARATION OF THE DECISION AREAS OF WORKING CONDITIONS AND SALARY FROM THE DECISION AREA OF EDUCATIONAL PROGRAM DEVELOPMENT, DEPENDS NOT ONLY ON WHAT COURSE TEACHERS THEMSELVES CHOOSE, BUT ALSO ON WHAT CHOICES ADMINISTRATORS AND BOARD MEMBERS OFFER.  THIS PAPER WAS PREPARED FOR COLLECTIVE NEGOTIATIONS AND EDUCATIONAL ADMINISTRATION, THE UCEA CAREER DEVELOPMENT SEMINAR (UNIVERSITY OF ARKANSAS, APRIL 24-26, 1966). (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011937</dc:identifier>
<dc:title>THE EMERGENT ROLES OF THE TEACHER AND THE AUTHORITY STRUCTURE OF THE SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Research Design</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>SNOW, RICHARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SELECTION AND USE OF RESPONSE VARIABLES IN EDUCATIONAL EXPERIMENTS USING MULTIVARIATE ANALYSIS WERE CONSIDERED AND ASSESSED. RESPONSE VARIABLES WERE DEEMED CENTRAL CONCERNS FOR EITHER THEORETICAL OR PRACTICALLY ORIENTED RESEARCH, AND THEIR COMPLEXITY WAS DEALT WITH UNDER THE HEADINGS OF APTITUDE INPUT MEASURES, REPEATED LEARNING MEASURES, MULTIPLE LEARNING MEASURES, AND APTITUDE OUTPUT MEASURES. IT WAS CONCLUDED THAT, IF INSTRUCTIONAL METHODS AND PROCESSES ARE TO BE UNDERSTOOD AND IMPROVED, RESPONSE COMPLEXITY PROBLEMS MUST BE SOLVED. EARLY EMPHASIS SHOULD BE PLACED ON THE ASSESSMENT OF (1) THE NATURE OF STUDENT APTITUDES AS THEY INTERACT WITH TEACHING AND LEARNING PROCESSES, (2) THE COURSE OR PATTERNING OF THESE PROCESSES ACROSS THE OCCASIONS ON WHICH THEY OCCUR, (3) THE  EXTENSITY OF INSTRUCTIONAL EFFECTS AS WELL AS THE INTENSITY OF ANY ONE EFFECT, AND (4) THE ENDURING CHANGES AND SUBSEQUENT EFFECTS OF LEARNING RELATIVE TO THE PATTERN OF INTELLECTUAL DEVELOPMENT IN GENERAL. THIS PAPER WAS PRESENTED AT THE ANNUAL STATE CONFERENCE ON EDUCATIONAL RESEARCH (18TH, SAN FRANCISCO, NOVEMBER 18, 1966). (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011938</dc:identifier>
<dc:title>RESPONSE COMPLEXITY AND EXPERIMENTAL DESIGN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Conceptual Schemes</dc:subject>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Methods Courses</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GAGE, N.L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONCEPTUAL FRAMEWORK WAS PROPOSED FOR AN EDUCATIONAL PSYCHOLOGY COURSE IN THE GENERAL METHODOLOGY OF TEACHING. THIS COURSE WOULD TRANSCEND THE SPECIAL REQUIREMENTS OF ANY GIVEN SUBJECT MATTER OR GRADE LEVEL AND SERVE AS THE BASIS FOR DERIVING THE SPECIAL METHODS OF TEACHING THAT WOULD APPLY TO ANY PARTICULAR GRADE LEVEL OR SUBJECT MATTER. UNDERLYING THE DISCUSSION WAS THE PROPOSITION THAT DIFFERENT BEHAVIORS ARE LEARNED BY DIFFERENT BASIC PROCESSES, AND THE CORRESPONDING CONCEPTIONS OF TEACHING MUST DIFFER ACCORDINGLY. THE AUTHOR PROPOSES THAT TEACHING SHOULD BE VIEWED AS THE EXERTION OF PSYCHOLOGICAL FORCE. HE ALSO ARGUED THAT THE MAJOR LEARNING THEORIES DESCRIBE THREE KINDS OF FORCE A TEACHER CAN EXERT, THAT IS, TEACHING CAN BE DONE BY (1) CONDITIONING THE LEARNER, (2)  PROVIDING MODELS TO BE IMITATED BY THE LEARNER, AND (3) BY CHANGING THE COGNITIVE STRUCTURE OF THE LEARNER. THE CONCEPT OF TEACHING FORCE WAS THEN APPLIED TO THE FORMULATION OF WARMTH AND COGNITIVE VALIDITY AS DESIRABLE CHARACTERISTICS OF TEACHERS. IT WAS CONCLUDED THAT THE DEMANDS OF COGNITIVE VALIDITY AND INDIVIDUAL DIFFERENCES CAN BE MET BY PROGRAMED INSTRUCTION FOR CERTAIN TYPES OF TEACHING-LEARNING SITUATIONS. THIS LECTURE WAS PRESENTED IN THE SERIES ARRANGED TO COMMEMORATE THE DIAMOND JUBILEE YEAR OF THE SCHOOL OF EDUCATION AT NEW YORK UNIVERSITY (FEBRUARY 14, 1966). (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011939</dc:identifier>
<dc:title>PSYCHOLOGICAL CONCEPTIONS OF TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-02</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>College Language Programs</dc:subject>
<dc:subject weight='MAJOR'>Language Instruction</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject weight='MAJOR'>Microteaching</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>POLITZER, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CREATION OF A TEST MEASURING THE CLASSROOM PERFORMANCE OF A LANGUAGE TEACHER AND THE VALIDATION OF THE TEST IN TERMS OF STUDENT ACHIEVEMENT WAS RECOMMENDED. DEVELOPMENT OF THE TEST WAS VIEWED AS A HELP IN THE CREATION OF A &quot;PRACTICE-CENTERED&quot; TRAINING CURRICULUM, AND THE TEST ITSELF WAS DESCRIBED AS A MEASURE THAT WOULD PROVIDE A MEANS TO APPRAISE THE CONTRIBUTIONS TO CLASSROOM PERFORMANCE OF VARIOUS ELEMENTS OF TEACHER PREPARATION AND MAKE POSSIBLE A DETERMINATION OF THE EXTENT TO WHICH PREPARATION INFLUENCES PERFORMANCE. THE TEST WAS RECOMMENDED AS AN EXTENSION OF PRESENT TEACHER EVALUATION TESTS, BASED ON MODERN LANGUAGE ASSOCIATION STANDARDS OF TEACHER QUALIFICATIONS, THAT ARE NOW USED TO MEASURE THE PREPARATION OF TEACHERS BUT NOT THEIR PERFORMANCE. CONSTRUCTION OF THE  TEST WOULD BE BASED ON PERFORMANCE CRITERIA FOR THE TEACHER-TRAINEE APPRAISAL THAT HAVE BEEN DEVELOPED AS PART OF STANFORD UNIVERSITY&apos;S INTERNSHIP PROGRAM. THE NEW &quot;COOPERATIVE TESTS&quot; OF PUPIL ACHIEVEMENT (SPEAKING, READING, WRITING, AND LISTENING) WERE SUGGESTED AS A MEANS OF VALIDATING THE TEACHER PERFORMANCE TESTS TO BE DEVELOPED. THE AUTHOR SUGGESTS THAT CLASSROOM PERFORMANCE SHOULD BE TAUGHT AS PARALLEL TRAINING GIVEN ALONG WITH THE COURSES IN CULTURE AND LANGUAGE SKILLS BY USING THE &quot;MICROTEACHING&quot; TECHNIQUE THAT IS A PART OF THE STANFORD TEACHER EDUCATION PROGRAM. &quot;MICROTEACHING&quot; PROVIDES FOR &quot;DIRECT&quot; TESTING AND TEACHING OF SPECIFIC TEACHING SKILLS. THE MICROLESSONS WOULD BE GIVEN IN PARALLEL WITH A SEQUENCE OF COURSES ON CULTURE, LINGUISTICS, CONVERSATION, AND METHODS. THE AUTHOR  HAS DEVELOPED A SYLLABUS FOR A PRACTICE-CENTERED, TEACHER TRAINING PROGRAM IN FRENCH THAT IS DESCRIBED IN AA 000 051. THIS ARTICLE IS A REPRINT FROM THE MODERN LANGUAGE JOURNAL, VOLUME 50, NUMBER 5, MAY 1966, AND WAS PRESENTED AS A PAPER TO THE SEMINAR OF THE STANFORD CENTER FOR RESEARCH AND DEVELOPMENT IN TEACHING. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011940</dc:identifier>
<dc:title>TOWARD A PRACTICE-CENTERED PROGRAM FOR THE TRAINING AND EVALUATION OF FOREIGN LANGUAGE TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:53:37</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-6-10-078</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Mathematics Curriculum</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>RISING, GERALD R.</dc:creator>
<dc:creator scheme='personal author'>RYAN, JAMES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota State Dept. of Education, St. Paul. Minnesota National Lab.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS PART OF A LARGER INVESTIGATION OF THE EFFECTS OF EXPERIMENTAL MATHEMATICS PROGRAMS ON THE ATTITUDES AND INTERESTS OF SECONDARY SCHOOL STUDENTS TOWARD MATHEMATICS, THIS STUDY WAS MADE TO DETERMINE THE DIFFERENTIAL EFFECT OF SEVERAL EXPERIMENTAL PROGRAMS UPON THE INTEREST OF STUDENTS WHO WERE COMPARED WITH STUDENTS IN MORE CONVENTIONAL PROGRAMS OF INSTRUCTION. PUPILS IN SIXTY 9TH-, 10TH-, AND 11TH-GRADE EXPERIMENTAL AND PAIRED CONVENTIONAL MATHEMATICS CLASSES WERE GIVEN THE OPPORTUNITY TO OBTAIN BY REQUEST COPIES OF A SERIES OF FOUR-PAGE, SPECIALLY PREPARED &amp;quot;MATHEMATICS ACTIVITY BULLETINS&amp;quot; FOLLOWING DISTRIBUTION OF THE FIRST ISSUE TO ALL PUPILS. REQUEST FOR LATER ISSUES, WHICH CONTAINED ANSWERS TO PREVIOUS PROBLEMS, PROVIDED A BEHAVIORAL INDEX OF INTEREST IN MATHEMATICS.  COMPARISONS ON REQUEST FREQUENCIES AMONG THE EXPERIMENTAL AND CONVENTIONAL CLASSES WITHIN SEX, MATHEMATICS ABILITY, AND GRADE LEVELS PROVIDED SOME EVIDENCE THAT THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM) EXPERIMENTAL PROGRAM AT THE 9TH- AND 10TH-GRADE LEVEL MIGHT HAVE CONTRIBUTED TO A GREATER PUPIL INTEREST IN MATHEMATICS. A RELATED REPORT IS AA 000 059. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011941</dc:identifier>
<dc:title>EFFECTS OF EXPERIMENTAL PROGRAMS FOR SECONDARY MATHEMATICS ON PUPIL INTEREST IN MATHEMATICS AS INDICATED BY AN OVERT PARTICIPATION INDEX OF INTEREST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Grade 8</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>RISING, GERALD R.</dc:creator>
<dc:creator scheme='personal author'>RYAN, JAMES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota State Dept. of Education, St. Paul. Minnesota National Lab.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE JUDGMENTS OF TEACHERS AND THEIR REACTIONS TO THE EXPERIMENTAL MATHEMATICS PROGRAMS THEY WERE TEACHING IN CONNECTION WITH A PROJECT WHICH EVALUATED SEVERAL RECENTLY DEVELOPED PROGRAMS WERE OBTAINED AND ANALYZED. OBSERVATIONS AND JUDGMENTS ABOUT THESE PROGRAMS WERE OBTAINED THROUGH A QUESTIONNAIRE SENT TO TEACHERS WHO PARTICIPATED IN ONE OF THE SEVERAL EXPERIMENTAL PROGRAMS FOR THE 7TH THROUGH 11TH GRADES DURING THE 1964-1965 SCHOOL YEAR. THE SPECIALLY CONSTRUCTED QUESTIONNAIRE, WHICH IS ATTACHED TO THE REPORT, WAS DESIGNED TO ELICIT TEACHER REACTIONS TO THE COMPARATIVE EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS OVER THE CONVENTIONAL PROGRAMS IN RELATION TO THE FOLLOWING FACTORS--(1) INSTRUCTIONAL EFFECTIVENESS, (2) PREFERENCE FOR INSTRUCTIONAL USE, (3) INSTRUCTIONAL INPUT  DIFFERENCES, (4) PUPIL, PARENT AND OTHER TEACHER EVALUATIONS, AND (5) JUDGMENTS CONSIDERING DIFFERENT LEVELS OF PUPIL ABILITY. THE TEACHERS&apos; JUDGMENTS OF THE INSTRUCTIONAL EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS WERE GENERALLY QUITE POSITIVE, AND A MUCH MORE FAVORABLE RESPONSE WAS MADE FOR THE EXPERIMENTAL MATERIALS IN CONTRAST TO THE CONVENTIONAL MATERIALS. A HIGH PROPORTION OF THE TEACHERS QUESTIONED PERCEIVED HIGHER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE EXPERIMENTAL MATERIALS AND THE LOWER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE CONVENTIONAL MATERIALS. A RELATED REPORT IS AA 000 058. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011942</dc:identifier>
<dc:title>PARTICIPANT TEACHER JUDGMENTS OF EXPERIMENTAL PROGRAMS IN SECONDARY MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Laboratory Experiments</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research and Instruction Units</dc:subject>
<dc:subject>Supplementary Education</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>GOODSON, MAX R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT MODELS</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE 1ST YEAR OF OPERATION OF THE RESEARCH AND DEVELOPMENT CENTER FOR LEARNING AND RE-EDUCATION AT THE UNIVERSITY OF WISCONSIN WAS REVIEWED. BASIC RESEARCH IN CONCEPT LEARNING WAS CONDUCTED BY MEANS OF LABORATORY EXPERIMENTS AND COMPUTER SIMULATION. CONCEPT LEARNING IN THE SUBJECT AREAS OF MATHEMATICS, ENGLISH COMPOSITION, SCIENCE, SPEECH, AND POLITICAL SCIENCE WAS INVESTIGATED BY MEANS OF MODEL LESSONS AND FIELD TESTING. COORDINATED PROJECTS WERE BEGUN IN THE FIELDS OF THE CULTURALLY DISADVANTAGED, ADULT RE-EDUCATION, SOCIAL VARIABLES IN LEARNING, INSTRUCTIONAL TELEVISION, AND METHODOLOGY. NEW PROJECTS AND PLANS TO BE ADDED TO THE RESEARCH PROGRAM INCLUDE LABORATORY EXPERIMENTS ON PROBLEM SOLVING AND PROJECT &amp;quot;MODELS&amp;quot; (MAXIMIZING OPPORTUNITIES FOR DEVELOPMENT AND EXPERIMENTATION  IN LEARNING IN THE SCHOOLS). PROJECT &amp;quot;MODELS&amp;quot; WAS DEVELOPED TO FORMULATE SIGNIFICANT RESEARCH PROBLEMS, TO ESTABLISH RESEARCH AND INSTRUCTIONAL UNITS WITHIN PILOT SCHOOLS OF THE SCHOOL SYSTEM TO STUDY AND MODIFY SCHOOL OPERATIONAL STRUCTURES, AND TO STUDY THE CHANGE PROCESSES WHEREBY SCHOOLS INTRODUCE INNOVATIONS AND MAKE ADAPTATIONS. FOR RELATED REPORTS SEE AA 000 061 AND AA 000 068. (TC)</dc:description>
<dc:identifier scheme='eric_accno'>ED011943</dc:identifier>
<dc:title>REVIEW AND PROSPECTUS, FIRST ANNUAL REPORT OF THE RESEARCH AND DEVELOPMENT CENTER FOR LEARNING AND RE-EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age Differences</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Pictorial Stimuli</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Sensory Experience</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Southern Schools</dc:subject>
<dc:subject>Verbal Stimuli</dc:subject>
<dc:subject>Whites</dc:subject>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FURTHER EXAMINATION WAS MADE OF AN EARLIER RESEARCH FINDING WHICH SHOWED, CONTRARY TO &amp;quot;LOGICAL&amp;quot; ANALYSIS, THAT VERBAL REPRESENTATIONS EVOKE MORE SENSORY RESPONSES THAN DO BLACK AND WHITE LINE DRAWING REPRESENTATIONS OF THE SAME STIMULI. THIS RESEARCH FINDING HAD BEEN CONFIRMED BY TWO EARLIER STUDIES WHOSE SUBJECTS WERE ALL WHITE STUDENTS IN A RURAL COMMUNITY HIGH SCHOOL IN THE NORTHWEST AND RACIALLY UNDIFFERENTIATED STUDENTS IN A NORTHERN METROPOLITAN HIGH SCHOOL. IT WAS SUGGESTED, HOWEVER, THAT SUBJECTS WITH OTHER BACKGROUNDS AND IN OTHER GRADE LEVELS MIGHT RESPOND DIFFERENTLY. TO TEST THIS CONTENTION, THE INVESTIGATOR ADMINISTERED THE SAME MATERIALS AND FOLLOWED THE SAME PROCEDURES EMPLOYED IN ONE OF THE EARLIER STUDIES WITH A STUDENT SAMPLE FROM TWO SMALL SOUTHERN CITIES. THE  NEW SAMPLE CONSISTED OF ELEMENTARY AND SECONDARY STUDENTS IN A NEGRO SCHOOL AND ELEMENTARY STUDENTS IN A WHITE SCHOOL. ON AN OVERALL BASIS, THE RESULTS OF THE NEW STUDY CORROBORATED THE EARLIER FINDING. ONLY THE OUTCOMES DEMONSTRATED BY THE NEGRO ELEMENTARY SUBJECTS FAILED TO SUBSTANTIATE THE FINDING, AND A REPLICATION WITH YOUNG NEGRO STUDENTS WAS RECOMMENDED. THE EARLIER STUDIES HAD SHOWN A POSSIBLE DEVELOPMENTAL TREND TOWARD SENSORY RESPONSES. IN THE PRESENT STUDY, THE HIGH SCHOOL STUDENTS GAVE MORE SENSORY RESPONSES THAN THE ELEMENTARY SUBJECTS, BUT THERE WAS NO CLEAR TREND FROM ONE GRADE TO THE NEXT WITHIN SCHOOLS. GIRLS TENDED, AS IN THE EARLIER STUDIED, TO GIVE MORE SENSORY RESPONSES THAN BOYS. THIS PAPER WAS PRESENTED AS PART OF AN SYMPOSIUM AT AN ANNUAL MEETING OF THE AMERICAN  EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 1966). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011944</dc:identifier>
<dc:title>RELATIONSHIP OF RACE, SEX AND GRADE TO RESPONSES, TO VERBAL AND PICTORIAL STIMULI. PART II, A STUDY IN SMALL SOUTHERN CITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Inhibition</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HYPOTHESIS THAT THE ANXIETY LEVEL OF SUBJECTS WILL AFFECT THEIR TENDENCY TO ACCUMULATE REACTIVE INHIBITION WAS TESTED. THE STUDY EMPLOYED THE CHILDREN&apos;S MANIFEST ANXIETY SCALE TO IDENTIFY 120 HIGH AND LOW SCORERS AND AN INVERTED-NUMBER PRINTING TASK TO QUANTIFY REACTIVE INHIBITION. THE HYPOTHESIS WAS PARTIALLY CONFIRMED. WITH HIGHLY MOTIVATING INSTRUCTIONS, HIGH ANXIETY SUBJECTS ACCUMULATED MORE REACTIVE INHIBITION THAN LOW ANXIETY SUBJECTS, BUT WITH LOW MOTIVATION, THE HIGH AND LOW ANXIETY GROUPS DID NOT DIFFER. ANXIETY LEVEL APPARENTLY BECOMES A POTENTIAL DETERMINER OF INHIBITORY POTENTIAL ONLY AFTER A CRITICAL LEVEL OF MOTIVATION HAS BEEN REACHED. THIS PAPER WAS PRESENTED AT AN ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 1966).  (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011945</dc:identifier>
<dc:title>ANXIETY AND MOTIVATION AS FACTORS IN INHIBITORY POTENTIAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Mnemonics</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Puzzles</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, THOMAS J.</dc:creator>
<dc:creator scheme='personal author'>VAN MONDFRANS, ADRIAN P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHORS HYPOTHESIZED THAT IF SUBJECTS WERE PRESENTED WITH &amp;quot;AMBIGUOUS&amp;quot; ANAGRAMS (THOSE WITH MULTIPLE SOLUTIONS), THE SOLUTION-WORD WITH THE HIGHEST NORMAL FREQUENCY OF OCCURRENCE WOULD BE DETERMINED FIRST, THE NEXT MOST FREQUENT SOLUTION-WORD WOULD BE DETERMINED SECOND, AND SO ON. SIXTY-NINE COLLEGE STUDENTS ATTEMPTED TO SOLVE 15 ANAGRAMS, EACH CONTAINING THREE OR MORE POSSIBLE SOLUTION-WORDS. THE RESULTS SHOWED THAT ORDER OF SOLUTION WITHIN ANAGRAMS WAS A DECREASING FUNCTION OF THE WORD FREQUENCY OF THE POSSIBLE SOLUTION-WORDS, IN ACCORDANCE WITH THE HYPOTHESIS. THIS ARTICLE IS A REPRINT FROM &amp;quot;PSYCHONOMIC SCIENCE,&amp;quot; VOLUME 3, 1965. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011946</dc:identifier>
<dc:title>ORDER OF SOLUTIONS IN AMBIGUOUS ANAGRAMS AS A FUNCTION OF WORD FREQUENCY OF THE SOLUTION WORDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Cultural Exchange</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Student Participation</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Television</dc:subject>
<dc:creator scheme='personal author'>DREYFUS, LEE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>France (Paris)</eric:keywords>
<eric:keywords_geo>France (Paris)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A WISCONSIN HIGH SCHOOL FRENCH CLASS AND A GROUP OF STUDENTS IN AN ENGLISH CALSS AT THE LYCEE HENRI IV OF PARIS, FRANCE, PARTICIPATED IN A COMBINED CLASS SESSION IN THE FIRST INTERNATIONAL TV CLASSROOM EXCHANGE. THE TV SIGNALS WERE EXCHANGED BY MEANS OF THE EARLY BIRD SATELLITE AND PERMITTED THE STUDENTS TO EXCHANGE MESSAGES. DURING THE TELECAST THE AMERICAN STUDENTS SPOKE FRENCH AND THE FRENCH STUDENTS SPOKE ENGLISH. THE HISTORY OF THE ARRANGEMENTS FOR THE BROADCAST, THE TECHNICAL PROBLEMS INVOLVED, AND THE SPECIAL PROVISIONS FOR TRANSMISSION AND RECEPTION OF THE SIMULTANEOUS CLASS MEETINGS, THE SPECIAL PREPARATIONS OF THE AMERICAN STUDENTS, THE PROBLEMS ENCOUNTERED DURING THE BROADCAST, AND THE REACTIONS OF THE AMERICAN STUDENTS TO PARTICIPATION IN THE TELECAST ARE DESCRIBED IN  THE REPORT. THE AUTHOR STATES THIS KIND OF EVENT SHOULD BE MADE A COMMON EXPERIENCE IN THE CLASSROOM. THIS ARTICLE HAS BEEN ACCEPTED FOR PUBLICATION IN THE &amp;quot;NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS JOURNAL,&amp;quot; 1966. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011947</dc:identifier>
<dc:title>THE ONE ROOM SATELLITE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Inhibition</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Skill Development</dc:subject>
<dc:creator scheme='personal author'>OTTO, WAYNE</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER SUMMARIZED THE RESULTS OF SEVERAL STUDIES CONDUCTED BY THE AUTHOR TO (1) INVESTIGATE THE GENERALITY OF THE RELATIONSHIP BETWEEN REACTIVE INHIBITION AND ACHIEVEMENT AND (2) DETERMINE FACTORS THAT AFFECT INHIBITORY POTENTIAL. THESE STUDIES WERE MADE WITH A VARIETY OF SAMPLE GROUPS. RELATIONSHIPS BETWEEN REACTIVE INHIBITION AND ACHIEVEMENT IN READING, SPELLING, AND HANDWRITING WERE DEMONSTRATED. GIVEN A FAIRLY LOW LEVEL OF MOTIVATION, POOR ACHIEVERS APPEARED TO ACCUMULATE REACTIVE INHIBITION MORE RAPIDLY THAN GOOD ACHIEVERS. THERE WAS EVIDENCE THAT THE GOOD ACHIEVER&apos;S PERFORMANCE AND TENDENCY TO ACCUMULATE REACTIVE INHIBITION INCREASE WHEN MOTIVATION IS INCREASED, BUT NO SUCH RELATIONSHIP WAS DEMONSTRATED WITH THE POOR ACHIEVER. IN ADDITION, THE AUTHOR TENTATIVELY  SUGGESTED THAT ANXIETY ALSO PLAYS AN IMPORTANT ROLE IN PRODUCING REACTIVE INHIBITION, ALTHOUGH THIS RELATIONSHIP WAS NOT CLEARLY SHOWN. BASED ON HIS VARIOUS FINDINGS, THE AUTHOR TO ACCUMULATE REACTIVE INHIBITION INCREASED WHEN MOTIVATION ACCUMULATE MUCH REACTIVE INHIBITION AND POOR ACHIEVEMENT. HE WARNS, HOWEVER, THAT HE DOES NOT SUGGEST THAT SUCH A TENDENCY IS A &amp;quot;MAJOR&amp;quot; CAUSE FOR READING DISABILITY. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE (DALLAS, DECEMBER 1965). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011948</dc:identifier>
<dc:title>REACTIVE INHIBITION (THE HULLIAN CONSTRUCT) AND ACHIEVEMENT IN READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classification</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>Media Specialists</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Television</dc:subject>
<dc:creator scheme='personal author'>DREYFUS, LEE S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>WISCONSIN</eric:keywords>
<eric:keywords_geo>Wisconsin</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXAMPLES OF SIGNIFICANT FINDINGS FROM RESEARCH STUDIES OF LEARNING FROM MEDIA WERE CITED THAT HAVE BEEN IGNORED OR OVERLOOKED BY PRODUCERS OF INSTRUCTIONAL TELEVISION. CAUSES FOR THESE GAPS BETWEEN RESEARCH AND PRACTICE WERE DISCUSSED, AND CERTAIN SOLUTIONS WERE OFFERED IN AN ATTEMPT TO ELIMINATE THE GAPS. THE AUTHOR URGED THAT ALL PRESENTLY AVAILABLE, PUBLISHED RESEARCH FINDINGS BE MADE ACCESSIBLE TO EVERYONE INVOLVED IN INSTRUCTIONAL TELEVISION. A BIBLIOGRAPHY OF TITLES, AUTHORS, AND ORIGIN LOCATIONS OF ANY PUBLISHED OR UNPUBLISHED RESEARCH OR REPORT SHOULD BE COMPILED. IN ADDITION, RESEARCH SHOULD BE MORE UTILITY ORIENTED TO PROVIDE MORE RESEARCH OF THE SORT MOST HELPFUL TO THE PRODUCER AND TEACHER. A TAXONOMY OF TELEVISION SIGN SYSTEMS AND A TAXONOMY OF TV PRODUCTION ELEMENTS  ARE ATTACHED TO THE REPORT. THIS PAPER WAS PRESENTED TO NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS (MIAMI UNIVERSITY, OXFORD, OHIO, MARCH 22, 1965). (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011949</dc:identifier>
<dc:title>CLOSING THE GAP - RESEARCH AND PRACTICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Educational Principles</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Laboratories</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Participation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>KLAUSMEIER, HERBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:keywords>PROJECT MODELS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE GOALS, RESEARCH TASKS, AND FUNCTIONAL OPERATION OF A RESEARCH AND INSTRUCTION (R AND I) UNIT WERE DESCRIBED. R AND I UNITS WERE ORGANIZED TO PROVIDE THE MEANS TO CONDUCT CLASSROOM RESEARCH AND TO DEVELOP MORE EFFICIENT LEARNING PROCESSES THROUGH THE COOPERATION OF LOCAL SCHOOLS, STATE PERSONNEL, AND UNIVERSITY FACULTY MEMBERS. THE ACTIVITIES OF A UNIT, COMPOSED OF A LEARNING SPECIALIST, TEACHERS, AND NONCERTIFIED ASSISTANTS, ARE SIMILAR TO TEAM TEACHING, BUT THE UNIT HAS DIFFERENT RESPONSIBILITIES. ANY VARIABLE OR PROBLEM OF SCHOOL LEARNING WAS REGARDED AS APPROPRIATE FOR RESEARCH BY R AND I UNITS. THE AUTHOR DISCUSSED 10 PRINCIPLES OF LEARNING THAT SHOULD BE APPLIED AND TESTED BY R AND I UNITS. THE PRINCIPLES STATED WERE (1) MOTIVATE YOUR STUDENTS, (2) PROVIDE FOR INDIVIDUAL  DIFFERENCES, (3) SELECT MEANINGFUL MATERIAL, (4) ORGANIZE THE SUBJECT MATTER EFFECTIVELY, (5) PROVIDE APPROPRIATE MODELS FOR STUDENTS, (6) GUIDE INITIAL TRIALS, (7) ARRANGE PRACTICE PERIODS EFFECTIVELY, (8) EVALUATE THE STUDENT&apos;S PROGRESS, (9) PROVIDE FOR RECALL, AND (10) HELP THE STUDENTS APPLY KNOWLEDGE. SOCIAL FORCES, FAMILY INFLUENCES, AND ADMINISTRATIVE PRESSURES WERE INCLUDED AMONG OTHER FACTORS TO BE CONSIDERED BY R AND I UNITS. THE AUTHOR ALSO GAVE A BRIEF DESCRIPTION OF THE RESEARCH AND DEVELOPMENT ACTIVITIES OF THE R AND I UNITS ESTABLISHED BY THE RESEARCH AND DEVELOPMENT CENTER FOR LEARNING AND RE-EDUCATION AT THE UNIVERSITY OF WISCONSIN. THIS PAPER WAS PRESENTED TO THE JOINT CONFERENCE, COUNCIL OF SCHOOL SUPERINTENDENTS, AND NEW YORK STATE ASSOCIATION SCHOOL DISTRICT  ADMINISTRATORS (ROCHESTER, SEPTEMBER 30, 1965). (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011950</dc:identifier>
<dc:title>PATTERNS FOR LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Programing</dc:subject>
<dc:subject>Psychoeducational Methods</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:creator scheme='personal author'>BAKER, FRANK B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE &amp;quot;CASE&amp;quot; PROGRAM WAS DEVELOPED TO PROVIDE A VEHICLE FOR UNDERSTANDING THE PSYCHOLOGICAL PROCESSES INVOLVED IN CONCEPT LEARNING BY MEANS OF COMPUTER SIMULATION TECHNIQUES. BECAUSE THE MAJORITY OF PUBLISHED &amp;quot;SIMULATION OF CONCEPT LEARNING&amp;quot; PROGRAMS PROVIDED FEW INSIGHTS INTO THE LEARNING PROCESS, THE &amp;quot;CASE&amp;quot; PROGRAM WAS DESIGNED TO PROVIDE A BETTER MEANS FOR OBTAINING SUCH INSIGHTS. A PSEUDOCODE SCHEME WAS USED WITH A SPECIAL INTERPRETER WRITTEN IN MACHINE LANGUAGE WHICH PERMITTED SUBROUTINES TO BE USED IN SEVERAL CONTEXTS WITHOUT HAND CODING THE SITUATIONALLY DEPENDENT LINKAGES. A THREE-LEVEL MODEL OF HUMAN MEMORY INVOLVING WORKING MEMORY, SHORT-TERM MEMORY, AND LONG-TERM MEMORY WAS USED TO PROVIDE A FLEXIBLE MEANS FOR ACQUIRING, PROCESSING, AND STORING INFORMATION. &amp;quot;CASE&amp;quot; THUS  REPRESENTS A SMALL PROGRAMING SYSTEM RATHER THAN A SPECIFIC COMPUTER PROGRAM AND, AS SUCH, CONTINUALLY CHANGES AS IMPROVED UNDERSTANDINGS ARE OBTAINED. AT THE TIME OF REPORTING, THE &amp;quot;CASE&amp;quot; COMPUTER PROGRAM WAS PRIMARILY A MEDIUM FOR EXPRESSING AND STORING THE INSIGHTS AND UNDERSTANDINGS OF THE CONCEPT LEARNING PROCESS WHICH HAVE BEEN ACQUIRED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE FALL JOINT COMPUTER CONFERENCE (LAS VEGAS, NOVEMBER 30 - DECEMBER 2, 1965). VARIOUS ASPECTS OF THE DEVELOPMENT OF THE PROGRAM ARE PRESENTED IN THREE PAPERS APPENDED TO THIS DESCRIPTION OF CASE. THESE PAPERS COVER (1) &amp;quot;CONCEPT ATTAINMENT EXPERIMENTATION BY COMPUTER SIMULATION,&amp;quot; (2) &amp;quot; EXPERIMENTAL DESIGN CONSIDERATIONS ASSOCIATED WITH LARGE SCALE RESEARCH PROJECTS,&amp;quot; AND (3) &amp;quot;AN IPL-V TECHNIQUE FOR  SIMULATION PROGRAMS.&amp;quot; (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011951</dc:identifier>
<dc:title>CASE--A PROGRAM FOR SIMULATION OF CONCEPT LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>BIEMILLER, ANDREW J.</dc:creator>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description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dc:description>
<dc:identifier scheme='eric_accno'>ED011952</dc:identifier>
<dc:title>WORDS VS. PSEUDO WORDS. STUDIES OF ORAL READING, I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>BIEMILLER, ANDREW J.</dc:creator>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VERBAL REACTION TIMES TO WORD FORMS THAT DIFFER IN THEIR PRONOUNCEABILITY WERE ASSESSED FOR SIGNFICANCE OF CORRELATION. SINGLE PSEUDOWORDS OF VARYING PRONOUNCEABILITY WERE SHOWN TO 36 THIRD AND FOURTH GRADERS, AND THEIR REACTION TIMES FOR ORAL RESPONSES WERE MEASURED. THE RESPONSES WERE TAPE RECORDED, AND THE PERIOD OF TIME FROM THE EXPOSURE OF THE WORD TO THE ONSET OF THE FINAL PRONUNCIATION WAS MEASURED. CORRELATIONS WERE ACQUIRED BETWEEN MEAN RESPONSE LATENCIES AND RATED PRONOUNCEABILITY PER WORD BY GRADE LEVEL AND WORD LENGTH. THE CORRELATIONS WERE ALL SIGNIFICANT AND CLEARLY INDICATED THAT THE HARDER A WORD WAS TO PRONOUNCE, THE LONGER WAS THE INTERVAL FROM THE EXPOSURE OF THE WORD TO THE VERBAL RESPONSE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011953</dc:identifier>
<dc:title>PRONOUNCEABILITY. STUDIES OF ORAL READING, II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consonants</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject>Measurement Techniques</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Word Lists</dc:subject>
<dc:creator scheme='personal author'>BIEMILLER, ANDREW J.</dc:creator>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS WHICH CERTAIN CORRESPONDENCES BETWEEN SPELLING AND SOUND HAVE ON READING WERE ASSESSED. THE 54 SUBJECTS WERE DRAWN IN EQUAL NUMBERS FROM GRADES 2, 3, AND 4. TO COMPARE THE RESPONSE LATENCIES AND THE ERRORS MADE WHEN READING THREE INTERMIXED LISTS OF 12 WORDS EACH, THE CHILDREN WERE ASKED TO READ ALOUD EACH WORD AS IT WAS PRESENTED ON THE SCREEN. THE FIRST LIST CONTAINED WORDS BEGINNING WITH &amp;quot;C,&amp;quot;&amp;quot;G,&amp;quot; OR &amp;quot;K&amp;quot; IN SOME OF THEIR LESS COMMON PRONUNCIATIONS. THE SECOND LIST CONTAINED WORDS BEGINNING WITH THE SAME LETTERS, BUT IN THEIR MORE COMMON PRONUNCIATIONS. THE THIRD LIST CONTAINED WORDS DIFFERING FROM THE FIRST LIST ONLY IN HAVING INITIAL LETTERS WITH INVARIANT SPELLING-TO-SOUND CORRESPONDENCES. THE ORAL RESPONSES TO EACH PRESENTED WORD WERE TAPE RECORDED, AND THE  INTERVAL BETWEEN PRESENTATION OF THE WORD ON THE SCREEN AND THE SUBJECTS RESPONSE CONSTITUTED THE VERBAL REACTION TIME. ERRORS WERE ANALYZED FROM A TRANSCRIPT OF THE TAPE. LONGER LATENCIES AND MORE ERRORS WERE FOUND IN USING THE FIRST LIST, BUT NO DIFFERENCES BETWEEN THE OTHER TWO LISTS WERE OBSERVED. RESULTS WERE MOST CLEAR-CUT FOR FOURTH GRADERS. ANALYSIS OF THE ERRORS SHOWED THAT MOST OF THE ERRORS MADE ON THE FIRST LIST CONSISTED OF GIVING THE MORE COMMON PRONUNCIATION OF THE FIRST LETTER. THE AUTHOR&apos;S INTERPRETATION OF THE RESULTS WAS THAT THE CHILDREN RESPONDED TO THE SINGLE PRONUNCIATION PATTERN THEY HAD LEARNED, THE COMMON ONE, AND HAD DIFFICULTY WITH PATTERNS WITH WHICH THEY HAD LITTLE EXPERIENCE. HE CONCLUDED THAT THE CONTRASTIVE PRONUNCIATION FORMS SHOULD BE PRESENTED  SIMULTANEOUSLY TO THE CHILD. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011954</dc:identifier>
<dc:title>CONTINGENT VERSUS NON-CONTINGENT SPELLING PATTERNS. STUDIES OF ORAL READING, III. PRELIMINARY DRAFT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Discrimination Learning</dc:subject>
<dc:subject>Learning Experience</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Patterned Responses</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:creator scheme='personal author'>GIBSON, ELEANOR J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BOTH COGNITIVELY-ORIENTED AND RESPONSE-ORIENTED THEORIES OF PERCEPTUAL LEARNING ARE DISCUSSED AND CONTRASTED WITH A STIMULUS-ORIENTED THEORY. PERCEPTUAL LEARNING IS DEFINED AS AN INCREASE IN SPECIFICITY OF DISCRIMINATION OF THE STIMULUS INPUT. THE AUTHOR DESCRIBED WHAT IS LEARNED IN PERCEPUTAL LEARNING AS () THE DISTINCTIVE FEATURES OF THINGS, (2) INVARIANTS OF EVENTS OVER TIME, AND (3) HIGHER ORDER STRUCTURES OF BOTH THINGS AND EVENTS. WHAT IS LEARNED WAS SAID TO BE SELECTED BECAUSE IT PROVIDES A &amp;quot;REDUCTION OF UNCERTAINTY.&amp;quot; FOUR PRINCIPLES THAT ARE IMPORTANT IN THE APPLICATION OF THE AUTHOR&apos;S VIEW OF PERCEPTUAL LEARNING TO EDUCATION WERE STATED--(1) TASKS CAN BE ANALYZED INTO UNITS OF PERCEPTUAL CONTENT WHICH FORM HIERARCHIES, (2) LOWER ORDER UNITS ARE DISTINGUISHED BY  DISTINCTIVE FEATURES, (3) HIGHER ORDER UNITS ARE DISTINGUISHED BY STRUCTURE, (4) THE STRATEGY OF EXPLORATION AND PERCEPTUAL SEARCH DEVELOPS WITH AGE AND EDUCATION. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM ON RESEARCH APPROACHES TO THE LEARNING OF SCHOOL SUBJECTS (UNIVERSITY OF CALIFORNIA AT BERKELEY, OCTOBER 28-29, 1966). (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011955</dc:identifier>
<dc:title>PERCEPTUAL LEARNING IN EDUCATIONAL SITUATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Visual Stimuli</dc:subject>
<dc:subject>Word Lists</dc:subject>
<dc:creator scheme='personal author'>FORD, BOYCE L.</dc:creator>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF SEMANTIC CONTEXT ON THE VERBAL REACTION TIMES OF CHILDREN READING HOMOGRAPHS WERE STUDIED BY A COMPARISON OF THE EFFECTS OF WORD OR LETTER CUES PRECEDING THE HOMOGRAPHS TO BE READ. THE INVESTIGATOR DEVISED TWO EXPERIMENTAL WORDLISTS CONTAINING HOMOGRAPHS PRECEDED BY ONE-WORD, SEMANTICALLY SIMILAR NONHOMOGRAPHS AND TWO CONTROL LISTS CONTAINING THE SAME HOMOGRAPHS IN ISOLATION OR PRECEDED BY A MEANINGLESS CONSONANT. THE CUE-HOMOGRAPH COMBINATIONS WERE PROJECTED ON THE SCREEN ONE ITEM AT A TIME. THE TIME LAPSE BETWEEN THE VISUAL PRESENTATION OF THE ITEM AND THE VERBAL RESPONSE OF THE SUBJECT WAS MEASURED, AND THE REACTION TIMES FOR EACH OF THE FOUR LISTS WERE COMPARED. THE SUBJECTS REACTION TIMES FOR THE EXPERIMENTAL LISTS WERE SIGNIFICANTLY FASTER THAN FOR THE  CONTROL LISTS. THE RESULTS INDICATED THAT THE SHORTER VERBAL RESPONSE TIMES RESULTING FROM THE PRECEDING SEMANTIC CUES DID NOT RESULT FROM A PRIMING EFFECT RESULTING FROM A PRECEDING STIMULUS. THE AUTHOR CONCLUDED THAT A PRECEDING STIMULUS MUST BE MEANINGFUL, EITHER GRAMMATICALLY OR SEMANTICALLY, TO FACILITATE THE READING OF WORDS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011956</dc:identifier>
<dc:title>HOMOGRAPHS IN A SEMANTIC CONTEXT. STUDIES IN ORAL READINGS, VII. PRELIMINARY DRAFT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Eye Voice Span</dc:subject>
<dc:subject>Oral Reading</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Level</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Sentence Structure</dc:subject>
<dc:subject>Visual Perception</dc:subject>
<dc:creator scheme='personal author'>LEVIN, HARRY</dc:creator>
<dc:creator scheme='personal author'>TURNER, ELIZABETH ANN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description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apos;S DELIVERY AND SEEING HOW FAR HE CAN CONTINUE READING WHEN THE PRINT IS NO LONGER VISIBLE. TWO SIMILAR SETS OF SENTENCES WERE PREPARED, ONE USING THE VOCABULARY OF A SECOND  GRADER AND THE OTHER WITH A VOCABULARY OF A SIXTH GRADER. THE SENTENCES WERE CONSTRUCTED WITH PHRASE UNITS OF TWO, THREE, AND FOUR WORDS AND WERE ALL LONG ENOUGH TO PROVIDE AT LEAST 10 WORDS BEYOND A &amp;quot;LIGHT-OUT&amp;quot; EYE POSITION. RESULTS OF THE STUDY SUPPORTED THE HYPOTHESIS THAT SUBJECTS TEND TO READ IN PHRASE UNITS. OLDER READERS READ TO PHRASE BOUNDARIES MORE OFTEN THAN BEGINNING READERS. FAST OR GOOD READERS READ TO THE END OF PHRASE BOUNDARIES MORE OFTEN THAN THE SLOW OR POOR READERS DID. THERE WAS ALSO A SIGNIFICANT DIFFERENCE BETWEEN THE EVS ON ACTIVE AND PASSIVE SEENTENCES FOR OLDER SUBJECTS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011957</dc:identifier>
<dc:title>SENTENCE STRUCTURE AND THE EYE-VOICE SPAN. STUDIES IN ORAL READING, IX. PRELIMINARY DRAFT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>BROOKOVER, WILBUR B.</dc:creator>
<dc:creator scheme='personal author'>GOTTLIEB, DAVID</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESPONSE OF INDIVIDUAL ELEMENTARY SCHOOL TEACHERS TO INNOVATIONS IN TEACHING DEVICES AND TEACHING MATERIALS WAS INVESTIGATED. THE GOAL OF THE STUDY WAS TO DISCOVER HOW TEACHERS PERCEIVED SPECIFIC EDUCATIONAL INNOVATIONS, AND THEIR ATTITUDES WITH RESPECT TO THE ACCEPTANCE AND USE OF THESE INNOVATIONS. PARTICIPANT OBSERVATION, INTERVIEWS, AND A QUESTIONNAIRE WERE USED TO COLLECT DATA FROM A SAMPLE OF 158 TEACHERS REPRESENTING LEVELS OF TEACHING FROM KINDERGARTEN THROUGH THE SIXTH GRADE, AND SCHOOLS IN URBAN, SUBURBAN, AND RELATIVELY RURAL AREAS. THE ROLE OF THE TEACHER WAS EVALUATED IN TERMS OF THE CLASSROOM, ORGANIZATIONAL, AND PROFESSIONAL SEGMENTS OF THAT ROLE, TERMED BY THE AUTHOR AS &amp;quot;ROLE SECTORS,&amp;quot; AND IN TERMS OF THE NORMS GOVERNING PERFORMANCE IN THESE SECTORS. THE  ACCEPTANCE OF NEW EDUCATIONAL DEVICES WAS REGARDED BY THE AUTHORS AS AN INSTANCE OF THE ACCEPTANCE OF CHANGE IN OCCUPATIONAL EXPERTISE, AND THE AUTHORS SUGGESTED THAT THE DEFINITION OF EXPERTISE IN THE TEACHING PROFESSION IS DETERMINED WITHIN THE SCHOOL ORGANIZATION RATHER THAN BY THE INDIVIDUAL TEACHER. IN THIS CONNECTION, IT WAS OBSERVED THAT THE TEACHER DOES NOT PERCEIVE HER ROLE AS SOMEONE WHO SHOULD OR CAN MAKE DECISIONS ABOUT EDUCATIONAL INNOVATIONS. FINDINGS SHOWED THAT MOST TEACHERS SEE ACCEPTANCE OF A SPECIFIC CHANGE AS SOMETHING CONTINGENT CHIEFLY UPON THE RELEVANT POLICIES OF THEIR ADMINISTRATION, AND TEND TO SEE THEIR OWN ROLE PRIMARILY AS THE ACT OF TEACHING, SUBJECT TO ADMINISTRATIVE CHANGE. FACTORS, OTHER THAN ADMINISTRATIVE AND ORGANIZATIONAL NORMS, WHICH APPEARED TO  INFLUENCE THE TEACHERS&apos; ATTITUDES TOWARD EDUCATIONAL INNOVATIONS WERE DISCUSSED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011958</dc:identifier>
<dc:title>SOCIAL FACTORS IN THE ADOPTION OF NEW TEACHING-LEARNING TECHNIQUES IN THE ELMENTARY SCHOOL. ACCEPTANCE OF NEW EDUCATION PRACTICES BY ELEMENTARY SCHOOL TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>237</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Closed Circuit Television</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>BARSON, JOHN</dc:creator>
<dc:creator scheme='personal author'>JONES, GARDNER, M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TWO-PART STUDY WAS CONDUCTED TO IDENTIFY THE FACTORS WHICH CONTRIBUTE TO SUCCESSFUL MEDIA INNOVATION AND INSTRUCTIONAL DEVELOPMENT, AND TO ESTABLISH GUIDELINES TO SERVE OTHERS. IN PART A, THE OPERATION OF MEDIA SUPPORT AGENCIES AT MICHIGAN STATE UNIVERSITY AND THE DEVELOPMENT OF SELECTED COURSES OF STUDY EMPLOYING THE NEWER MEDIA WERE REVIEWED. A HYPOTHETICAL MODEL FOR MEDIA INNOVATION IN COLLEGE COURSES WAS ALSO CONSTRUCTED. IN ADDITION, THE MEANS BY WHICH DEVELOPMENT ACTIVITY COSTS MIGHT BE TRACED WERE STUDIED IN RELATION TO COST EXPERIENCES IN CLOSED-CIRCUIT TELEVISION. IN PART B, A COST ALLOCATION SCHEME SIMILAR TO THAT USED IN INDUSTRY FOR APPORTIONING SERVICE DEPARTMENT COSTS TO PRODUCTION DEPARTMENTS WAS DEVELOPED AND PROPOSED FOR INSTITUTIONS OF HIGHER LEARNING.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011959</dc:identifier>
<dc:title>A PROCEDURAL AND COST ANALYSIS STUDY OF MEDIA IN INSTRUCTIONAL SYSTEMS DEVELOPMENT, PARTS A AND B.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>279</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Logic</dc:subject>
<dc:subject>Performance Factors</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>STOLUROW, LAWRENCE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Urbana)</eric:keywords>
<eric:keywords_geo>Illinois (Urbana)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois Univ., Urbana. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS CUMULATIVE REPORT DESCRIBES RESEARCH PREVIOUSLY PERFORMED ON TRANSFER AS A PSYCHOLOGICAL AND AS AN EDUCATIONAL PROCESS PLUS REPORTS OF NEW WORK. CHAPTER I OF THE REPORT DEALT WITH THE NATURE, HYPOTHESES, AND DEVELOPMENT OF THE PROJECT WHICH TAKES A SYSTEMS APPROACH TO THE ANALYSIS AND GUIDANCE OF THE LEARNING AND INSTRUCTIONAL CONDITIONS BY WHICH TRANSFER IS DETERMINED. CHAPTER 2 CONTAINED REPORTS OF SEVEN EXPERIMENTS ON TRANSFER EFFECTS OF DIFFERENT KINDS AND FORMS OF INFORMATION ENCODING. CHAPTER 3 REPORTED ON FIVE STUDIES CONCERNED WITH EFFECTS RELATED TO INSTRUCTIONAL VARIABLES AND TEST CONDITIONS IN LOGIC. TWO EXPERIMENTS ON THE USE OF A MODEL, ALONG WITH A GENERALIZED PREVIEW OF FACILITATING LEARNING AND RETENTION OF COMPLEX SCIENTIFIC MATERIALS, WERE PRESENTED IN  CHAPTER 4. CHAPTER 5 REPORTED ON TWO EXPERIMENTS DEALING WITH TRANSFER EFFECTS IN VERBAL LEARNING. ATTACHED TO THE REPORT WAS A BIBLIOGRAPHY OF WORKS ABSTRACTED FOR THE PROJECT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011960</dc:identifier>
<dc:title>PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING. QUARTERLY REPORTS 8 AND 9.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>176</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Audiovisual Aids</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Employment Potential</dc:subject>
<dc:subject weight='MAJOR'>Food Service</dc:subject>
<dc:subject>Foods Instruction</dc:subject>
<dc:subject weight='MAJOR'>Job Training</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject weight='MAJOR'>Programed Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Service Occupations</dc:subject>
<dc:creator scheme='personal author'>KONZ, STEPHAN A.</dc:creator>
<dc:creator scheme='personal author'>MIDDLETON, RAYMONA</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Univ., Manhattan.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PROJECT WAS INITIATED TO DEVELOP EFFICIENT WORK METHODS FOR 100 COMMON TASKS IN THE FOOD SERVICE INDUSTRY AND THEN TO PREPARE PROGRAMED LEARNING &quot;PACKAGES&quot; FOR EACH OF THESE TASKS FOR TRAINING POTENTIAL EMPLOYEES AND EMPLOYEES WITH LOWER LEVELS OF EDUCATION TO HOLD USEFUL JOBS. THE CONCEPT OF PROGRAMED LEARNING PACKAGES FOR FOOD SERVICING WAS DEMONSTRATED TO BE EFFECTIVE IN PRELIMINARY FIELD TRYOUTS. EACH PACKAGE CONSISTED OF A SET OF SLIDES, COMBINING PHOTOS AND CAPTIONS, THAT DEPICTED A SERIES OF PROGRAMED STEPS ORGANIZED TO TEACH A SINGLE FOOD PREPARATION TASK. AUDIO TAPES WERE INCLUDED IN THE ORIGINAL PLAN BUT WERE DISCARDED WHEN EXPERIMENTS SHOWED THEY CONTRIBUTED LITTLE TO TASK LEARNING. THE TASKS COVERED BY THE PROGRAMED SLIDES WERE DIPPED SALAD ASSEMBLY, CLEANING A MEAT  SLICER, MAKING SALAD SANDWICHES, MAKING SLICED MEAT SANDWICHES, MAKING CHANGE, BREADING FOODS FOR DEEP-FAT FRYING, FROSTING A CAKE, CUTTING A CAKE, PORTIONING PUDDING, AND CUTTING A PIE. ONLY THESE 10 PROGRAMED LESSONS WERE COMPLETED WHEN THE PROJECT WAS CANCELLED BECAUSE OF A LACK OF FUNDS. THE COMPLETED PROGRAMED LESSONS WERE MADE AVAILABLE FOR PURCHASE THROUGH THE DEPARTMENT OF INSTITUTIONAL MANAGEMENT, KANSAS STATE UNIVERSITY. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011961</dc:identifier>
<dc:title>WORK INSTRUCTION PROGRAMS FOR THE FOOD SERVICE INDUSTRY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:54:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Family Attitudes</dc:subject>
<dc:subject>Family Relationship</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Siblings</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>MILLER, JAMES O.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF A PRESCHOOL INTERVENTION PROJECT ON OLDER BROTHERS AND SISTERS OF THE EXPERIMENTAL SUBJECTS WERE INVESTIGATED. DURING THE INTERVENTION RESEARCH, CONCERN HAD BEEN EXPRESSED FOR POTENTIAL DETRIMENTAL EFFECTS ACCRUING TO THE OLDER SIBLINGS THROUGH INVIDIOUS COMPARISONS WHICH MIGHT BE MADE BY SCHOOL PERSONNEL AND PARENTS. OLDER SIBLINGS IN THE ADJACENT BIRTH ORDER, REMOVED NO FURTHER THAN 2 YEARS FROM THE EXPERIMENTAL CHILDREN, WERE SELECTED FOR STUDY. A NUMBER OF INSTRUMENTS WERE USED TO OBTAIN DATA RELATED TO BOTH THE EXPERIMENTAL CHILDREN AND THE OLDER SIBLINGS ON VARIABLES OF SCHOOL ACHIEVEMENT, PERSONAL ADEQUACY, CLASSROOM ADJUSTMENTS, AND FAMILY RELATIONS. IN THE ANALYSIS OF THE DATA GAINED, LITTLE EVIDENCE WAS FOUND TO SUPPORT THE ORIGINAL CONTENTION THAT OLDER  SIBLINGS OF CHILDREN INCLUDED IN AN EXPERIMENTAL PRESCHOOL PROGRAM SUFFER ADVERSELY IN ACADEMIC ACHIEVEMENT, PERSONAL DEVELOPMENT, OR SOCIAL DEVELOPMENT BY SUPPOSED OR ACTUAL INVIDIOUS COMPARISONS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011962</dc:identifier>
<dc:title>A STUDY OF OLDER SIBLINGS OF CHILDREN IN A PRESCHOOL INTERVENTION PROJECT. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Early Experience</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Racial Factors</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Task Performance</dc:subject>
<dc:subject>Testing Problems</dc:subject>
<dc:creator scheme='personal author'>PHILLIPS, JUDITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Tennessee (Nashville)</eric:keywords>
<eric:keywords_geo>Tennessee (Nashville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>POST-TEST INTELLIGENCE SCORES OF YOUNG NEGRO CHILDREN OBTAINED FOLLOWING A 6-MONTH LANGUAGE DEVELOPMENT PROJECT WERE COMPARED ACCORDING TO THE RACE AND SEX OF THE EXAMINER ADMINISTERING THE TEST. PRETEST SCORES OBTAINED PRIOR TO LANGUAGE DEVELOPMENT HAD INDICATED THAT NEGRO EXAMINERS PRODUCED SIGNIFICANTLY HIGHER STANFORD-BINET IQ SCORES THAN WHITE EXAMINERS. A SIMILAR, NONSIGNIFICANT DIFFERENCE HAD BEEN FOUND FOR SCORES ON THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES (ITPA). IN THE PRESENT STUDY, NO DIFFERENCES ASSOCIATED WITH THE RACE AND SEX OF THE EXAMINER AND THE SEX OF THE CHILD WERE OBTAINED WITH 240 STANFORD-BINET POST-TEST SCORES. WHITE EXAMINERS PRODUCED SIGNIFICANTLY HIGHER SCORES THAN NEGRO EXAMINERS WITH 160 ITPA POST-TEST RESULTS. THE GREATEST DIFFERENCE BETWEEN  NEGRO AND WHITE EXAMINERS OCCURRED ON THE ITPA VOCAL ENCODING SUBTEST, WHERE WHITES PRODUCED MORE SPONTANEOUS VOCALIZATION. SEX DIFFERENCES WERE MINIMAL AND INCONSISTENT WITHIN THE ITPA SUBTESTS. DIFFERENCES ASSOCIATED WITH THE RACE OF EXAMINER ON PRE- AND POST-TEST SCORES WERE DISCUSSED IN TERMS OF A COMPLEX INTERACTION (KATZ, 1964). THIS INTERACTION BETWEEN RACE OF EXAMINER AND TASK COMPLEXITY CAUSES NEGRO SUBJECTS TO PERFORM BETTER FOR NEGRO EXAMINERS ON COMPLEX TASKS DUE TO THE INTERFERING EFFECTS OF ANXIETY ASSOCIATED WITH WHITE EXAMINERS, EFFECTS WHICH MAY BE REVERSED IF A TASK IS MADE LESS COMPLEX OR THE ANXIETY ASSOCIATED WITH WHITE EXAMINERS IS REDUCED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011963</dc:identifier>
<dc:title>THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Selection</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>ORTON, KENNETH D.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FEASIBILITY OF USING AN ITEM-ANALYSIS APPROACH FOR THE EVALUATION OF AN INNOVATIVE NINTH-GRADE CURRICULUM WAS EXPLORED. A POOL OF TEST ITEMS WAS DEVELOPED, FOR EACH OF THE THREE UNITS TO BE EVALUATED, BY EXAMINING ENGLISH TEXTBOOKS AND TEACHER&apos;S GUIDES, AND BY WRITING ITEMS THAT REPRESENTED THE MAJOR OUTCOMES EXPECTED OF EACH OF THE UNITS--SATIRE, USES OF LANGUAGE, AND SYNTAX AND RHETORIC OF THE SENTENCE. ALL OF THE ITEMS IN THE POOL WERE ADMINISTERED TO EXPERIMENTAL AND CONTROL GROUPS, AND THE RESULTS COMPARED WITH RESULTS OF A CRITERION TEST (A FEW REPRESENTATIVE ITEMS GIVEN TO A REASONABLY LARGE SAMPLE OF STUDENTS). THE INVESTIGATOR CONCLUDED THAT THE ITEM POOL APPROACH MAY PROVIDE MORE USEFUL INFORMATION FOR THE CURRICULUM BUILDER THAN THE CRITERION TEST APPROACH, AND  SUGGESTED FURTHER REFINEMENTS TO MAKE THE POOL APPROACH MORE USEABLE AS A MAJOR MEANS OF CURRICULUM EVALUATION. ORIGINAL PLANS CALLED FOR AN ANALYSIS OF THE POOL TEST ITEMS TO BE MADE IN COMPARISON WITH RESULTS OBTAINED FROM A PUBLISHED ENGLISH TEST. THIS PLAN WAS DROPPED AFTER EVALUATION OF THE AVAILABLE TESTS. FEW TESTS WERE FOUND THAT COULD BE USED TO ASSESS THE OUTCOMES OF THE NEBRASKA ENGLISH PROGRAM. ITEMS SELECTED FOR THE CURRICULUM UNIT TESTS AND THE RESULTS OF THE EVALUATIONS OF THE PUBLISHED TESTS AND OF THE TEST ITEMS IN THE TEXTBOOKS ARE INCLUDED IN THE REPORT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011964</dc:identifier>
<dc:title>A NEW APPROACH TO CURRICULUM EVALUATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>139</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Students</dc:subject>
<dc:subject>Broadcast Television</dc:subject>
<dc:subject>Class Organization</dc:subject>
<dc:subject>Conventional Instruction</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Science Instruction</dc:subject>
<dc:creator scheme='personal author'>STREVELL, WALLACE H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Houston)</eric:keywords>
<eric:keywords_geo>Texas (Houston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Houston Univ., TX. Bureau of Educational Research and Services.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTIVENESS OF TELEVISION TEACHING WAS INVESTIGATED UNDER VARIED CONDITIONS OF SCHOOL ORGANIZATION SUCH AS URBAN-RURAL, SEGREGATED SCHOOLS, AND HOMOGENEOUS GROUPING. ADDITIONAL OBJECTIVES OF THE PROJECT WERE TO (1) INTRODUCE TEACHING BY OPEN-CIRCUIT TELEVISION AMONG INDEPENDENT SCHOOL DISTRICTS IN THE HOUSTON AREA, (2) DEVELOP PRACTICAL WORKING RELATIONSHIPS BETWEEN THE TELEVISION STATION OF THE UNIVERSITY OF HOUSTON (KUHT) AND THE PUBLIC SCHOOL SYSTEMS, (3) INVESTIGATE TEAM TEACHING AND IMPROVEMENT OF TEAM TEACHING, AND (4) IMPROVE THE QUALITY OF INSTRUCTION OF HIGH SCHOOL PHYSICS. THE SUBJECT OF HIGH SCHOOL PHYSICS WAS CHOSEN BECAUSE OF ITS POTENTIAL FOR DEMONSTRATION TEACHING AND BECAUSE OF CURRICULUM NEEDS. THE TEST RESULTS INDICATED THAT TELEVISION-TAUGHT HIGH SCHOOL  CLASSES ACHIEVED EQUALLY AS WELL AS THE TRADITIONALLY TAUGHT CONTROL CLASSES. THERE WAS ALSO EVIDENCE THAT HOMOGENEOUS CLASSES WERE MORE EFFECTIVE THAN HETEROGENEOUS CLASSES WITH TELEVISION TEACHING. IN ADDITION, THE RURAL HIGH SCHOOL CLASSES AND THE NEGRO HIGH SCHOOL CLASSES MADE SATISFACTORY GAINS WITH TELEVISION TEACHING. INCLUDED IN THE REPORT WERE DISCUSSIONS OF THE ADMINISTRATION OF TELEVISED INSTRUCTION IN RELATION TO INDEPENDENT SCHOOL DISTRICTS, AND THE ROLE OF THE TEAM TEACHER AND HIS CLASSROOM TECHNIQUE. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011965</dc:identifier>
<dc:title>HIGH SCHOOL PHYSICS BY TELEVISION--THE HOUSTON AREA PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Preparation</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Statistical Significance</dc:subject>
<dc:creator scheme='personal author'>STEINBERG, ERWIN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Carnegie Inst. of Tech., Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENT PERFORMANCE IN A SENIOR HIGH SCHOOL, SEQUENTIAL, CUMULATIVE CURRICULUM IN ENGLISH FOR COLLEGE-BOUND STUDENTS WAS COMPARED WITH THE PERFORMANCE OF SIMILAR STUDENTS TAKING TRADITIONAL COURSES OF INSTRUCTION. THE STATISTICAL STUDY SOUGHT TO DETERMINE WHETHER OR NOT THERE WAS A VALID BASIS FOR FURTHER DEVELOPMENT OF THE NEW CURRICULUM AND WHAT FEATURES OF THE CURRICULUM REQUIRED REFINEMENT OR REVISION. A TOTAL OF 59 STATISTICAL TESTS OF SIGNIFICANCE WERE CONDUCTED TO COMPARE OUTCOMES FOR EXPERIMENTAL AND CONTROL STUDENTS ON VARIABLES RELATED TO THE OBJECTIVES OF THE NEW CURRICULUM. OF THE 59 TESTS, 12 YIELDED SIGNIFICANT RESULTS FAVORING THE NEW CURRICULUM. ONLY ONE OF THE ANALYSES, A STUDY OF A PREFERENCE OBJECTIVE, YIELDED A SIGNIFICANT OUTCOME IN FAVOR OF THE CONTROL  CLASSES. IT WAS CONCLUDED THAT THE NEW PROGRAM IS IN MANY WAYS SUPERIOR TO THE PROGRAMS WITH WHICH IT WAS COMPARED. THE WEAKEST COMPONENT OF THE EXPERIMENTAL PROGRAM, JUDGED FROM THE STATISTICAL RESULTS, WAS THE COMPOSITION PROGRAM. NO EVIDENCE WAS FOUND THAT INDICATED THE NEW COURSES CONTRIBUTED MORE TO WRITING SKILLS THAN THE CONTROL COURSE DID. LESSON PLANS FOR THE 10TH, 11TH, AND 12TH GRADES WERE INCLUDED IN THIS SUMMARY REPORT. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011966</dc:identifier>
<dc:title>A SENIOR HIGH CURRICULUM IN ENGLISH FOR ABLE COLLEGE-BOUND STUDENTS. VOLUME 5, SUMMARY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>111</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>College Role</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Commuting Students</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>Interests</dc:subject>
<dc:subject>Persistence</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Social Life</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>DRESSEL, PAUL L.</dc:creator>
<dc:creator scheme='personal author'>NISULA, EINAR S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPLORATORY SURVEY INVESTIGATED THE COLLEGE EXPERIENCES AMONG COMMUTING STUDENTS, ATTENDING THREE TYPES OF INSTITUTIONS TO COMPARE COLLEGE EXPERIENCES BETWEEN COMMUTING AND RESIDENT STUDENTS. STUDENTS SELECTED FOR STUDY WERE (1) 100 COMMUTERS FROM A LARGE, PRIMARILY RESIDENT UNIVERSITY, (2) 100 COMMUTERS FROM A COMMUNITY COLLEGE WITH NO RESIDENT STUDENTS, (3) 87 COMMUTERS FROM A MUNICIPAL UNIVERSITY ENROLLING A LARGE PERCENTAGE OF COMMUTERS, AND (4) 100 RESIDENT STUDENTS ENROLLED IN THE SAME UNIVERSITY AS THE FIRST GROUP. THE STUDY WAS LIMITED TO FIRST-TIME FRESHMEN WHO WERE UNDER AGE 21, SINGLE, CARRYING A STUDY PROGRAM OF 12 UNITS OR MORE, AND, IF COMMUTING, LIVING WITH PARENTS. ACROSS-GROUP MATCHINGS WERE MADE, AS FAR AS POSSIBLE, ON ESTABLISHED ABILITY LEVELS, DISTANCES OF  RESIDENCE FROM COLLEGE, MAJOR CURRICULUM GROUPINGS, AND SEX. A SPECIAL QUESTIONNAIRE WAS USED TO GATHER DATA ON SUCH MATTERS AS ATTENDANCE AT CULTURAL EVENTS, EDUCATIONAL GOALS, MEMBERSHIP AND PARTICIPATION IN STUDENT GROUPS AND ACTIVITIES, FRIENDSHIP AND DATING PATTERNS, HOURS OF WORK, INCOME, AND EXPENDITURES. DATA ON GRADES AND CREDITS WERE GATHERED FROM COLLEGE RECORDS. THE FINDINGS SHOWED SOME EVIDENCE THAT THE COMMUTING FRESHMEN, PARTICULARLY IF HE ATTENDS A LARGE RESIDENT INSTITUTION, MAY BE SLOW IN HIS SOCIAL CONTACT WITH OTHER STUDENTS. A LARGE MAJORITY OF THE COMMUTERS EXPRESSED NO DISAPPOINTMENT IN COLLEGE, MAKING NO COMMENTS OR SUGGESTIONS WHEN INVITED TO DO SO. COMMUTING APPEARED TO HAVE NO EFFECT ON PERFORMANCE OR PERSISTENCE PATTERNS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011967</dc:identifier>
<dc:title>A COMPARISON OF THE COMMUTING AND NON-COMMUTING STUDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Continuous Progress Plan</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Traditional Schools</dc:subject>
<dc:subject>Transitional Schools</dc:subject>
<dc:creator scheme='personal author'>BESVINICK, SIDNEY L.</dc:creator>
<dc:creator scheme='personal author'>CRITTENDEN, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>MARYLAND SELF CONCEPT AS A LEARNER SCALE</eric:keywords>
<eric:keywords>School Inventory (Bell)</eric:keywords>
<eric:keywords>Melbourne High School FL</eric:keywords>
<eric:keywords>WATSON GLASER CRITICAL THINKING APPRAISAL</eric:keywords>
<eric:keywords>Florida (Coral Gables)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:keywords_test>Watson Glaser Critical Thinking Appraisal</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Miami Univ., Coral Gables, FL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE WHETHER THE GRADUATES OF MELBOURNE HIGH SCHOOL, IN BREVARD COUNTY, FLORIDA, WERE SUFFICIENTLY DIFFERENT FROM GRADUATES OF ANOTHER HIGH SCHOOL IN THE SAME DISTRICT TO WARRANT FURTHER RESEARCH, A PILOT STUDY WAS CONDUCTED. MELBOURNE HAS RECEIVED ACCLAIM FOR ITS NONGRADED, CONTINUOUS PROGRESS, INNOVATIVE CURRICULUM AND FOR THE NUMEROUS AWARDS WON BY ITS STUDENTS. THE STUDY SAMPLE WAS FORMED BY SORTING STUDENTS FROM THE GRADUATING CLASSES OF BOTH SCHOOLS INTO CLOSELY MATCHED PAIRS. ALL PAIRS WERE SUBDIVIDED INTO THREE ABILITY GROUPS. DATA FOR APTITUDE AND ACHIEVEMENT MEASURES WERE OBTAINED FROM THE RESULTS OF TWO STATEWIDE TESTING PROGRAMS, ADMINISTERED BY THE SCHOOLS TO NINTH- AND 12TH-GRADE STUDENTS RESPECTIVELY AS REQUIRED BY THE STATE. THE WATSON-GLASER CRITICAL  THINKING APPRAISAL, THE MARYLAND SELF-CONCEPT AS A LEARNER SCALE, AND THE BELL SCHOOL INVENTORY WERE ADMINISTERED TO THE SAMPLE BY THE PROJECT STAFF. TEST RESULTS SHOWED (1) IN NO INSTANCE DID THE COMPARISON SCHOOL MATCHED STUDENTS DO BETTER THAN THE MELBOURNE STUDENTS ON SENIOR ACHIEVEMENT TESTS, (2) WHEN COMPARED BY ABILITY GROUPINGS (LOW, AVERAGE, AND HIGH) THERE WAS NO CLEAR SUPPORT FOR SUPERIORITY OF EITHER SCHOOL, AND (3) STATISTICALLY SIGNIFICANT DIFFERENCES ON THE CRITICAL THINKING TEST WERE FOUND IN ONLY THE AVERAGE ABILITY GROUP. ALTHOUGH MANY STUDENT DIFFERENCES FAVORED MELBOURNE AT ONLY A LOW LEVEL OF SIGNIFICANCE, THE INVESTIGATORS CONCLUDED THAT FURTHER STUDY WAS WARRANTED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011968</dc:identifier>
<dc:title>MELBOURNE HIGH SCHOOL PILOT STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>44</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Literature Guides</dc:subject>
<dc:creator scheme='personal author'>LAIRD, CHARLTON</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Reno)</eric:keywords>
<eric:keywords>Christy (Arthur)</eric:keywords>
<eric:keywords_geo>Nevada (Reno)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada Univ., Reno.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBED THE EDITORIAL WORK UNDERTAKEN TO BRING TO A PUBLISHABLE STATE A COOPERATIVE, CRITICAL BIBLIOGRAPHY OF STUDIES ESSENTIAL TO THE BROAD STUDY OF LITERATURE AND ITS RELATIONSHIPS. THIS BIBLIOGRAPHY WAS STARTED ABOUT 1940 AND HAD ENGAGED THE EFFORTS OF MORE THAN 100 SCHOLARS AND EDITORS. SUPPORT WAS RECEIVED FROM THE ROCKEFELLER FOUNDATION, THE AMERICAN COUNCIL OF LEARNED SOCIETIES, THE AMERICAN LIBRARY ASSOCIATION, AND THE NATIONAL COUNCIL OF THE TEACHERS OF ENGLISH. THE ORIGINAL MANUSCRIPT BECAME OBSOLETE AFTER WORK WAS STOPPED IN 1952 DUE TO INSUFFICIENT SUPPORT TO MEET HIGHER-THAN-EXPECTED PUBLISHING COSTS. CURRENT RENOVATION OF THE MANUSCRIPT REQUIRED THE CONSULTATION OF MORE THAN 20,000 ADDITIONAL BOOKS AND PERIODICALS. ABOUT 3,000 ENTRIES WERE ELIMINATED  AS OBSOLETE, AND AROUND 5,000 ENTRIES, MADE AVAILABLE BY RECENT SCHOLARSHIP, WERE INCORPORATED. MANY OF THE EARLIER ANNOTATIONS WITH SUBSIDIARY REFERENCES WERE REVISED. THE COMPLETED MANUSCRIPT WAS BEING READIED FOR PRINTING AT THE TIME OF REPORTING. THE INVESTIGATOR ANTICIPATED THAT THE GUIDE WOULD BECOME AN INDISPENSABLE TOOL IN RESEARCH AND WOULD POINT THE WAY TOWARD NEW RESEARCH IN COMPARATIVE LITERATURE AND CROSS-DISCIPLINARY AREAS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011969</dc:identifier>
<dc:title>REVISING AND RE-EDITING A GUIDE FOR COMPARATIVE AND GENERAL LITERATURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Attendance</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Poverty Areas</dc:subject>
<dc:subject>School Role</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:creator scheme='personal author'>HARP, JOHN</dc:creator>
<dc:creator scheme='personal author'>MORTON, MILDRED</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF A NUMBER OF INDEPENDENT VARIABLES ON COLLEGE ATTENDANCE RATE WERE STUDIED, USING A SAMPLE (590) OF MALE AND FEMALE HIGH SCHOOL GRADUATES FROM A RELATIVELY UNDERDEVELOPED REGION. THE VARIABLES INVESTIGATED WERE SOCIAL CLASS, SIZE OF HIGH SCHOOL, EDUCATION OF FATHER, EDUCATION OF MOTHER, NUMBER OF SIBLINGS, SEX, MARITAL STATUS, RESIDENTIAL BACKGROUND, MENTAL APTITUDE, EDUCATIONAL ASPIRATION, VOCATIONAL ASPIRATION, AND HIGH SCHOOL CURRICULUM. A SOCIAL-ENVIRONMENT VARIABLE DEALT WITH THE PROPORTION OF PROFESSIONAL OCCUPATIONS IN THE TOWNSHIPS WHERE THE SUBJECTS GRADUATED FROM HIGH SCHOOL. EVALUATIVE DATA WERE GATHERED ON THE SAMPLE WHILE IN HIGH SCHOOL AND 3 YEARS AFTER GRADUATION TO DETERMINE MIGRATION PATTERNS AND OCCUPATIONAL STATUS. AN INITIAL FINDING, REVEALING  THAT A HIGHER PROPORTION OF GIRLS THAN BOYS ASPIRED TO A COLLEGE EDUCATION, LED TO THE USE OF SEX AS A CONTROL VARIABLE. ALL INDEPENDENT VARIABLES WERE FOUND TO BE RELATED TO COLLEGE ATTENDANCE. RELATIVE IMPORTANCE OF EACH OF THE VARIABLES, HOWEVER, WAS DIFFERENT BETWEEN BOYS AND GIRLS. AN ANALYSIS, CONTROLLING FOR SEX AND EDUCATIONAL ASPIRATIONS, INDICATED A SIGNIFICANT DIFFERENCE IN COLLEGE ATTENDANCE RATES FOR TWO TOWNSHIP ENVIRONMENTS CHARACTERIZED AS HIGH AND LOW IN PROFESSIONAL OCCUPATIONS. THE RESULTS SUGGESTED THAT PROGRAMS CONCERNED WITH ENCOURAGING STUDENTS TO ATTEND COLLEGE SHOULD TAKE INTO ACCOUNT THE DIFFERENT PATTERNS OF INFLUENCE FOR BOYS AND GIRLS. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011970</dc:identifier>
<dc:title>FACTORS ASSOCIATED WITH THE COLLEGE ATTENDANCE OF YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>75</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Catalogs</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Educational Trends</dc:subject>
<dc:subject>Electronic Classrooms</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Off Campus Facilities</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>SHELLEY, E.F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Inst. of Tech., New York.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DEVELOPMENTAL PLAN WAS ORGANIZED AND PRESENTED FOR A COMPREHENSIVE STUDY OF ALL ASPECTS OF TECHNICAL INNOVATIONS WHICH COULD CONSTITUTE A COMMUNICATION-LINKED SYSTEM FOR OFF-CAMPUS VOCATIONAL AND TECHNICAL EDUCATION. A PRELIMINARY LITERATURE SURVEY REVEALED SEVERAL GENERIC ELEMENTS, BOTH TANGIBLE AND INTANGIBLE, WHICH CONSTITUTE A COMMUNICATION-LINKED CLASSROOM SYSTEM. THE REPORT DESCRIBED A HYPOTHETICAL EXAMPLE OF THE COMMUNICATION-LINKED, CLASSROOM-SYSTEM CONCEPT FOR USE AS A TENTATIVE PLANNING MODEL. OTHER SIGNIFICANT ITEMS PRESENTED IN THE REPORT WERE (1) A BIBLIOGRAPHY OF THE BOOKS AND ARTICLES REVIEWED DURING THE PRELIMINARY SURVEY, AND (2) A DESCRIPTIVE LISTING OF SOME OF THE ESTABLISHED, COMMUNICATION-LINKED, INSTRUCTIONAL SYSTEMS WORTHY OF STUDY DURING A RECOMMENDED,  COMPREHENSIVE SURVEY. THE PROCEDURE FOR SUCH A SURVEY WAS EVOLVED, CENTERING ON A QUESTIONNAIRE THAT WAS DESIGNED TO ELICIT IN DETAIL THE DESCRIPTION, PURPOSE, COST FACTORS, RESEARCH ASPECTS, AND PERSONNEL SPECIFICATIONS OF EACH SYSTEM TO BE STUDIED. DEVELOPMENT OF A CATALOG OF SYSTEM CHARACTERISTICS FOR INSTITUTIONAL USE WAS SUGGESTED. A SAMPLE ENTRY FOR SUCH A CATALOG INCLUDED SUCH CHARACTERISTICS AS THE HOME INSTITUTION, FORM OF CURRICULUM, COMMUNICATION VEHICLE, NUMBERS OF STUDENTS INVOLVED, SUCCESS ACHIEVED, ABILITY FOR SYSTEM REPLICATION, AND PARTICULAR ECONOMIC ADVANTAGES. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011971</dc:identifier>
<dc:title>PRELIMINARY INVESTIGATION OF COMMUNICATION-LINKED TECHNIQUES FOR OFF-CAMPUS TEACHING OF VOCATIONAL AND TECHNICAL SUBJECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>151</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Student Needs</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>ARMSTRONG, CHARLES M.</dc:creator>
<dc:creator scheme='personal author'>WHITNEY, GEORGE S.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Technical Education Association, Inc., Delmar, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TENTATIVE DATA COLLECTION PROCEDURES, DATA COLLECTION INSTRUMENTS, AND APPROPRIATE INTERVIEW FORMS THAT HAD BEEN DEVELOPED FOR USE IN A LATER SURVEY OF POST-SECONDARY TECHNICAL INSTITUTIONS WERE TRIED OUT IN FIVE REPRESENTATIVE SCHOOLS. THE FOLLOWUP STUDY WAS PLANNED TO BE A LARGE-SCALE INVESTIGATION OF STUDENT-SELECTION PRACTICES, ADMISSION POLICIES, AND FOLLOWUP ACTIVITIES OF APPROXIMATELY 40 SELECTED INSTITUTIONS. FROM THE DATA COLLECTED, THE INVESTIGATORS PLANNED TO IDENTIFY CURRENT PRACTICES THAT WERE EFFECTIVE IN INSURING THAT ALL PROSPECTIVE TECHNICAL EDUCATION STUDENTS WOULD BE EDUCATED TO THE MAXIMUM OF THEIR ABILITY. TO TEST THE ADEQUACY OF THE TENTATIVE INSTRUMENTS FOR DRAWING THE KINDS OF CONCLUSIONS DESIRED, CAREFUL RECORDS WERE COMPILED REGARDING THE EFFECTIVENESS  OF THE PROCEDURES AND OF THE INDIVIDUAL ITEMS OF EACH INSTRUMENT, AND A REPORT WAS WRITTEN ON THE HYPOTHESIS THAT THE DATA GATHERED IN THE PILOT STUDY WAS INDICATIVE OF GENERAL CONDITIONS. THE FINDINGS OF THE PILOT STUDY AND THE TENTATIVE CONCLUSIONS DRAWN WERE INCLUDED IN THIS REPORT. THE TENTATIVE CONCLUSIONS WILL BE TREATED AS HYPOTHESES TO BE TESTED IN THE LARGER STUDY. THE PROCEDURES AND INSTRUMENTS WERE REVISED FOR USE IN THE FOLLOWUP STUDY ON THE BASIS OF THE EXPERIENCE GAINED IN THE PILOT STUDY. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011972</dc:identifier>
<dc:title>THE DEVELOPMENT AND TESTING OF INSTRUMENTS AND PROCEDURES FOR A STUDY OF STUDENT SELECTION PRACTICES IN TECHNICAL EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Electronic Equipment</dc:subject>
<dc:subject>Field Trips</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Measurement Instruments</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Technological Advancement</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>MCKEE, DELBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Morrisville)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Morrisville. Agricultural and Technical Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SUMMER INSTITUTE IN INSTRUMENTATION TECHNOLOGY WAS HELD TO PROVIDE TEACHERS WITH CURRENT KNOWLEDGE ON AUTOMATIC, PROCESS-CONTROL INSTRUMENTATION. A PREVIOUSLY DEVELOPED GUIDE FOR A 2-YEAR, POST-HIGH SCHOOL CURRICULUM PROVIDED THE BASIS FOR INSTRUCTION AND DISCUSSION DURING THE INSTITUTE. THREE COURSES IN MEASUREMENT AND INSTRUMENT SHOP PRACTICES, CIRCUITS AND ELECTRICAL PHYSICS, AND MATHEMATICS AND MECHANICAL PHYSICS WERE TAUGHT. THE COURSE WORK CONSISTED OF LECTURE, RECITATION, AND LABORATORY SESSIONS. SIX SPECIALISTS CONDUCTED SPECIAL SEMINARS, AND FOUR FIELD TRIPS WERE UNDERTAKEN. IN SPITE OF THE VARIED BACKGROUNDS OF THE 11 PARTICIPANTS AND SOME PROBLEMS OF SCHEDULING, MOST FELT THAT THE PROGRAM WAS QUITE SUCCESSFUL. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011973</dc:identifier>
<dc:title>AN EIGHT WEEK SUMMER INSTITUTE TRAINING PROGRAM TO TRAIN INSTRUCTORS OF INSTRUMENTATION TECHNOLOGY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Conferences</dc:subject>
<dc:subject weight='MAJOR'>Inservice Teacher Education</dc:subject>
<dc:subject weight='MAJOR'>Institutes (Training Programs)</dc:subject>
<dc:subject weight='MAJOR'>Language</dc:subject>
<dc:subject weight='MAJOR'>Language Arts</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>OLSON, PAUL A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A CONFERENCE WAS HELD TO PRODUCE A DESCRIPTION OF NEEDED RESEARCH IN THE AREA OF THE INSERVICE RETRAINING OF ELEMENTARY SCHOOL TEACHERS IN THE ALLIED AREAS OF LANGUAGE, LITERATURE, COMPOSITION, SPEECH, AND READING. FIVE POSITION PAPERS ON EACH AREA WERE READ ON THE 1ST DAY, AND THE LAST 2 DAYS OF THE CONFERENCE WERE SPENT DEVELOPING COMMITTEE MODIFICATIONS AND EXTENSIONS OF THE POSITION PAPERS. INCLUDED IN THIS REPORT ARE THE FIVE POSITION PAPERS, THE FIVE COMMITTEE REPORTS, AND AN ADDITIONAL REPORT ON THE SPECIAL PROBLEMS OF ENGLISH LANGUAGE ARTS INSTITUTES DIRECTED TO TEACHERS OF THE CULTURALLY DEPRIVED. IT WAS GENERALLY AGREED THAT INSTITUTES ON THE RETRAINING OF TEACHERS IN LANGUAGE, LANGUAGE TRAINING, AND LINGUISTIC USAGES SHOULD INCLUDE BOTH SCHOLARS AND EDUCATORS.  (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011974</dc:identifier>
<dc:title>THE ARTS OF LANGUAGE, NEEDED CURRICULA AND CURRICULUM DEVELOPMENT FOR INSTITUTES IN THE ENGLISH LANGUAGE ARTS--LANGUAGE, LITERATURE, COMPOSITION, SPEECH AND READING, USOE CONFERENCE (UNIVERSITY OF NEBRASKA, FEBRUARY 26, 1966 TO MARCH 1, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>234</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:54:32</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number>OEC-3-6-061764-0568</eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>Grade 2</dc:subject>
<dc:subject>Listening</dc:subject>
<dc:subject>Pictorial Stimuli</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Difficulty</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>NURSS, JOANNE R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Teachers College.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONCERN OF THIS STUDY WAS THE EFFECT OF SENTENCES OF VARYING STRUCTURAL COMPLEXITY ON PRIMARY GRADE CHILDREN&apos;S ORAL READING, SILENT READING, AND LISTENING COMPREHENSION. THE AUTHOR PREPARED 36 ONE-SENTENCE &amp;quot;STORIES&amp;quot; WHICH VARIED IN STRUCTURAL COMPLEXITY AS ASSESSED BY THE DEPTH HYPOTHESIS OF STRUCTURAL DEPTH (YNGVE, 1960), SECTOR ANALYSIS OF STRUCTURAL DEPTH (ALLEN, 1964), AND TRADITIONAL STRUCTURAL ORGANIZATION. ONE-HALF OF THE SENTENCES REPRESENTED DIFFERENT DEGREES OF STRUCTURAL DEPTH, AND THE OTHER HALF, DIFFERENT TYPES OF STRUCTURAL ORGANIZATION. THE STRUCTURAL ORGANIZATION SENTENCES WERE RANKED AS COMPLEX, COMPOUND, AND SIMPLE AS DEFINED BY TRADITIONAL GRAMMAR. ALL SENTENCES WERE DESIGNED WITH THE SAME INTEREST AND DIFFICULTY LEVEL AND WERE APPROXIMATELY THE SAME  LENGTH. THE SUBJECTS WERE 144 SECOND-GRADE CHILDREN, EITHER SCREENED BY A VOCABULARY TEST OR SELECTED WITHOUT THE TEST. THE SENTENCE &amp;quot;STORIES&amp;quot; WERE EXPERIMENTALLY ROTATED OVER THE THREE TASKS OF ORAL READING, SILENT READING, AND LISTING COMPREHENSION. COMPREHENSION OF EACH SENTENCE WAS MEASURED BY A PICTURE-COMPREHENSION TEST AND AN EVALUATION OF ORAL-READING SCORES. THE HYPOTHESIS THAT SENTENCES OF GREATER STRUCTURAL DEPTH WOULD BE MORE DIFFICULT FOR CHILDREN TO READ WAS PARTIALLY SUPPORTED BY THE ORAL-READING ERROR DATA, BUT NOT BY THE PICTURE-COMPREHENSION DATA. THE HYPOTHESIS THAT SENTENCES OF MORE COMPLEX STRUCTURAL ORGANIZATION WOULD BE MORE DIFFICULT TO READ WAS NOT SUPPORTED BY EITHER MEASURE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011975</dc:identifier>
<dc:title>CHILDREN&apos;S READING--SYNTACTIC STRUCTURE AND COMPREHENSION DIFFICULTY. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Employer Employee Relationship</dc:subject>
<dc:subject>Employment Practices</dc:subject>
<dc:subject>Employment Problems</dc:subject>
<dc:subject>Field Experience Programs</dc:subject>
<dc:subject>Field Interviews</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Persistence</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:subject>Work Experience</dc:subject>
<dc:creator scheme='personal author'>GORMAN, ROBERT E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Montana (Helena)</eric:keywords>
<eric:keywords>Montana (Missoula)</eric:keywords>
<eric:keywords_geo>Montana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Montana State Dept. of Public Instruction, Helena.</dc:creator>
<dc:creator scheme='institution'>Montana Univ., Missoula.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIFTEEN CERTIFIED SECONDARY SCHOOL COUNSELORS PARTICIPATED IN AN ON-THE-JOB INVESTIGATION OF THREE SELECTED INDUSTRIES IN MONTANA--MINING, LUMBERING, AND CONSTRUCTION. THE PURPOSES WERE TO (1) PROVIDE THE PARTICIPATING COUNSELORS WITH ON-THE-JOB KNOWLEDGE ESSENTIAL FOR ENGAGING IN MORE EFFECTIVE VOCATIONAL COUNSELING OF SECONDARY SCHOOL STUDENTS AND (2) PRESENT RECOMMENDATIONS FOR PERSONNEL MANAGEMENT IN THE COOPERATING INDUSTRIES FOR INCREASING THE CHANCES FOR SUCCESS AMONG ENTRY WORKERS. DURING A 1-WEEK ORIENTATION, THE COUNSELORS RECEIVED INSTRUCTION IN THE PARTICIPANT-OBSERVER METHODOLOGY OF INVESTIGATION AND IN THE CASE STUDY-INTERVIEW-FIELD DIARY PROCEDURE OF DATA COLLECTING, AND ATTENDED AN INDUSTRIAL MANAGEMENT SEMINAR AND A UNION SEMINAR (BOTH 1-DAY PROGRAMS). AFTER  ORIENTATION, THE COUNSELORS WERE EMPLOYED FOR 7 WEEKS AS ENTRY WORKERS ON UNSKILLED AND SEMIKSKILLED JOBS IN MINING, LUMBERING, OR CONSTRUCTION. DRAWING UNION WAGES, THEY WORKED AS MINERS, MACHINISTS&apos; HELPERS, AND LABORERS. THEY JOINED UNIONS AND ATTENDED UNION MEETINGS. THEY KEPT DAILY FIELD DIARIES OF OBSERVATIONS, EXPERIENCES, AND CONVERSATIONS, AND CONDUCTED CASE STUDIES WHERE POSSIBLE. COMPLETING THIS WORK PERIOD, THE COUNSELORS WERE BROUGHT TOGETHER FOR 1 WEEK TO ANALYZE THEIR FINDINGS. CHARACTERISTICS AND JOB EXPERIENCES OF BOTH SUCCESSFUL AND UNSUCCESSFUL ENTRY WORKERS WERE DESCRIBED, AND REASONS FOR THEIR SUCCESSES OR FAILURES DELINEATED. RECOMMENDATIONS FOR VOCATIONAL COUNSELING PROGRAMS AND FOR FUTURE ON-THE-JOB INVESTIGATIONS WERE MADE. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED011976</dc:identifier>
<dc:title>A GUIDANCE PROJECT TO INVESTIGATE CHARACTERISTICS, BACKGROUND, AND JOB EXPERIENCES OF SUCCESSFUL AND UNSUCCESSFUL ENTRY WORKERS IN THREE SELECTED INDUSTRIES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>57</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Mathematics Instruction</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teaching Experience</dc:subject>
<dc:creator scheme='personal author'>ERICKSEN, GERALD L.</dc:creator>
<dc:creator scheme='personal author'>RYAN, JAMES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota State Dept. of Education, St. Paul. Minnesota National Lab.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPORT IS GIVEN OF THE FIRST 3 YEARS OF A FIELD STUDY CONDUCTED TO DETERMINE THE EFFECTIVENESS OF SEVERAL PROTOTYPE, SECONDARY MATHEMATICS PROGRAMS THAT WERE PRODUCED BY DIFFERENT CURRICULUM DEVELOPMENT GROUPS. MATHEMATICS TEACHERS WHO HAD NO PREVIOUS EXPERIENCE WITH &amp;quot;MODERN&amp;quot; OR EXPERIMENTAL APPROACHES TO MATHEMATICS TAUGHT A SELECTED GRADE-LEVEL CLASS WITH CONVENTIONAL MATERIALS FOR 1 YEAR, AND IN THE FOLLOWING YEAR TAUGHT TWO CLASSES OF THE SAME GRADE LEVEL, ONE WITH THE CONVENTIONAL METHODS, AND ONE WITH AN EXPERIMENTAL CURRICULUM SELECTED BY THE TEACHER FROM THOSE AVAILABLE. SOME TEACHERS TAUGHT A CONVENTIONAL CLASS AND AN EXPERIMENTAL CLASS USING THE SAME EXPERIMENTAL MATERIALS AT THE SAME GRADE LEVEL FOR A 2D YEAR. PUPILS WERE RANDOMLY ASSIGNED TO THE CLASSES.  EFFECTIVENESS OF THE EXPERIMENTAL CURRICULUM WAS MEASURED BY A PRE- AND POST-TEST MEASURE GIVEN AT THE START AND END OF THE YEAR OF STUDY AND AGAIN AT THE START OF THE FOLLOWING YEAR AS A MEANS OF MEASURING RETENTION. RESULTS OF THE STUDY SHOWED THERE WERE FEW STATISTICALLY RELIABLE DIFFERENCES WITH RESPECT TO MATHEMATICS ACHIEVEMENT AND RETENTION BETWEEN STUDENTS INSTRUCTED WITH EACH OF THE EXPERIMENTAL PROGRAMS. SIGNIFICANT TEACHER DIFFERENCES OCCURRED FOR ALL CURRICULUMS. INITIAL PUPIL ABILITY WAS, BY FAR, THE MOST SIGNIFICANT FACTOR INVOLVED IN EITHER THE ACHIEVEMENT OR THE RETENTION STUDIES. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED011977</dc:identifier>
<dc:title>A STUDY OF THE EFFECTS OF EXPERIMENTAL PROGRAMS ON PUPIL ACHIEVEMENT OBSERVED DURING FIRST THREE YEARS OF THE PROJECT, SECONDARY MATHEMATICS EVALUATION PROJECT. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Nurses</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pittsburgh Board of Public Education, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A PROJECT WHOSE GENERAL OBJECTIVE IS TO FILL AN URGENT NEED FOR MORE TRAINED PERSONNEL IN THE HEALTH SERVICE OCCUPATIONS, THE ACTIVITY DESCRIBED IN THIS INTERIM REPORT WAS CONCENTRATED PRIMARILY ON JOB ANALYSIS OF THE SURGICAL TECHNICIAN, PRACTICAL NURSE, AND NURSE AIDE PROGRAMS. SPECIAL ATTENTION WAS GIVEN TO GAINING RELEVANT INFORMATION ON STUDENT CHARACTERISTICS CONSIDERED IMPORTANT FOR INSTRUCTIONAL PURPOSES. CHECK LISTS WERE DESIGNED TO GET A MEASURE OF CRITICALITY OF TASKS FROM THE REGISTERED NURSE SUPERVISORS AND INFORMATION FROM THE WORKERS IN TERMS OF ACTUALITY AND FREQUENCY OF PERFORMANCE. A THIRD SECTION OF THE CHECKLIST, GIVEN ONLY TO SUPERVISORS, WAS A BEHAVIOR RATING SCALE ON WHICH RATINGS WERE MADE OF THE TECHNICAL SKILLS AND RELEVANT ATTITUDES OF THE WORKERS.  THE PRELIMINARY ANALYSIS OF THESE DATA INDICATED THAT IN MOST INSTANCES THE SUPERVISORS AND THE JOB HOLDERS AGREED ON WHICH TASKS WERE ACCEPTABLE FUNCTIONS FOR THE SPECIFIED OCCUPATION. THE RESULTS ALSO SUGGESTED THAT PARAMEDICAL EDUCATION PROGRAMS SHOULD BE DESIGNED TO FIT TASKS PRESENTLY BEING PERFORMED. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011978</dc:identifier>
<dc:title>PITTSBURGH TECHNICAL HEALTH TRAINING INSTITUTE DEMONSTRATION PROJECT. QUARTERLY REPORT, MARCH 15, 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>175</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-06</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Grade 10</dc:subject>
<dc:subject>Grade 11</dc:subject>
<dc:subject>Grade 12</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Profiles</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>DREWS, ELIZABETH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FINAL REPORT WAS GIVEN OF A THREE-PART STUDY THAT WAS MADE TO DETERMINE DIFFERENCES IN THE ATTITUDES, INTERESTS, AND VALUES OF GIFTED HIGH SCHOOL STUDENTS IN RELATION TO THEIR TOTAL ENVIRONMENT. A RESEARCH DESIGN WAS DEVELOPED TO DELINEATE THE CHARACTERISTICS OF THESE GIFTED STUDENTS, ESPECIALLY THOSE CHARACTERISTICS WHICH DIFFERENTIATE THE THREE PROFILE TYPES OF CREATIVE INTELLECTUAL, STUDIOUS, AND SOCIAL LEADERS. SUPERIOR STUDENTS FROM THE 10TH, 11TH, AND 12TH GRADES WERE ASSIGNED TO ONE OF THE THREE PROFILE GROUPS ON THE BASIS OF SELF-CLASSIFICATION. COMPARATIVE ANALYSIS WAS PERFORMED THROUGHOUT THE STUDY BY DRAWING A CONTRAST BETWEEN TWO 11TH-GRADE GROUPS, ONE AVERAGE IN ABILITY AND THE OTHER SUPERIOR. FORMAL AND INFORMAL MEASURES WERE USED TO ACQUIRE THE RESULTS. IT WAS  CONCLUDED THAT THE CREATIVE INTELLECTUALS SHOWED STRONG, SELF-DIRECTED INTEREST IN LEARNING AND A GREAT WILLINGNESS TO DEAL WITH BOTH THE SUBJECTIVE DATA OF THE SELF AND THE OBJECTIVE DATA OF THE LARGER WORLD. THE STUDIOUS, WHILE ALSO SHOWING A CONCERN FOR IDEAS AND A DESIRE TO LEARN, MAINLY CONFINED THEIR EFFORTS TO COMPLETING TEACHER-DIRECTED ASSIGNMENTS. THE SOCIAL LEADERS PREFERRED TO MAKE THEIR IMPACT FELT ON PEOPLE RATHER THAN IN THE REALM OF IDEAS. IT WAS FELT, THAT ON THE BASIS OF THESE FINDINGS, NEW GUIDELINES FOR EDUCATIONAL STRATEGIES SHOULD BE DEVELOPED TO TAKE INTO ACCOUNT DIFFERENCES AMONG THE GIFTED. A RELATED REPORT IS ED 003 182. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011979</dc:identifier>
<dc:title>A STUDY OF NON-INTELLECTUAL FACTORS IN SUPERIOR (AVERAGE AND SLOW) HIGH SCHOOL STUDENTS. THE CREATIVE INTELLECTUAL STYLE IN GIFTED ADOLESCENTS. MOTIVATION TO LEARN--ATTITUDES, INTERESTS AND VALUES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>188</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-07-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Researchers</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Opportunities</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BURGENER, V.E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Board of Vocational Education and Rehabilitation, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OCCUPATIONAL RESEARCH AND DEVELOPMENT UNIT WAS CREATED TO PROVIDE ASSISTANCE IN A STATEWIDE PROGRAM OF VOCATIONAL RESEARCH TO DEVELOP RESEARCH PERSONNEL, TO EVALUATE EXPERIMENTAL CURRICULUM AND INSTRUCTIONAL PROCEDURES, TO DEVELOP AN OVERVIEW OF SURVEY PROCEDURES RELATED TO OCCUPATIONAL OPPORTUNITIES AND TRAINING NEEDS, TO REFINE THE OPERATING PROCEDURES OF THE UNIT, AND TO PROVIDE INFORMATIONAL AND EVALUATING SERVICES. DURING THE 20-MONTH LIFE OF THE UNIT, RESEARCH PROJECTS WERE CONDUCTED IN THE AREAS OF CURRICULUM NEEDS, OCCUPATIONAL AND TRAINING NEEDS, EVALUATION OF EXPERIMENTAL AND PILOT PROGRAMS, AND JUNIOR COLLEGE FEASIBILITY STUDIES. EXPERIMENTAL AND DEMONSTRATION ACTIVITIES HAVE BEEN CONCENTRATED IN THE AREAS OF STUDENTS WITH SPECIAL NEEDS, NEW PATTERNS OF COOPERATIVE  EDUCATION, CURRICULUM DESIGN, AND OCCUPATIONAL ORIENTATION. WORKSHOPS AND CONFERENCES WERE HELD TO IDENTIFY NEEDED AREAS OF ATTENTION AND TO IMPROVE THE RESEARCH COMPETENCIES OF LOCAL ADMINISTRATORS, TEACHERS, VOCATIONAL DIRECTORS, AND COUNSELORS. (GD)</dc:description>
<dc:identifier scheme='eric_accno'>ED011981</dc:identifier>
<dc:title>ILLINOIS VOCATIONAL EDUCATION OCCUPATIONAL RESEARCH AND DEVELOPMENT COORDINATING UNIT FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>66</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Residential Institutions</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords>Ontario (Toronto)</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>Canada (Toronto)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Canadian Association for Adult Education, Toronto (Ontario).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CANADIAN RESIDENTIAL ADULT EDUCATION CENTERS ARE LISTED BY PROVINCE, WITH INFORMATION GIVEN ON THE CENTER NAME, ADDRESS, CONTACT OFFICE, SPONSORING ORGANIZATION, NUMBER ACCOMMODATED, USER DAYS IN 1965, TYPES OF PROGRAMS OFFERED, AND GENERAL COMMENTS. PROGRAMS TAILORED TO NEEDS CHARACTERIZE CANADIAN CENTERS. IT IS EXPECTED THAT AS PROVINCIAL DIVISIONS OF THE CANADIAN ASSOCIATION FOR ADULT EDUCATION DEVELOP, STRONG RESIDENTIAL ADULT EDUCATION COMMITTEES WILL BE FORMED TO PROVIDE WORKSHOPS AND CONSULTATIONS ON PROVINCIAL PROBLEMS OF FINANCE, FACILITIES, METHODS, AND PROGRAM INVOLVEMENT. THE DIRECTORY WILL BE REVISED AS ADDITIONAL DATA ARE COLLECTED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CANADIAN ASSOCIATION FOR ADULT EDUCATION, CORBETT HOUSE, 21/3 SULTAN STREET, TORONTO 5,  ONTARIO, FOR $1.50. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011982</dc:identifier>
<dc:title>RESIDENTIAL ADULT EDUCATION CENTRES IN CANADA, A DIRECTORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Voluntary Agencies</dc:subject>
<dc:creator scheme='personal author'>BADGER, C. R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AUSTRALIA</eric:keywords>
<eric:keywords>AUSTRALIAN ASSOCIATION OF ADULT EDUCATION</eric:keywords>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE SUPPORTS THE 1966 RECOMMENDATION OF THE AUSTRALIAN UNIVERSITIES COMMISSION IN PROPOSING THAT FEDERAL FUNDS SHOULD NOT BE GIVEN TO UNIVERSITIES FOR ADULT EDUCATION PROGRAMS NOT SPECIFICALLY RELATED TO THE WORK OF THE UNIVERSITY, OR NOT CONDUCTED AT THE PROPER ACADEMIC LEVEL. UNIVERSITIES ARE URGED INSTEAD TO ENGAGE IN (1) CRITICAL INVESTIGATION AND EVALUATION OF ADULT EDUCATION ACTIVITIES, (2) RELEVANT EDUCATIONAL, MOTIVATIONAL, AND SOCIOLOGICAL RESEARCH, AND (3) TRAINING OF HIGHLY QUALIFIED PROFESSIONAL ADULT EDUCATORS. INAPPROPRIATENESS OF BROADLY INDISCRIMINATE PROGRAMS UNDER PRESENT-DAY CONDITIONS, HOSTILITY OF UNIVERSITY ADULT EDUCATION DEPARTMENTS TO NEW DEVELOPMENTS AND WIDER COOPERATION, ABSENCE OF CRITICAL SELF-EVALUATION AND OF DISCUSSION OF NEEDS IN THE  FIELD, MARGINAL STATUS OF DEPARTMENTS AND INSTRUCTORS, AND THE LACK OF HISTORICAL RESEARCH AND PARTICIPATION STUDIES, ARE DISCUSSED. SUGGESTIONS ARE OUTLINED FOR RESEARCH, PROFESSIONAL TRAINING, STATE AND FEDERAL PARTICIPATION IN PLANNING AND FINANCING, ALLOCATION OF RESPONSIBILITIES AMONG AGENCIES AND ORGANIZATIONS, AND FULLER USE OF THE AUSTRALIAN ASSOCIATION OF ADULT EDUCATION. THIS ARTICLE WAS PUBLISHED IN &amp;quot;ADULT EDUCATION,&amp;quot; VOLUME II, NUMBER 2, DECEMBER 1966, BY THE COUNCIL OF ADULT EDUCATION, 256 FLINDERS STREET, MELBOURNE, VICTORIA, AUSTRALIA. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011983</dc:identifier>
<dc:title>ADULT EDUCATION AND THE AUSTRALIAN UNIVERSITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Counseling</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Community Centers</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Volunteer Training</dc:subject>
<dc:subject>Volunteers</dc:subject>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Action-Housing, Inc., Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1-YEAR DEMONSTRATION PROJECT STUDIED A NEIGHBORHOOD-BASED SYSTEM IN WHICH VOLUNTEER NEIGHBORHOOD COUNSELORS HELPED UNEMPLOYED AND UNDEREMPLOYED YOUNG MEN THROUGH A JOB TRAINING PROGRAM AND INTO EMPLOYMENT. A MID-WAY REPORT CONCENTRATED ON RECRUITMENT AND TRAINING. THIS FINAL REPORT CONCENTRATES ON THE ROLE OF THE VOLUNTEER AND ON THE DEVELOPMENT OF A NEIGHBORHOOD SUPPORT SYSTEM FOR TRAINING AND EMPLOYMENT. VOLUNTEERS HELPED THE PROFESSIONAL STAFF OF THE NEIGHBORHOOD EMPLOYMENT CENTER RECRUIT AND INTERVIEW TRAINEES, THEY COUNSELED THEM THROUGH THE TRAINING PERIOD AND ASSISTED IN GETTING THEM JOBS. THE PROJECT SHOWED THAT INDIGENOUS, NONPROFESSIONAL NEIGHBORHOOD PEOPLE COULD BE TRAINED TO CARRY OUT SOME PROFESSIONAL EMPLOYMENT FUNCTIONS. WOMEN MADE THE BEST INTERVIEWERS, BUT WERE  RELUCTANT TO MAKE HOME VISITS, WHILE MEN WERE MORE SUCCESSFUL AS COUNSELORS. CERTAIN CHARACTERISTICS SEEM TO MAKE FOR SUCCESS--SUCH AS MATURITY, MARRIAGE, A LONG TERM, STEADY JOB, AND PREVIOUS COMMUNITY VOLUNTEER WORK. REASONS FOR TRAINEES&apos; STAYING IN THE TRAINING PROGRAM WERE COUNSELOR SUPPORT, MOTIVATION, EXCELLENT TEACHERS, TRAINING ALLOWANCE, AND NEIGHBORHOOD SUPPORT. REASONS FOR DROPPING OUT WERE DISLIKE OF SCHOOL SITUATION, LACK OF MOTIVATION, AND NO TRAINING ALLOWANCE. THIS DOCUMENT IS ALSO AVAILABLE FROM ACTION-HOUSING, INC., NUMBER TWO GATEWAY CENTER, PITTSBURGH, PENNSYLVANIA 15222. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED011984</dc:identifier>
<dc:title>ACTION FOR EMPLOYMENT, A DEMONSTRATION NEIGHBORHOOD MANPOWER PROJECT. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Learning</dc:subject>
<dc:subject>Aptitude Tests</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>DUBOIS, PHILIP H.</dc:creator>
<dc:creator scheme='personal author'>WIENTGE, KING M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Missouri (Saint Louis)</eric:keywords>
<eric:keywords>Test of Adult College Aptitude</eric:keywords>
<eric:keywords_geo>Missouri (Saint Louis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Univ., St. Louis, MO. Univ. Coll.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PRELIMINARY MANUAL OUTLINES CONTENT, ADMINISTRATIVE AND SCORING PROCEDURES, ANTECEDENT RESEARCH, AND AVAILABLE NORM DATA FOR THE TEST OF ADULT COLLEGE APTITUDE (TACA). THE TACA, A COMBINED TEST AND ANSWER SHEET ADAPTED FOR VISUAL SCORING BY AN OPTICAL SCANNER, CONSISTS OF 22 ITEMS ON BIOGRAPHICAL DATA (AGE, SEX, OCCUPATION, FAMILY AND MARITAL STATUS, EDUCATION, CULTURAL, AND OTHER PURSUITS) AND 54 MULTIPLE-CHOICE VERBAL AND NUMERICAL ITEMS. PROCEDURES INCLUDE A 45-MINUTE TIME LIMIT, CALCULATION OF RAW SCORES (RIGHT ANSWERS AND PERSONAL DATA) AND PERCENTILE RANKS, AND (WHEREVER POSSIBLE) WELL-SUPERVISED LARGE GROUP TESTING SESSIONS. THE TEST WAS FORMULATED ON THE BASIS OF WASHINGTON UNIVERSITY RESEARCH RELATING BIOGRAPHICAL INFORMATION AND OBJECTIVE TEST DATA TO ACADEMIC  SUCCESS AMONG EVENING DIVISION PARTICIPANTS. NORM DATA AVAILABLE FOR INTERPRETATION ARE BASED MAINLY ON STUDIES INVOLVING 149 PARTICIPANTS IN FRESHMAN ENGLISH AND 102 STUDENTS IN BUSINESS AND BEGINNING PSYCHOLOGY. FINDINGS SIGNIFICANTLY CORRELATED TACA SCORES WITH CLASS ACHIEVEMENT. THE DOCUMENT INCLUDES TWO FOOTNOTES, FOUR TABLES AND THE TEXT OF THE TEST. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011985</dc:identifier>
<dc:title>TEST OF ADULT COLLEGE APTITUDE (TACA). MANUAL FOR ADMINISTRATION, SCORING AND INTERPRETATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Public School Adult Education</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:creator scheme='personal author'>DEGABRIELE, EUGENE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PUBLIC SCHOOL ADULT EDUCATION IN CALIFORNIA HAS DEVELOPED FROM A REMEDIAL AND ELEMENTARY PROGRAM TO ONE MEETING THE CONTINUING EDUCATIONAL NEEDS OF ADULTS. TO PROVIDE LEADERSHIP AND TO HELP SCHOOL ADMINISTRATORS SEEKING EXCELLENCE IN ADULT EDUCATION PROGRAMS, THE HANDBOOK HAS BEEN REVISED TO INCLUDE CHAPTERS ON FEDERAL AID, STANDARDS FOR PROGRAM PLANNING, ADMINISTRATION OF CLASSES ATTACHED TO DAY HIGH SCHOOLS OR JUNIOR COLLEGES, COURSE TITLES AND AREAS OF STUDY, REGULATIONS FOR PROGRAMS FOR PRISON INMATES, THE HANDICAPPED, HOSPITAL PATIENTS, AND COMMUNITY SERVICE, FINANCING ADULT EDUCATION, EMPLOYMENT OF TEACHERS, AND EVALUATION OF ADULT EDUCATION PROGRAMS. TABLES SHOW ENROLLMENTS BY SUBJECT FIELD AND TYPE OF SCHOOL. SECTIONS PERTINENT TO ADULT EDUCATION, SELECTED FROM THE  EDUCATION CODE, THE HEALTH AND SAFETY CODE, AND THE CALIFORNIA ADMINISTRATIVE CODE, TITLE 5, EDUCATION, AND SELECTED REFERENCES ARE APPENDED. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011986</dc:identifier>
<dc:title>HANDBOOK ON ADULT EDUCATION IN CALIFORNIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Research Needs</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>DUNHAM, ARTHUR</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBIA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Missouri Univ., Columbia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE OF (1) THE NATURE, VARIETY, AND NUMBER OF COMMUNITY DEVELOPMENT JOBS, (2) THE RELATION OF THE FINDINGS TO TRAINING, AND (3) THE POSSIBLE NEED FOR A MORE COMPREHENSIVE STUDY. A HYPOTHETICAL JOB CLASSIFICATION WAS DEVISED CONSISTING OF ADMINISTRATORS, SUPERVISORS, CONSULTANTS, FIELD REPRESENTATIVES, PROGRAM PLANNERS OR DIRECTORS, TEACHERS OR TRAINERS, RESEARCHERS, SUBJECT-MATTER SPECIALISTS, FRONT-LINE WORKERS, YOUTH WORKERS, AND WORKERS WITH WOMEN. QUESTIONNAIRE RESPONSES FROM 18 AGENCIES IN THE UNITED STATES AND ABROAD SUGGESTED REVISED SCHEMES--ADMINISTRATORS, SPECIALISTS (TEACHER/TRAINER, RESEARCHER, SUBJECT-MATTER SPECIALIST), AND FRONT LINE WORKERS (VILLAGE WORKERS, COMMUNITY CONSULTANTS, URBAN COMMUNITY WORKERS). MOST COMMUNITY DEVELOPMENT WORKERS COME FROM  OTHER DISCIPLINES, PROFESSIONS, AND VOCATIONS, AND MUST HAVE SPECIAL TRAINING. THEY SHOULD BE SURVEYED CONCERNING EDUCATION, PREVIOUS WORK EXPERIENCE, RATED SKILLS, AND PRESENT RESPONSIBILITIES. AN INTERNATIONAL STUDY AND A MORE DETAILED UNITED STATES STUDY SHOULD BE MADE. THIS DOCUMENT WAS PUBLISHED BY THE BOARD OF CURATORS OF THE UNIVERSITY OF MISSOURI, COLUMBIA, MISSOURI 65201, 28 PAGES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011987</dc:identifier>
<dc:title>TYPES OF JOBS IN COMMUNITY DEVELOPMENTS, SUMMARY OF A REPORT OF A RECONNAISSANCE STUDY MADE UNDER THE AUSPICES OF THE DEPARTMENT OF COMMUNITY DEVELOPMENT, UNIVERSITY OF MISSOURI, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Developing Nations</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Literacy Education</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Volunteers</dc:subject>
<dc:creator scheme='personal author'>HELY, ARNOLD S. M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords>France (Paris)</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:keywords_geo>France (Paris)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EXPERIENCES OF JORDAN, THAILAND, VIET-NAM, ECUADOR, UNITED ARAB REPUBLIC, PHILIPPINES, MADAGASCAR, ITALY, VENEZUELA, PERU, INDIA, GHANA, AND COLOMBIA IN THEIR RECENT EXPERIMENTS IN TRAINING AND EMPLOYMENT OF SCHOOL TEACHERS FOR ADULT LITERACY WORK AND COMMUNITY EDUCATION ARE ANALYZED TO ILLUSTRATE THE EFFECTIVENESS OF THEIR PROCEDURES. GENERALLY TWO METHODS WERE USED, BOTH POINTING TO THE NEED FOR INCREASED NUMBERS OF LITERACY AND ADULT EDUCATION SPECIALISTS--(1) USING EXISTING TEACHERS AND OTHER EXPERTS ON A VOLUNTARY, PART-TIME BASIS, AND (2) TRAINING SPECIAL ADULT EDUCATORS OR LITERACY EXPERTS WHO CONSTITUTE A SPECIAL SECTION OF THE TEACHING PROFESSION. WHILE PERSONS TRAINED IN THE TEACHING OF ADULTS ARE NEEDED, THE ROLE OF THE SCHOOL TEACHER SHOULD NOT BE UNDERESTIMATED FOR  HE HAS THE EDUCATIONAL BACKGROUND AND TRAINING, AN ACCESS TO PARENTS THROUGH HIS CONTACT WITH CHILDREN, AND IS AWARE OF COMMUNITY NEEDS AND EAGER TO SOLVE THE EDUCATIONAL, ECONOMIC, HUMAN, AND SOCIAL PROBLEMS IN HIS ENVIRONMENT. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED011988</dc:identifier>
<dc:title>SCHOOL-TEACHERS AND THE EDUCATION OF ADULTS. MANUALS ON ADULT AND YOUTH EDUCATION, NUMBER 5.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Change Agents</dc:subject>
<dc:subject>Conflict</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Interpersonal Competence</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Laboratory Training</dc:subject>
<dc:subject>Leadership Styles</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Psychological Needs</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Self Actualization</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Teaching Styles</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE PAPERS REPRESENT NOTES FOR THEORY SESSIONS PRESENTED AT VARIOUS TRAINING LABORATORIES AND ARE INTENDED AS HELPFUL TOOLS IN SUPPLEMENTING THEORY SESSIONS AND UNDERSTANDING VARIOUS LABORATORY EXPERIENCES. THE IDEAS AND CONCEPTS HAVE PROVED USEFUL IN NATIONAL TRAINING LABORATORIES OVER THE YEARS. CONDITIONS FOR LABORATORY LEARNING ARE SET FORTH. THE T GROUP, WHICH EMPLOYS INQUIRY, EXPLORATION, AND EXPERIMENTATION INTO ITS OWN ACTIVITIES TO IMPROVE UNDERSTANDING OF INDIVIDUAL AND GROUP BEHAVIOR, IS ANALYZED IN TERMS OF BASIC PSYCHOLOGICAL NEEDS AND INTERPERSONAL PROCESSES. EMOTIONAL PROBLEMS IN ORGANIZATIONS AND GROUPS ARE EXAMINED, TOGETHER WITH LEADERSHIP AND THE MANAGEMENT OF CONFLICT, INTERPERSONAL COMMUNICATION, DEFENSE MECHANISMS AND PERSONAL GROWTH, USEFUL CRITERIA FOR  EVALUATING GROUP GROWTH, RELATIONSHIPS AND INTERACTION BETWEEN CLIENT AND CONSULTANT, PROCESSES OF SOCIAL INTERACTION AND CHANGE, AND STAGES IN PLANNING ORGANIZATIONAL CHANGE. SKILLS ARE INDICATED FOR STIMULATING CHANGE IN PERFORMANCE, ATTITUDES, AND UNDERSTANDINGS OF AN INDIVIDUAL, GROUP, ORGANIZATION, OR COMMUNITY. THE DOCUMENT NOTES PURPOSES AND PERSONNEL OF THE &amp;quot;JOURNAL OF APPLIED BEHAVIORAL SCIENCE,&amp;quot; LISTS NATIONAL TRAINING BOARD MEMBERS (MAY 1966), AND PROVIDES READING LISTS. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011989</dc:identifier>
<dc:title>READING BOOK, TWENTIETH ANNUAL SUMMER LABORATORIES IN HUMAN RELATIONS TRAINING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>122</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Cultural Context</dc:subject>
<dc:subject>Educational Experience</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Growth Patterns</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Interpersonal Competence</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Needs</dc:subject>
<dc:subject>Research Tools</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Training Objectives</dc:subject>
<dc:creator scheme='personal author'>MASSARIK, FRED</dc:creator>
<dc:type></dc:type>
<eric:keywords>Sensitivity Training Impact Model</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Training Labs. Inst. for Applied Behavioral Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES THAT SENSITIVITY TRAINING HAS BECOME A WIDELY USED AND DISCUSSED TRAINING METHOD, BUT THERE HAS BEEN LITTLE UNITY IN RESEARCH APPROACH. THE PURPOSE OF THIS PAPER IS TO DEVELOP A COMPREHENSIVE FRAMEWORK THAT MAY ORDER EXISTING SENSITIVITY TRAINING RESEARCH AND GUIDE FUTURE RESEARCH EFFORTS, USING THE SENSITIVITY TRAINING IMPACT MODEL (STIM). THIS MODEL CONSIDERS THREE SETS OF HUMAN CHANGE THROUGH TIME--PRETRAINING, TRAINING, AND POST-TRAINING EXPERIENCE. STIM FOLLOWS THE INITIAL TOTAL POPULATION, PRESELECTING POTENTIAL PARTICIPANTS, THE SELECTION FUNNEL THROUGH WHICH SOME OF THEM MOVE BEFORE BECOMING READY TO TAKE PART IN THE PROGRAM, AND THE INTAKE PROCESS LEADING TO FINAL SELECTION. BOTH FOR TRAINEES AND TRAINERS, KEY PSYCHOLOGICAL AND SOCIAL VARIABLES TO BE  CONSIDERED IN RESEARCH ARE CLASSIFIED IN TERMS OF AN INTERPERSONAL MATRIX AND AN INTRAPERSONAL MATRIX. MEASUREMENTS OF BOTH MATRIXES PROVIDE MEASURE OF TRAINING OUTCOME FOR INDIVIDUALS AND FOR LARGER SOCIAL ENTITIES, SUCH AS ORGANIZATIONAL, FAMILY, AND FRIENDSHIP RELATIONSHIP PATTERNS. A GRAPHIC VERSION OF STIM AND EXTENSIVE REFERENCES AND FOOTNOTES ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM NATIONAL TRAINING LABORATORIES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $2.00. (SM)</dc:description>
<dc:identifier scheme='eric_accno'>ED011990</dc:identifier>
<dc:title>A SENSITIVITY TRAINING IMPACT MODEL--SOME FIRST (AND SECOND) THOUGHTS ON THE EVALUATION OF SENSITIVITY TRAINING. EXPLORATIONS IN HUMAN RELATIONS TRAINING AND RESEARCH, NUMBER 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Beliefs</dc:subject>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject>Diffusion</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Farmers</dc:subject>
<dc:subject>Group Behavior</dc:subject>
<dc:subject>Information Sources</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Interaction</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Rural Environment</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Social Values</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>TULLY, JOAN.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AUSTRALIA</eric:keywords>
<eric:keywords>Australia (Queensland)</eric:keywords>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AGRICULTURAL EXTENSION HAS LONG ASSUMED THAT IF FARMERS ARE GIVEN INFORMATION, SOME WILL USE IT, AND THAT IDEAS WILL DIFFUSE FROM INNOVATORS TO OTHER FARMERS. HOWEVER, RESEARCH FINDINGS INDICATE THAT ABOUT 16 PERCENT OF FARMING POPULATIONS USE THE INFORMATION PROVIDED AND THAT WIDESPREAD DIFFUSION MAY TAKE UP TO 10 YEARS. DIFFERING VALUES AND BELIEFS HELD BY EXTENSION AGENTS AND FARMERS MAY IMPEDE COMMUNICATION. WHILE THE AGENT MAY ACCEPT EVIDENCE, SUPPORTED BY EXPERIMENTAL DATA, CALLING FOR CERTAIN CORRECTIVE MEASURES, THE FARMERS MAY MISINTERPRET THE PROBLEM OR THE INFORMATION, AND REGARD THE NEW PRACTICE AS IRRELEVANT, UNFEASIBLE, OR INEFFECTIVE. MOREOVER, THE INFLUENCE OF REFERENCE GROUPS (FACE-TO-FACE GROUPS WITH THEIR OWN SYSTEMS AND NORMS AND SOCIAL SANCTIONS TO ENFORCE  THEM) MAY IMPEDE BOTH DIFFUSION AND ADOPTION. RURAL GROUPS, WHETHER BASED ON NEIGHBORHOODS OR ON WIDER AREAS, TEND TO BE MEMBERSHIP REFERENCE GROUPS. THE WORK OF PARSONS AND BALES SUGGESTS THAT VALUES, BELIEFS, AND ATTITUDES ARE FORMED AND CHANGED WITHIN REFERENCE GROUPS, AND THAT CHANGE REQUIRES FACTUAL, EFFECTIVE COMMUNICATION AND INTERACTION AMONG THE MAJORITY OF MEMBERS. THE DOCUMENT INCLUDES 17 REFERENCES. THIS ARTICLE WAS PUBLISHED IN &amp;quot;HUMAN RELATIONS,&amp;quot; VOLUME 19, NUMBER 4, 1966, PUBLISHED BY THE TAVISTOCK INSTITUTE OF HUMAN RELATIONS, LONDON, ENGLAND. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011991</dc:identifier>
<dc:title>TOWARDS A SOCIOLOGICAL THEORY FOR EXTENSTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Family Life Education</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Government</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Government Role</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Labor Education</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>State Government</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Voluntary Agencies</dc:subject>
<dc:creator scheme='personal author'>TITMUS, COLIN J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY OF NONVOCATIONAL ADULT EDUCATION IN FRANCE, THE FIRST FULL LENGTH STUDY, OUTLINES ITS HISTORY FROM THE FRENCH REVOLUTION THROUGH THE RESISTANCE, THE PRINCIPLES AND CONDITIONS OF POPULAR EDUCATION SINCE 1945, LOCAL AND GOVERNMENTAL PROGRAMS, SERVICES OF PRIVATE AND GENERAL ORGANIZATIONS, PROVISIONS FOR SPECIAL INTERESTS AND GROUPS, METHODOLOGY (STRONGLY ORIENTED TOWARD MUTUAL INSTRUCTION), AND STAFFING (MAINLY WITH NONSPECIALIST VOLUNTEER TUTORS). THE FRENCH ADULT EDUCATION ENTERPRISE FORMS A PART OF POPULAR EDUCATION (EDUCATION POPULAIRE), THAT IS, SOCIAL RECREATIONAL, AND INTELLECTUAL GROUP ACTIVITIES PURSUED OUTSIDE HOME, SCHOOL, OR WORK BY VARIOUS AGE GROUPS TO ENRICH AND DEVELOP THE PERSONALITY. IT IS HIGHLY DECENTRALIZED AND INFORMAL, SPONSORED BY MANY PRIVATE  SOCIETIES, RUN BY UNPAID, PART-TIME PERSONS, WHOSE RECORDS ARE ILL-KEPT AND WHOSE FINANCES ARE COMPLICATED. IN GENERAL, SPONTANEITY AND VITALITY, CLOSE ATTENTION TO WORKING CLASS CULTURAL NEEDS AND LEARNING PROCESSES, CLOSE INTEGRATION OF ADULT AND YOUTH WORK, AND EDUCATION FOR SOCIAL ACTION ARE STRONG POINTS OF FRENCH ADULT EDUCATION. CHIEF WEAKNESSES ARE FRAGMENTATION, GROUP RIVALRY, AND GAPS IN HIGHER ADULT EDUCATION AND EDUCATIONAL BROADCASTING. THIS BOOK WAS PUBLISHED BY PERGAMON PRESS INC., 44-01 21ST STREET, LONG ISLAND CITY, NEW YORK 11101, 201 PAGES. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011992</dc:identifier>
<dc:title>ADULT EDUCATION IN FRANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Audience Participation</dc:subject>
<dc:subject>Broadcast Industry</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Correspondence Study</dc:subject>
<dc:subject>Credits</dc:subject>
<dc:subject>Educational Television</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Group Discussion</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Noncredit Courses</dc:subject>
<dc:subject>Production Techniques</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Telecourses</dc:subject>
<dc:subject>Television Viewing</dc:subject>
<dc:creator scheme='personal author'>GROOMBRIDGE, BRIAN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Farm Radio Forum (Canada)</eric:keywords>
<eric:keywords>CITIZENS FORUM</eric:keywords>
<eric:keywords>JAPAN</eric:keywords>
<eric:keywords>CANADIAN BROADCASTING CORPORATION</eric:keywords>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords>CZECHOSLOVAKIA</eric:keywords>
<eric:keywords>ENGLAND</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:keywords_geo>Japan</eric:keywords_geo>
<eric:keywords_geo>United Kingdom (England)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES ON THE EDUCATIONAL USES AND POTENTIAL OF TELEVISION IN CANADA, CZECHOSLOVAKIA, AND JAPAN OUTLINE AND DISCUSS (1) THE SOCIAL AND EDUCATIONAL CONTEXT OF ETV IN EACH NATION, (2) KINDS OF PROGRAMS AND THEIR PURPOSES, (3) EXPLOITATION OF ETV BY ADULTS, (4) RESEARCH ON AUDIENCE CHARACTERISTICS AND NEEDS, AND (5) FORMS OF COOPERATION BETWEEN TELEVISION BROADCASTERS AND ADULT EDUCATION. THE CANADIAN REPORT STRESSES (1) COOPERATION WITH UNIVERSITIES, EDUCATORS, AND ADULT EDUCATION ORGANIZATIONS, (2) CANADIAN BROADCASTING CORPORATION (CBC) OBJECTIVES (FOR EXAMPLE, GREATER UNDERSTANDING BETWEEN FRENCH AND ENGLISH CANADIANS), (3) PROGRAM PRODUCTION AND SCHEDULING, (4) STAFF TRAINING, (5) THE IMPACT OF TELEVISION ON THE &amp;quot;FARM FORUM&amp;quot; AND &amp;quot;CITIZENS FORUM&amp;quot; SERIES, AND (6) RESEARCH AND  PLANNING NEEDS. THE CZECHOSLOVAKIA REPORT EMPHASIZES (1) INVESTIGATION OF AUDIENCE VIEWING PATTERNS AND REACTIONS, (2) EFFECTIVE PLANNING, PRODUCTION, AND SCHEDULING, AND (3) COOPERATION WITH OTHER EDUCATIONAL BODIES IN ADVISORY, CREATIVE, AND STAFF-TRAINING ACTIVITIES. THE JAPANESE REPORT SEEKS TO RELATE ADULT EDUCATION AND TELEVISION TO SOCIAL NEEDS THROUGH FORMAL AND INFORMAL COURSES (CORRESPONDENCE AND WOMEN&apos;S EDUCATION, FOR EXAMPLE), GENERAL CULTURAL AND INFORMATIONAL BROADCASTING, SUITABLE PRODUCTION METHODS, AND SPECIFIC LEADERSHIP TRAINING TECHNIQUES. CASE STUDIES ARE GIVEN ON (1) THE CBC SERIES, &amp;quot;FOUR PHILOSOPHERS&amp;quot; (CANADA), (2) HEALTH EDUCATION (CZECHOSLOVAKIA), AND (3) WOMEN&apos;S CLASSES (JAPAN). THE DOCUMENT INCLUDES THE EDITOR&apos;S COMMENTARY, FOUR TABLES AND 71 REFERENCES. IT IS  ALSO AVAILABLE FROM THE NATIONAL INSTITUTE OF ADULT EDUCATION, LONDON, ENGLAND, FOR $4.50. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011993</dc:identifier>
<dc:title>ADULT EDUCATION AND TELEVISION, A COMPARATIVE STUDY IN CANADA, CZECHOSLOVAKIA, AND JAPAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>142</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Age</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Employment Experience</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Government (Administrative Body)</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:subject>Voluntary Agencies</dc:subject>
<dc:creator scheme='personal author'>BUSKEY, JOHN H.</dc:creator>
<dc:creator scheme='personal author'>HOULE, CYRIL O.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan State University</eric:keywords>
<eric:keywords>UNIVERSITY OF WISCONSIN</eric:keywords>
<eric:keywords>University of Chicago IL</eric:keywords>
<eric:keywords>Columbia University NY</eric:keywords>
<eric:keywords>Cornell University NY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>COMPLETED QUESTIONNAIRES SUBMITTED BY 480 HOLDERS OF AMERICAN ADULT EDUCATION DOCTORATES WERE ANALYZED, PRIMARILY BY KINDS OF WORK PERFORMED AND TYPES OF EMPLOYING INSTITUTIONS. TOTAL DOCTORATES AWARDED BY 30 INSTITUTIONS DURING 1935-65 WERE INDICATED, TOGETHER WITH TOTALS FOR SPECIFIC YEARS. DATA WERE OBTAINED ON (1) AGE DISTRIBUTION OF RECIPIENTS, BY 5-YEAR PERIODS, 1946-65, (2) AVERAGE AGE AT AWARD, BY 5-YEAR PERIODS, 1935-65, AND (3) AGES AT WHICH RESPONDENTS RECEIVED THEIR DOCTORATES. RESPONDENTS WERE LIVING IN 46 STATES AND TERRITORIES AND IN 21 FOREIGN COUNTRIES, NOTABLY CANADA, INDIA, AND AUSTRALIA. THE PH.D. WAS HELD BY 294 AND THE ED.D. BY 186. LESS THAN HALF WERE MEMBERS OF THE ADULT EDUCATION ASSOCIATION. THE AVERAGE AGE AT AWARD HAS RISEN FROM 38.6 TO OVER 41 YEARS.  THE KINDS OF WORK PERFORMED BY HOLDERS OF THE DOCTORATE FROM THE FIVE MAIN AWARDING UNIVERSITIES (ADMINISTRATION, TEACHING, AND RESEARCH) AND THE ORGANIZATIONS THAT EMPLOY THEM (UNIVERSITIES, VOLUNTARY AGENCIES, GOVERNMENT, AND INDUSTRY) ARE TABULATED. A DIRECTORY OF DEGREE HOLDERS IS INCLUDED. THIS ARTICLE WAS PUBLISHED IN &amp;quot;ADULT EDUCATION,&amp;quot; VOLUME 16, NUMBER 3, SPRING 1966. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011994</dc:identifier>
<dc:title>THE DOCTORATE IN ADULT EDUCATION, 1935-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Educators</dc:subject>
<dc:subject>Art Education</dc:subject>
<dc:subject>Criteria</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Extension Education</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research Needs</dc:subject>
<dc:subject>Rural Extension</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Visual Arts</dc:subject>
<dc:creator scheme='personal author'>KOHLHOFF, RALPH</dc:creator>
<dc:creator scheme='personal author'>REIS, JOSEPH</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PAPERS BY 11 EXTENSION EDUCATORS DISCUSS CRITERIA AND STANDARDS IN VISUAL ARTS EDUCATION, THE SCOPE AND NATURE OF ART EXTENSION PROGRAMS, TRAINING PROCEDURES AND STANDARDS FOR EDUCATORS, TOPICS CALLING FOR RESEARCH (READINESS, PSYCHOLOGICAL ENVIRONMENT, METHODOLOGY, PROGRAM EVALUATION, AND ADULT CHARACTERISTICS AS MANIFESTED IN ART ACTIVITIES), EDUCATIONAL OBJECTIVES AND VALUES AND ELEMENTS OF PLANNING SUCH AS AUDIENCE IDENTIFICATION, STAFF SELECTION, FACILITIES, AND BUDGETING. THE BROAD SCOPE OF VISUAL ARTS EDUCATION REQUIRES HONEST, MEANINGFUL ACTIVITIES RELEVANT TO SOCIAL AND PERSONAL ASPECTS OF DAILY LIVING AND TO FORCES MOLDING CONTEMPORARY SOCIETY. THE TRAINING AND PERSONALITY OF EXTENSION PERSONNEL SHOULD BE RELATED TO VARIOUS COMMUNITY AND EDUCATIONAL PROGRAMS, AND SHOULD  EQUIP THEM TO PROMOTE AND DEVELOP &amp;quot;VISUAL LITERACY&amp;quot; AND TO PROVIDE ADULT STUDENTS WITH AN AWARENESS OF THE INTERACTION OF ART WITH ALL FACETS OF LIFE. FINALLY, KNOWLEDGE OF UNDERLYING VALUES AND PURPOSES IS NEEDED IN ORDER TO PLAN AND EVALUATE INTELLIGENTLY, TEACH EFFECTIVELY, GAIN FINANCIAL SUPPORT, AND MEET GENUINE NEEDS. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011995</dc:identifier>
<dc:title>ADULT AND EXTENSION ART EDUCATION, DISCUSSIONS OF PROBLEMS IN A GROWING FIELD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>66</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Need</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Affiliation Need</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Force Field Analysis</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Need Gratification</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Psychological Needs</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Self Actualization</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Status Need</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Technological Advancement</dc:subject>
<dc:creator scheme='personal author'>MILLER, HARRY L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Brookline)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>VARIOUS SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES RELATING TO MOTIVATION ARE POTENTIALLY USEFUL TOOLS FOR PREDICTING AND INFLUENCING ADULT EDUCATION PARTICIPATION. MASLOW&apos;S NEED HIERARCHY IS BASED ON FUNDAMENTAL NEEDS (SURVIVAL, SAFETY, AND BELONGING), WHICH ARE NORMALLY FOLLOWED BY EGO NEEDS (RECOGNITION OR STATUS, ACHIEVEMENT, AND SELF-REALIZATION). THE WARNER AND GANS SOCIAL CATEGORIES ARE LOWER-LOWER CLASS (MAIN TARGETS OF ANTIPOVERTY PROGRAMS), WORKING CLASS (COHESIVE AND PRAGMATIC, WITH HIGH UNION MEMBERSHIP), LOWER-MIDDLE CLASS (THE MOST ACTIVE JOINERS AND VALUE SETTERS IN OUR SOCIETY), AND UPPER-MIDDLE CLASS (LARGELY EXECUTIVE AND PROFESSIONAL PEOPLE), EACH WITH DISTINCT VALUE SYSTEMS, ASSOCIATIONAL STRUCTURES, AND RELATIONSHIPS TO TECHNOLOGICAL CHANGE FINALLY, LEWIN&apos;S  FORCE-FIELD ANALYSIS, HERE USED AS THE OVERALL FRAMEWORK FOR DISCUSSION, TREATS MOTIVES FOR PARTICIPATION OR NONPARTICIPATION AS PRODUCTS OF POSITIVE AND NEGATIVE FORCES, BOTH PSYCHOLOGICAL AND SITUATIONAL, WHICH SHAPE EDUCATIONAL NEEDS AND DESIRES. RELATIONSHIPS BETWEEN SOCIAL CLASS AND PATTERNS OF ORGANIZATIONAL MEMBERSHIP SUGGEST THAT SOME FORMS OF PARTICIPATION CAN BE INCREASED BY REACHING PEOPLE IN THEIR OWN ORGANIZATIONS. THE DOCUMENT INCLUDES FOOTNOTES AND FORCE-FIELD DIAGRAMS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS, 138 MOUNTFORT STREET, BROOKLINE, MASSACHUSETTS 02146, FOR $0.75. (AUTHOR/LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011996</dc:identifier>
<dc:title>PARTICIPATION OF ADULTS IN EDUCATION, A FORCE-FIELD ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Investigations</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords>Manpower Development and Training Act</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT OUTLINES PROBLEMS ENCOUNTERED AND PROGRESS MADE IN THE STANISLAUS COUNTY, CALIFORNIA, TRAINING PROJECT. INITIAL DIFFICULTY IN SECURING FEDERAL APPROVAL AND FUNDS FOR PREVOCATIONAL OR BASIC EDUCATION WAS ENDED BY THE AMENDED MANPOWER TRAINING AND DEVELOPMENT ACT. HOWEVER, DIFFICULTIES, MAINLY IN REORIENTING PREVOCATIONAL AND VOCATIONAL INSTRUCTORS, OBTAINING SUITABLE MATERIALS, SETTING UP COURSES, AND SELECTING TRAINEES, AND THE MEDICAL, EMOTIONAL, FINANCIAL, AND OTHER PROBLEMS OF TRAINEES, STILL HAD TO BE MET. PROJECTS, IN BASIC READING AND ARITHMETIC AND IN READING ABOVE GRADE 4 LEVEL USED READERS&apos; DIGEST MATERIALS, THE SCIENCE RESEARCH ASSOCIATES READING LABORATORY KIT, &amp;quot;NEWS FOR YOU&amp;quot; (LEVEL B), AND LOCAL NEWSPAPERS, AND STRESSED PRACTICAL ACTIVITIES AND EXERCISES,  TESTS AND DRILLS, AUDIOVISUAL AIDS, AND DISCUSSION AND COUNSELING. COMMUNITY RESOURCES (FIELD TRIPS, WORK EXPERIENCE, RESOURCE PERSONS, CULTURAL ENRICHMENT) SUPPLEMENTED THE CLASSES. VOCATIONAL AND PREVOCATIONAL PROGRAMS AND AUXILIARY SERVICES COME UNDER THE YOSEMITE JUNIOR COLLEGE BOARD. PLACEMENT FOLLOWUPS SHOWED GAINS IN EMPLOYMENT, WAGE SCALES, JOB TENURE, AND TRAINING RELATED WORK. THE DOCUMENT INCLUDES PERSONNEL REQUISITES, TEST RESULTS, EMPLOYMENT DATA, PATTERNS OF LOCAL AND STATE COOPERATION, THE OVERALL STATUS OF PROJECTS, AND THE COMMUNITY SERVICE ROLE OF THE JUNIOR COLLEGE. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011997</dc:identifier>
<dc:title>REVIEW OF STANISLAUS COUNTY MULTI-OCCUPATIONAL VOCATIONAL TRAINING PROJECT, 1964-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Attendance Patterns</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Employment Experience</dc:subject>
<dc:subject>Employment Level</dc:subject>
<dc:subject>Engineers</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Professional Continuing Education</dc:subject>
<dc:subject>Program Content</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:creator scheme='personal author'>MCDANIEL, KEITH K.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Society of Professional Engineers, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS 1965 STUDY OF CONTINUING EDUCATION PARTICIPATION, 5,000 PROFESSIONAL ENGINEERS WERE CONTACTED. SLIGHTLY OVER HALF COMPLETED THE QUESTIONNAIRE. THE TYPICAL RESPONDENT HAD A BACHELOR&apos;S DEGREE AND AT LEAST 15 YEARS OF ENGINEERING EXPERIENCE, WORKED IN AN INDUSTRIAL FIRM EMPLOYING 1 TO 20 ENGINEERS, AND CONCENTRATED ON DESIGN OR EXECUTIVE MANAGEMENT. OVER 55 PERCENT HAD SUCCESSFULLY PURSUED CONTINUING EDUCATION BETWEEN 1960 AND 1965 AND HAD BORNE THE MAJOR EXPENSE THEMSELVES. THE AVERAGE RESPONDENT HAD EARNED 21 CREDITS TOWARD AN ADVANCED DEGREE. AS FOR ATTENDANCE, PROGRAMS LASTING 12 WEEKS OR LONGER RANKED HIGHEST WHEN OFFERED BY COLLEGES AND UNIVERSITIES, WHILE PROGRAMS LASTING 1-3 WEEKS RANKED HIGHEST WHEN OFFERED BY COMPANIES OR PROFESSIONAL SOCIETIES. TECHNICAL PROGRAMS  RANKED HIGHEST REGARDLESS OF SPONSOR, BUT MANAGERIAL PROGRAMS WERE ALSO WELL RECEIVED. THE MAIN REASONS FOR ATTENDANCE WERE TO BROADEN TECHNOLOGICAL BACKGROUND, INCREASE SPECIALIZED EXPERTISE, AND IMPROVE PROSPECTS FOR A RAISE OR PROMOTION. MAJOR REASONS FOR NONPARTICIPATION WERE THAT COURSES OR SUBJECT MATTER HELD NO INTEREST, AN ADVANCED DEGREE WAS NOT NEEDED, COURSES WERE NOT SEEN AS POTENTIALLY USEFUL IN ADVANCEMENT, AND ATTENDANCE WOULD HAVE PROVED INCONVENIENT. COMPANY SIZE HAD LITTLE BEARING ON ATTENDANCE. FINDINGS SUGGEST THAT EMPLOYERS MUST PROVIDE MORE TIME, TOGETHER WITH OTHER ASSISTANCE AND INCENTIVES. THIS DOCUMENT IS AVAILABLE AS NSPE PUBLICATION NUMBER 1431 FROM THE PROFESSIONAL ENGINEERS IN INDUSTRY, NATIONAL SOCIETY OF PROFESSIONAL ENGINEERS, 2029 K STREET, N.W.,  WASHINGTON, D.C. 20006, 48 PAGES, $3.00 FOR MEMBERS AND $6.00 FOR NONMEMBERS. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011998</dc:identifier>
<dc:title>CONTINUING EDUCATION OF PROFESSIONAL ENGINEERS. PEI SURVEY REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Attendance Patterns</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Participation</dc:subject>
<dc:subject>Program Content</dc:subject>
<dc:subject>Public School Adult Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Student Costs</dc:subject>
<dc:subject>Student Educational Objectives</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:creator scheme='personal author'>COHEN, A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>Canada (Toronto)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Toronto Board of Education (Ontario).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A METROPOLITAN TORONTO SURVEY SOUGHT TO DETERMINE THE NUMBER OF PERSONS CURRENTLY PURSUING ADULT EDUCATION, OR NOT PARTICIPATING BUT WILLING TO ATTEND A PROPOSED 24-HOUR CENTER. INFORMATION WAS GATHERED, BY TELEPHONE QUESTIONNAIRE, AS TO ORGANIZATIONS SPONSORING COURSES, TYPE, LOCATION, AND SCHEDULING OF COURSES, TIME AND MONEY INVESTED BY PARTICIPANTS, AND BACKGROUND (AGE, INCOME, AND EDUCATION). THE RATIO OF WOMEN TO MEN EXCEEDED 2 TO 1. ALSO, RESPONDENTS TENDED TO BE YOUNGER AND MORE EDUCATED THAN THE OVERALL TORONTO POPULATION. EVENINGS MONDAY THROUGH THURSDAY WERE THE PREFERRED ATTENDANCE TIMES, ALTHOUGH ALL TIMES OF THE DAY OR WEEK WOULD DRAW SOME ATTENDEES. UNSKILLED, UNEMPLOYED, AND RETIRED PEOPLE, MEN WITH LOWER INCOMES AND EDUCATION, AND LESS EDUCATED HOUSEWIVES, AND  PERSONS OVER 45 WOULD CLEARLY FAVOR THE CENTER OVER EXISTING PROVISIONS. CURRENT NONPARTICIPANTS WOULD GENERALLY PREFER COMMERCIAL AND TECHNICAL COURSES TO ACADEMIC COURSES. FINALLY, PROSPECTIVE ATTENDEES, ESPECIALLY MEN, WOULD DEVOTE MORE TIME AND MONEY TO CENTER PROGRAMS THAN TO EXISTING PROGRAMS. FINDINGS CALL FOR SCRUTINY OF DROPOUT CAUSES, PROMPT SETTING UP OF THE CENTER, AND MORE WIDESPREAD AND EFFECTIVE PUBLICITY AIMED AT EDUCATIONALLY NEEDY ADULTS. DOCUMENT INCLUDES TWO FIGURES, 57 TABLES, AND THE QUESTIONNAIRE. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED011999</dc:identifier>
<dc:title>ADULT EDUCATION IN METROPOLITAN TORONTO, A SITUATION REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>95</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Agency Cooperation</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Criteria</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Legislation</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:type></dc:type>
<eric:keywords>ECONOMIC OPPORTUNITY ACT TITLE II</eric:keywords>
<eric:keywords>Kansas (Topeka)</eric:keywords>
<eric:keywords>KANSAS</eric:keywords>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:keywords_law>Economic Opportunity Act 1964</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kansas State Dept. of Public Instruction, Topeka.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE KANSAS PLAN IS DESIGNED TO HELP ESTABLISH NEW LOCAL ADULT BASIC EDUCATION PROGRAMS, AND TO EXPAND AND IMPROVE EXISTING ONES. INSTRUCTIONAL CONTENT WILL INCLUDE READING AND WRITING, SPEAKING AND LISTENING SKILLS, CITIZENSHIP, CONSUMER EDUCATION, HUMAN RELATIONS, AND FAMILY LIFE EDUCATION. EARLY STAGES OF PLANNING (TO JUNE 30, 1966) WILL STRESS THE FORMULATION OF INSTRUCTION AND THE RECRUITMENT AND TRAINING OF TEACHERS, WITH STATE OFFICIALS ADVISING AND ASSISTING LOCAL SCHOOL DISTRICTS AND COMMUNITY ACTION GROUPS. THE STATE DIRECTOR OF ADULT EDUCATION WILL OVERSEE RECORDKEEPING, INSTRUCTIONAL MATERIALS PROGRAM EVALUATION, STAFF TRAINING, PUBLICITY, PROGRAM COORDINATION AND EXPANSION, AND LOCAL FISCAL POLICY. THE DOCUMENT INCLUDES PROVISIONS FOR QUALITY CONTROL OF INSTRUCTION  AND OF PILOT PROJECTS, STATE OF KANSAS TECHNICAL AND SUPERVISORY SERVICES, ASPECTS OF FEDERAL FINANCIAL PARTICIPATION AND CONTROL (AUDITING, REIMBURSEMENTS, SALARIES, AND BENEFITS), APPENDIXES (STATE OF KANSAS LEGAL AUTHORITY AND STATE COOPERATIVE HEALTH SERVICES PLAN), AND AN ORGANIZATIONAL CHART OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION. (LY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012000</dc:identifier>
<dc:title>KANSAS STATE PLAN FOR ADULT BASIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>63</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Group Experience</dc:subject>
<dc:subject>Knowledge Level</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Masters Theses</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Participant Characteristics</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Training Methods</dc:subject>
<dc:subject>Youth Clubs</dc:subject>
<dc:subject>Youth Leaders</dc:subject>
<dc:creator scheme='personal author'>HAVENS, JAMES E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>4 H CLUBS</eric:keywords>
<eric:keywords>COOPERATIVE EXTENSION SERVICE</eric:keywords>
<eric:keywords>PULLMAN</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Univ., Pullman.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REPRESENTATIVE GROUP OF 124 (10 PERCENT) NEW 4-H LEADERS IN WASHINGTON COMPLETED A PRETEST QUESTIONNAIRE ON MATERIAL IN A SERIES OF SIX PAMPHLETS TO BE USED IN TRAINING SESSIONS. AN IDENTICAL POST-TEST ADMINISTERED BY MAIL 3 MONTHS AFTER THE TRAINING PROGRAM DREW A 60 PERCENT RETURN. THE STUDY DETERMINED (1) SOME CHARACTERISTICS OF NEW 4-H LEADERS ATTENDING TRAINING SESSIONS, (2) THEIR UNDERSTANDING PRIOR TO TRAINING OF AREAS COVERED BY THE GUIDE, (3) UNDERSTANDING AFTER TRAINING, AND (4) EFFECTS OF SEX, AGE, PREVIOUS YOUTH LEADERSHIP EXPERIENCE, 4-H EXPERIENCE, OCCUPATION, RESIDENCE, AND EDUCATION ON THE LEADER&apos;S KNOWLEDGE. NEW 4-H LEADERS SCORING HIGH ON BOTH PRETEST AND POST-TEST HAD HAD PREVIOUS VOLUNTEER YOUTH LEADERSHIP EXPERIENCE, HAD CHILDREN IN 4-H FOR 2 OR MORE YEARS,  AND WERE IN PROFESSIONAL OCCUPATIONS. ONLY THOSE WITH SOME COLLEGE INDICATED ADEQUATE KNOWLEDGE 3 MONTHS AFTER TRAINING. THE 4-H LEADERS WITH MOST EXPERIENCE SCORED HIGHEST ON THE PRETEST BUT LOWEST ON THE POST-TEST. ALL GROUPS SHOWED A NEED FOR TRAINING. THIS REPORT WAS BASED ON THE AUTHOR&apos;S SUMMARY OF SPECIAL PROBLEMS REPORT, SUBMITTED FOR MASTER OF EXTENSION DEGREE. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012001</dc:identifier>
<dc:title>AN ANALYSIS OF A TRAINING PROGRAM FOR WASHINGTON&apos;S NEW 4-H LEADERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Catalogs</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Graduation Requirements</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Public School Adult Education</dc:subject>
<dc:creator scheme='personal author'>GARDINER, GLENN N.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ADULT EDUCATION PROGRAM OF THE LOS ANGELES CITY SCHOOLS, CONDUCTED IN 28 ADULT SCHOOLS, HAD AN ENROLLMENT OF 190,000 AND A TEACHING STAFF OF 2,200 DURING 1965-66. INSTRUCTION IS PROVIDED IN RESPONSE TO PUBLIC DEMAND EXPRESSED BY ORGANIZATIONS AND ADVISORY COMMITTEES IN 10 AREAS--ACADEMIC, BUSINESS, CIVIC, ELEMENTARY AND CITIZENSHIP, FINE ARTS AND CRAFTS, HEALTH, HOMEMAKING, HORTICULTURE, INDUSTRIAL, AND MUSIC EDUCATION. THIS CATALOG CONTAINS COURSE DESCRIPTIONS, PREREQUISITES, GRADE LEVELS, WORK ACHIEVEMENT CREDITS, GRADUATION REQUIREMENTS, AND NUMBER OF HIGH SCHOOL CREDITS THAT MAY BE EARNED. INTENDED PRIMARILY FOR THE USE OF COUNSELORS AND ADULT ADMINISTRATORS AS A WORKING MANUAL WITH WHICH THEY MAY GUIDE ADULTS IN ACHIEVING EDUCATIONAL GOALS, IT IS ALSO A STATEMENT OF THE  STANDARD OF CURRICULUM REQUIREMENTS OF THE LOS ANGELES BOARD OF EDUCATION. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012002</dc:identifier>
<dc:title>CATALOG OF AUTHORIZED SUBJECTS FOR ADULT SCHOOLS, GRADUATION REQUIREMENTS AND CURRICULA (1966-67 REVISION).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>145</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Acoustic Phonetics</dc:subject>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>BROTZMAN, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>TONE SANDHI</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Pitch (Language)</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FORM OF A GENERATIVE SYSTEM FOR FUNDAMENTAL VOICE FREQUENCY IN MANDARIN CHINESE IS DISCUSSED, AND SEVERAL ASSUMPTIONS ARE MADE IN ORDER TO REDUCE THE PROBLEM TO A MANAGEABLE SIZE. DATA WAS GATHERED FROM TWO SPEAKERS BY HAVING THEM READ A PREPARED LIST WHICH CONTAINED ISOLATED WORDS, TWO-TUPLES, AND THREE-TUPLES IN ALL POSSIBLE COMBINATIONS OF THE FOUR BASIC TONES. THE DATA GATHERING SYSTEM UTILIZED A MODIFIED &amp;quot;VOCODER&amp;quot; PITCH EXTRACTOR, A TWO-CHANNEL GRAPHICAL RECORDER, AND AN ELECTRONIC DIGITAL COMPUTER WHICH WAS USED TO PLOT OUT THE PITCH CURVE AND ALSO TO EXTRACT VARIOUS PARAMETERS OF THE PITCH CONTOUR. EXAMPLES ARE GIVEN OF THE FOUR BASIC TONES OF MANDARIN, AND, ON THE BASIS OF THE DATA GATHERED, A SET OF RULES IS PROPOSED WHICH WOULD ACCOUNT FOR THE TONE SANDHI AND  CERTAIN ALLOTONIC CHANGES EVIDENT IN MANDARIN SPEECH. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012003</dc:identifier>
<dc:title>PROGRESS REPORT ON MANDARIN TONE STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjectives</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Nouns</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>ANNEAR, SANDRA S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE VARIOUS TYPES OF PRENOMINAL MODIFIERS IN ENGLISH ARE STUDIED WITHIN THE GENERAL FRAMEWORK OF A TRANSFORMATIONAL GRAMMAR. TWO DISTINCT, BUT INTERRELATED PROBLEMS ARE INVOLVED--THE DERIVATION OF EACH OF THE TYPES OF SINGLE MODIFIERS, EITHER TRANSFORMATIONALLY OR FROM CONSTITUENT STRUCTURE RULES, AND THE GRAMMATICAL IMPLICATIONS OF COMBINING THEM IN THE PRENOMINAL POSITION. EACH OF THE TWO PROBLEMS ARE DISCUSSED, FOLLOWED BY A GRAMMAR FRAGMENT CONSISTING OF CONSTITUENT STRUCTURE RULES, AND TRANSFORMATION RULES DESIGNED TO HANDLE SOME OF THE OBSERVED FEATURES OF GRAMMATICAL BEHAVIOR. IN PLACE OF A SAMPLE LEXICON, LEXICAL RULES ARE GIVEN WITH REFERENCE LISTS TO INDICATE JUST WHAT MORPHEMES ARE BEING REFERRED TO IN EACH RULE. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012005</dc:identifier>
<dc:title>THE ORDERING OF PRE-NOMINAL MODIFIERS IN ENGLISH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>WANG, WILLIAM S-Y.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO ASPECT MARKERS IN MANDARIN CHINESE ARE STUDIED WITHIN THE GENERAL FRAMEWORK OF A TRANSFORMATIONAL GRAMMAR. THEY ARE COMMONLY REPRESENTED AS &amp;quot;-LE,&amp;quot; INDICATING COMPLETION OF ACTION, AND &amp;quot;-GUO,&amp;quot; INDICATING THAT AN ACTION HAS TAKEN PLACE AT LEAST ONCE. THE PROBLEM INVOLVES SEVERAL SEEMING IRREGULARITIES IN THE FORMATION OF NEGATIVE SENTENCES AND THE SO-CALLED &amp;quot;A-NOT-A&amp;quot; QUESTIONS. THE SOLUTION PROPOSED CONSISTS OF THE IDENTIFICATION OF THE MORPH &amp;quot;-YOU&amp;quot; (AS IN MEIYOU) AND THE ASPECT MARKER &amp;quot;-LE&amp;quot; AS SUPPLETIVE ALTERNANTS OF THE SAME MORPHEME. A SET OF CONSTITUENT STRUCTURE RULES AND TRANSFORMATIONAL RULES ARE GIVEN. THE UNDERLYING P-MARKERS OF SEVERAL SENTENCES ARE ALSO GIVEN TO ILLUSTRATE THE RULES AS THEY RELATE TO THE PROBLEMS OF THE ASPECT MARKERS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012006</dc:identifier>
<dc:title>TWO ASPECT MARKERS IN MANDARIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>ANNEAR, SANDRA S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEFINITE AND INDEFINITE DETERMINERS AND THEIR RELATIONSHIPS TO MODIFYING CLAUSE STRUCTURES IN ENGLISH AND MANDARIN CHINESE ARE STUDIED WITHIN THE GENERAL FRAMEWORK OF TRANSFORMATIONAL GRAMMAR, AS PRESENTED BY KATZ AND POSTAL. A BRIEF SURVEY OF THE FORM-CLASS AND EARLIER TRANSFORMATIONAL APPROACHES TO THE PROBLEM IS MADE WITH THE CONCLUSION THAT THEY ARE INADEQUATE, WHEREAS THE REVISED MODEL OF KATZ AND POSTAL, IN CLARIFYING THE CONCEPTION OF THE SEMANTIC COMPONENT AND ITS ROLE IN RELATIONSHIP TO THE SYNTACTIC AND THE PHONOLOGICAL COMPONENTS IN AN INTEGRATED LINGUISTIC DESCRIPTION, CAN BEST EXPLAIN THE NATIVE SPEAKER&apos;S USE OF THE DETERMINERS OF HIS LANGUAGE AND HIS COMPREHENSION OF THE MODIFYING CLAUSE SENTENCES. A FORMAL UNIVERSAL IN WHICH THE DETERMINERS IN THE SHARED  NOMINALS OF TWO STRINGS IN A MODIFYING CLAUSE STRUCTURE NEED NOT BE IDENTICAL IS CLAIMED AND ILLUSTRATED WITH ENGLISH AND MANDARIN CHINESE. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012007</dc:identifier>
<dc:title>ENGLISH AND MANDARIN CHINESE--DEFINITE AND INDEFINITE DETERMINERS AND MODIFYING CLAUSE STRUCTURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>58</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>ELLIOTT, DALE E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPER ANALYZES, FROM THE GENERAL POINT OF VIEW OF TRANSFORMATIONAL THEORY, THE GRAMMAR OF INTERROGATIVE SENTENCES IN AMERICAN ENGLISH AND MANDARIN CHINESE. SEVERAL TYPES OF QUESTIONS ARE RECOGNIZED IN EACH. BOTH LANGUAGES HAVE INTERROGATIVE-WORD QUESTIONS, DISJUNCTIVE QUESTIONS, TAG QUESTIONS, AND NEGATIVE QUESTIONS. &amp;quot;YES-NO&amp;quot; QUESTIONS IN ENGLISH AND SOME &amp;quot;MA&amp;quot; QUESTIONS IN CHINESE ARE EQUIVALENT SEMANTICALLY AND GRAMMATICALLY TO POSITIVE-NEGATIVE DISJUNCTIVE QUESTIONS. THE SEMANTIC NOTION OF THE PRESUPPOSITION TO A QUESTION IS DISCUSSED IN RELATION TO EACH QUESTION TYPE. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012008</dc:identifier>
<dc:title>INTERROGATION IN ENGLISH AND MANDARIN CHINESE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Chinese</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Deep Structure</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Japanese</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Machine Translation</dc:subject>
<dc:subject>Phrase Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>FILLMORE, CHARLES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THE DEVELOPMENT OF A PROGRAM FOR MECHANIZING TRANSLATION, SOME PROBLEMS WOULD REMAIN EVEN WHEN THE MORPHEMES AND GRAMMATICAL PROCESSES INVOLVED ARE REASONABLY EQUIVALENT IN THE TWO LANGUAGES. EQUIVALENT GRAMMATICAL RELATION HAS TO BE DEFINED BECAUSE IMPORTANT STRUCTURAL SIMILARITIES AMONG SENTENCES ARE FOUND MORE OFTEN IN THEIR DEEP STRUCTURE THAN IN THEIR SURFACE STRUCTURE. THUS, TWO SENTENCES ARE EQUIVALENT IF (1) THE UNDERLYING SIMPLE SENTENCES ARE TRANSLATIONS OF EACH OTHER, (2) THE RELATIONS BETWEEN THESE UNDERLYING SENTENCES AND A PORTION OF THE RESULTING SENTENCE ARE EQUIVALENT, AND (3) THE RESULTING SENTENCES ARE TRANSLATIONS OF EACH OTHER. HOWEVER, STRICT EQUIVALENCE AMONG GRAMMATICAL RELATIONS IS NOT TO BE FOUND. DISPARITIES IN SENTENCE STRUCTURE ARE ILLUSTRATED WITH  SENTENCES FROM CHINESE, JAPANESE, AND ENGLISH, AND DEEP-SEATED SYSTEMATIC DIFFERENCES ARE FOUND. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012009</dc:identifier>
<dc:title>ON THE NOTION OF &amp;quot;EQUIVALENT SENTENCE STRUCTURE.&amp;quot;</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>English</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>FILLMORE, CHARLES J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:keywords>GRAMMATICAL CATEGORIES</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPER QUESTIONS THE ADEQUACY OF CHOMSKY&apos;S PROPOSALS FOR FORMALLY RECONSTRUCTING THE DISTINCTION BETWEEN GRAMMATICAL CATEGORIES AND GRAMMATICAL FUNCTIONS. THE DEEP STRUCTURE VALIDITY OF THE NOTIONS &amp;quot;SUBJECT&amp;quot; AND &amp;quot;OBJECT&amp;quot; IS ALSO QUESTIONED. THE WRITER PROPOSES TO RECOGNIZE, INSTEAD, VARIOUS INTRODUCED NOUN PHRASES SUGGESTIVE OF THE TRADITIONAL NOTION OF &amp;quot;CASES,&amp;quot; EACH, IN ENGLISH, BEGINNING WITH A PREPOSITION. THE SYNTACTIC RELATIONSHIP OF EACH OF THESE TYPES TO THE MAIN VERB OF THE SENTENCE IS DEFINED WITH REFERENCE TO THE CATEGORY UNDER WHICH IT IS INTRODUCED, HAVING NO DIRECT CONNECTION WITH WHATEVER EVENTUAL STATUS IT MAY HAVE AS SUBJECT OR OBJECT. THUS, EACH SIMPLE SENTENCE IN A LANGUAGE IS MADE UP OF A VERB AND A COLLECTION OF NOUNS IN VARIOUS &amp;quot;CASES,&amp;quot; IN THE DEEP  STRUCTURE SENSE. IN THE SURFACE STRUCTURE, CASE DISTINCTIONS ARE SOMETIMES PRESERVED, AND SOMETIMES NOT, DEPENDING ON THE LANGUAGE, THE NOUN, OR THE IDIOSYNCRATIC PROPERTIES OF CERTAIN GOVERNING WORDS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012010</dc:identifier>
<dc:title>TOWARD A MODERN THEORY OF CASE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Form Classes (Languages)</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Mandarin Chinese</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>HUANG, SHUAN FAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:keywords>Subject (Grammar)</eric:keywords>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Object (Grammar)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO OF THE MAJOR GRAMMATICAL PROBLEMS MUCH STUDIED BY MANDARIN GRAMMARIANS IN THE PAST DECADE ARE THE EXISTENCE OF PARTS OF SPEECH AND THE CONTROVERSY OVER THE IDENTIFICATION OF SUBJECT AND OBJECT IN SENTENCES. THE GOAL OF THIS STUDY IS TO DEAL WITH A VARIETY OF PROBLEMS IN CONNECTION WITH THE NOTIONS OF SUBJECT AND OBJECT IN MANDARIN CHINESE WITHIN THE GENERAL FRAMEWORK OF TRANSFORMATIONAL THEORY. A BRIEF SURVEY OF THREE TRADITIONAL APPROACHES TO THE SUBJECT-OBJECT PROBLEM IS MADE, AND THESE APPROACHES ARE FOUND TO BE DEFECTIVE MAINLY IN FAILING TO MAKE THE BASIC DISTINCTION BETWEEN DEEP STRUCTURE AND SURFACE STRUCTURE, WHICH IS IMPORTANT IN DEALING WITH GRAMMATICAL RELATIONS LIKE SUBJECT-VERB AND VERB-OBJECT. IT IS FOUND THAT MANDARIN HAS A RELATIVELY FREER WORD ORDERING THAN  HAS BEEN ASSUMED. SETS OF SYNTACTICALLY RELATED SENTENCES WITH THE SAME UNDERLYING REPRESENTATION ABOUND IN THE LANGUAGE. SUBJECT DELETION AND OBJECT TRANSPOSITION ARE FOUND TO BE COMMON PHENOMENA. SUCH TRANSFORMATIONS ARE SHOWN TO BE CONNECTED WITH LOCATIVE PHRASE FRONTING OR WITH &amp;quot;BA&amp;quot; AND &amp;quot;BEI&amp;quot; TRANSFORMATIONS. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012011</dc:identifier>
<dc:title>SUBJECT AND OBJECT IN MANDARIN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Generative Grammar</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:creator scheme='personal author'>YANG, JAMES</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>COMIT Programing Language</eric:keywords>
<eric:keywords>PROJECT ON LINGUISTIC ANALYSIS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Research Foundation.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SERIES OF SUBROUTINES (READRULE, ANNOTATE, CHOOSE, STORERULE, ADD-ONE AND SUB-ONE, DOMINATE, SUBTREE, TERMINAL, AND EQUAL) WRITTEN UP IN THE &amp;quot;COMIT&amp;quot; PROGRAMING LANGUAGE TO PROVIDE A CONVENIENT WAY FOR LINGUISTS TO TEST ANY SET OF GRAMMAR RULES AND TO GENERATE SENTENCES, ARE GIVEN WITH EXPLANATIONS FOR EACH. THIS IS FOLLOWED BY COMPLETE LISTINGS OF THE SUBROUTINES, TOGETHER WITH A MORE TECHNICAL DESCRIPTION OF WHAT THEY DO. THE USER OF THESE ROUTINES IS NOT REQUIRED TO HAVE ANY BACKGROUND OR EXPERIENCE IN DIGITAL COMPUTER PROGRAMING. (IT)</dc:description>
<dc:identifier scheme='eric_accno'>ED012012</dc:identifier>
<dc:title>SOME COMIT SUBROUTINES FOR TESTING GENERATIVE GRAMMARS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Distinctive Features (Language)</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Morphophonemics</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:subject>Vowels</dc:subject>
<dc:creator scheme='personal author'>CONTRERAS, HELES</dc:creator>
<dc:type></dc:type>
<eric:keywords>LINGUISTIC SOCIETY OF AMERICA</eric:keywords>
<eric:keywords>Spanish (Chilean)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE BINARY PRINCIPLE OF DISTINCTIVE FEATURE ANALYSIS IS CONSIDERED UNECONOMICAL FOR FORMULATION OF THE RULES FOR VOWEL COMBINATION IN SPANISH. CLASSIFICATORY FEATURES IN A TRANSFORMATIONAL GRAMMAR ARE ALL BINARY. HOWEVER, STRICT ADHERENCE TO DISTINCTIVE FEATURE ANALYSIS IS CONSIDERED UNECONOMICAL FOR FORMULATION OF RULES FOR VOWEL COMBINATION ACROSS WORD BOUNDARIES. PRESENT INADEQUACIES IN THE RULES NEEDED TO ACCOUNT FOR THESE VOWEL COMBINATIONS ARE INDICATED. THE AUTHOR&apos;S CONCLUSION IS THAT A SIMPLER DESCRIPTION IS POSSIBLE WITH A NONBINARY SYSTEM. THIS PAPER WAS PRESENTED AT THE 1966 ANNUAL MEETING OF THE LINGUISTIC SOCIETY OF AMERICA (NEW YORK, DECEMBER 1966). (KL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012013</dc:identifier>
<dc:title>SPANISH SANDHI AND BINARY FEATURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Semantics</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>KAY, MARTIN</dc:creator>
<dc:creator scheme='personal author'>TAFT, TERRIL D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Linguistic Analysis</eric:keywords>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords>IBM System 7000</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rand Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR LINGUISTS AND LEXICOGRAPHERS, THE COLLECT SYSTEM CAN ANALYZE THE SYNTAX AND SEMANTICS OF RUSSIAN SENTENCES BY SEARCHING A FILE OF RUSSIAN TEXT. IN A TYPICAL SEARCH ON A GIVEN SENTENCE, GRAMMATICAL RELATIONSHIPS, INDIVIDUAL WORD SPELLINGS, AND WORD OCCURRENCES CAN BE DETERMINED. SINCE THE SYSTEM INCLUDES INTERPRETERS, THE LINGUIST CAN USE FAIRLY NATURAL TERMINOLOGY IN HIS SEARCH REQUESTS. WRITTEN FOR THE IBM 7044 COMPUTER, THE ENTIRE COLLECT SYSTEM COULD BE ADAPTED TO ADMIT NEW KINDS OF INFORMATION TO THE FILE. THIS MEMORANDUM ALSO DISPLAYS A SAMPLE COLLECT REQUEST FORM. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012014</dc:identifier>
<dc:title>COLLECT--A PROGRAM FOR THE RETRIEVAL OF GRAMMATICAL INFORMATION FROM ANNOTATED TEXT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>36</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Child Development</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>SLOBIN, DAN I.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Hawaii (Honolulu)</eric:keywords>
<eric:keywords_geo>Hawaii (Honolulu)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE APPROACH TO CHILD LANGUAGE ACQUISITION IS THAT OF TRANSFORMATIONAL, GENERATIVE GRAMMAR WHICH EMPHASIZES MAN&apos;S ABILITY TO UNDERSTAND AND PRODUCE AN UNLIMITED VARIETY OF SENTENCES THROUGH CONTROL OF A LIMITED NUMBER OF LANGUAGE RULES. THUS, A CHILD LEARNS TO SPEAK BY DEVELOPING HIS OWN THEORIES OF THE STRUCTURE OF HIS LANGUAGE. STUDIES OF RUSSIAN AND ENGLISH CHILD LANGUAGE ACQUISITION SHOW THAT THE PROCESS OF MAKING THESE RULES IS QUITE SIMILAR, IN SPITE OF THE IMPORTANT STRUCTURAL DIFFERENCES BETWEEN THE TWO LANGUAGES. IN BOTH LANGUAGES, FOR EXAMPLE, THE UNMARKED FORMS OF LEXICAL ITEMS ARE LEARNED FIRST, SIMPLE SENTENCES NEXT, AND MORPHOLOGY LAST. BOTH RUSSIAN AND ENGLISH CHILDREN LEARN THIS WAY, IN SPITE OF THE FACT THAT WORD ORDER IS LESS IMPORTANT THAN INFLECTION IN  RUSSIAN. IT WOULD SEEM THEN THAT EVERY CHILD&apos;S BUILT-IN &amp;quot;LANGUAGE ACQUISITION DEVICE&amp;quot; FAVORS BEGINNING LANGUAGE WITH ORDERED UNMARKED CLASSES, REGARDLESS OF THE DEGREE OF CORRESPONDENCE OF SUCH A SYSTEM WITH THE INPUT LANGUAGE. SIMILAR PATTERNS OF GENERALIZATION, OVERGENERALIZATION, AND LEARNING OF GRAMMATICAL DISTINCTIONS CAN ALSO BE FOUND IN ENGLISH AND RUSSIAN LANGUAGE ACQUISITION. THESE OBSERVATIONS INDICATE THAT A GREAT DEAL MAY BE LEARNED ABOUT GENERAL CHILD LANGUAGE ACQUISITION THROUGH COMPARING RESULTS OF STUDIES DONE IN DIFFERENT LANGUAGE FAMILIES. THIS PAPER WAS READ AT A SYMPOSIUM ON GRAMMAR AND VERBAL BEHAVIOR IN CHILDREN, CONVENTION OF WESTERN PSYCHOLOGICAL ASSOCIATION (HONOLULU, JUNE 18, 1965). (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012015</dc:identifier>
<dc:title>PSYCHOLINGUISTIC SIMILARITIES IN THE ACQUISITION OF ENGLISH AND RUSSIAN AS NATIVE LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Research</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Symbolic Language</dc:subject>
<dc:creator scheme='personal author'>LAFFAL, JULIUS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Freudian Psychology</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A TECHNIQUE OF ANALYSIS OF SYMBOLISM IS PRESENTED, BASED ON THE IDEA THAT WORDS WHICH APPEAR IN CLOSE ASSOCIATION IN THE SPEECH OR WRITING OF AN INDIVIDUAL ARE PSYCHOLOGICALLY CLOSELY RELATED. THE LATENT MEANING, OR SYMBOLISM, OF A WORD IS ELUCIDATED BY SHOWING HOW CLOSE IT IS, CONCEPTUALLY, TO OTHER SELECTED WORDS OR THEMES IN THE INDIVIDUAL&apos;S LANGUAGE. A TECHNIQUE, &amp;quot;THE ANALYSIS OF CONTEXTUAL ASSOCIATES,&amp;quot; IS BASED ON THESE CONCEPTS. IF ONE TOOK A KEY WORD AND ABSTRACTED LIMITED VERBAL CONTEXTS SURROUNDING IT WHEREVER IT APPEARED, ONE WOULD HAVE A MATRIX OF CONTEXTS IN CLOSE ASSOCIATION WITH THE KEY WORD. THESE CONTEXTS WOULD PROVIDE A PICTURE OF THE KINDS OF IDEAS CLOSELY ASSOCIATED WITH THE KEY WORD. THE AUTHOR DISCUSSED THIS TECHNIQUE AS APPLIED TO THE WRITING OF DANIEL PAUL  SCHREBER, A PROMINENT JUDGE IN GERMANY IN THE 19TH CENTURY, WHICH HAD CAUSED SOME CONTROVERSY BETWEEN THOSE USING FREUDIAN ANALYSIS AND THOSE WITH DIFFERENT OPINIONS. THIS PAPER WAS PRESENTED AT THE MEETING OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (133D, WASHINGTON, D.C., DECEMBER 29, 1966). (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012016</dc:identifier>
<dc:title>THE CONTEXTUAL ANALYSIS OF SYMBOLISM IN LANGUAGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-29</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computational Linguistics</dc:subject>
<dc:subject>Cybernetics</dc:subject>
<dc:subject>Documentation</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Language Typology</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Machine Translation</dc:subject>
<dc:subject>Mathematical Linguistics</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Russian</dc:subject>
<dc:creator scheme='personal author'>HAYS, DAVID G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Rand Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REVISED ANNOTATED BIBLIOGRAPHY LISTS 143 RAND PUBLICATIONS IN COMPUTATIONAL LINGUISTICS, INCLUDING SUCH AREAS AS LINGUISTIC RESEARCH METHODS, STUDIES ON THE RUSSIAN AND ENGLISH LANGUAGES, INFORMATION RETRIEVAL, PSYCHOLINGUISTICS, AND CHARACTER READERS. ENTRIES ON THE RUSSIAN LANGUAGE ARE FURTHER ORGANIZED AS ANALYSES OF TEXTS AND GLOSSARIES, SYNTAX, AND SEMANTICS, WHILE ANOTHER SECTION OF THE BIBLIOGRAPHY COVERS PROBLEMS IN MACHINE TRANSLATION. THIS PUBLICATION ALSO INCLUDES A LIST OF FOREIGN AND DOMESTIC DEPOSIT LIBRARIES WHERE COPIES OF ALL REPORTS CONTAINED IN THE BIBLIOGRAPHY CAN BE FOUND. WITH THE EXCEPTION OF COMMERCIALLY PUBLISHED BOOKS BY RAND AUTHORS AND ARTICLES THAT HAVE APPEARED IN COMMERCIAL EDITIONS, ALL ENTRIES AND THE BIBLIOGRAPHY ITSELF ARE AVAILABLE  DIRECTLY FROM THE RAND REPORTS DEPARTMENT, 1700 MAIN ST., SANTA MONICA, CALIFORNIA 90406. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012017</dc:identifier>
<dc:title>ANNOTATED BIBLIOGRAPHY OF RAND PUBLICATIONS IN COMPUTATIONAL LINGUISTICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Mende</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Tone Languages</dc:subject>
<dc:subject>Uncommonly Taught Languages</dc:subject>
<dc:creator scheme='personal author'>SPEARS, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords>SIERRA LEONE</eric:keywords>
<eric:keywords>LIBERIA</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Liberia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BASIC COURSE IN MENDE, A TONE LANGUAGE OF LIBERIA AND SIERRA LEONE, IS DESIGNED TO BE TAUGHT BY A LINGUIST AND AN INFORMANT TO LINGUISTICALLY ORIENTED STUDENTS. THE TEXT COMPRISES TWO SECTIONS, THE FIRST CONTAINING A VOCABULARY, USEFUL PHRASES AND &amp;quot;NARRATIVE DRILLS&amp;quot; TO ACCOMPANY THE 18 SLIDES PREPARED FOR THE COURSE. THE NARRATIVES ARE DESIGNED TO BE USED AS SELF-INSTRUCTIONAL DRILLS. THE SLIDES PROVIDE A GENERAL CULTURAL BACKGROUND. THE SECOND SECTION COMPRISES 22 LESSON UNITS EACH OF WHICH DEALS WITH A PARTICULAR FEATURE OF THE LANGUAGE. THESE LESSONS CONTAIN EXPLANATORY NOTES ON STRUCTURE, AND LOCATIVE AND NOMINATIVE PHRASE DRILLS WHICH PREPARE THE STUDENTS TO FORM FULL SENTENCES. ALL DRILLS ARE ACCOMPANIED BY TRANSLATIONS. THE GENERAL EMPHASIS THROUGHOUT IS ON TONE AND  MORPHOPHONEMICS. THE INSTRUCTIONAL MATERIALS INCLUDE TAPES. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012018</dc:identifier>
<dc:title>BASIC COURSE IN MENDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>579</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Mende</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Tone Languages</dc:subject>
<dc:subject>Uncommonly Taught Languages</dc:subject>
<dc:creator scheme='personal author'>SPEARS, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SIERRA LEONE</eric:keywords>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords>LIBERIA</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>Liberia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SHORT COURSE IN MENDE (A TONE LANGUAGE OF LIBERIA AND SIERRA LEONE) IS AN ABRIDGEMENT OF THE BASIC COURSE IN MENDE AND CONSISTS OF THE MOST &amp;quot;IMMEDIATELY USEFUL&amp;quot; PARTS OF THE BASIC COURSE. THESE PARTS INCLUDE A VOCABULARY, USEFUL PHRASES, AND &amp;quot;NARRATIVE DRILLS&amp;quot; TO BE USED WITH THE ACCOMPANYING 18 SLIDES, IN ADDITION TO CHAPTERS ON PHONOLOGY AND TONE. THIS MATERIAL MAY BE USED BY STUDENTS WHO ARE NOT LINGUISTICALLY ORIENTED. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012019</dc:identifier>
<dc:title>SHORT COURSE IN MENDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>200</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Haitian Creole</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:creator scheme='personal author'>VALDMAN, ALBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>FRENCH CREOLE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COURSE IS PROGRAMED FOR SELF-INSTRUCTION AND SELF-TESTING AND IS APPROPRIATE FOR TEACHING EDUCATED ADULT SPEAKERS OF ENGLISH WITH NO TRAINING IN LINGUISTICS ENOUGH HAITIAN CREOLE TO &amp;quot;GET AROUND&amp;quot; IN HAITI. THE CORE OF THE COURSE IS THE MATERIAL PRESENTED AND DRILLED ON TAPES. THE STUDENT LISTENS TO EXPLANATIONS IN ENGLISH OF CONTRASTING ENGLISH-CREOLE PHONOLOGICAL AND GRAMMATICAL FEATURES AND THEN PRACTICES AUDIOLINGUAL DRILLS ON THE POINTS PRESENTED. THE STUDENT IS GUIDED IN HIS PROGRESS BY AN ACCOMPANYING STUDENT WORKBOOK CLOSELY COORDINATED TO THE TAPES. THE TAPE SCRIPT SERVES AS A REFERENCE FOR STUDENTS, TEACHERS, OR SUPERVISORS, BUT IT IS NOT ESSENTIAL TO THE LEARNING PROCESS, BEING MERELY A RECORD OF THE MATERIAL PRESENTED ON THE TAPES. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012021</dc:identifier>
<dc:title>HAITIAN CREOLE BASIC COURSE. PART I, PROGRAMMED INTRODUCTION, TAPE SCRIPT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>263</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>African Languages</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Mossi</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Tone Languages</dc:subject>
<dc:creator scheme='personal author'>LEHR, MARIANNE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BASIC COURSE IN MORE, AN AFRICAN TONE LANGUAGE SPOKEN BY THE MOSSI PEOPLE OF UPPER VOLTA, IS INTENDED TO PROVIDE THE STUDENT WITH DIALOGS THAT RELATE TO SOME OF THE FIRST SITUATIONS IN WHICH HE IS LIKELY TO USE THE LANGUAGE, AS WELL AS WITH SYSTEMATIC PRACTICE IN ALL MAJOR POINTS OF GRAMMAR. THE COURSE COMPRISES 48 UNITS DIVIDED INTO THREE CYCLES. CYCLE ONE IS DEVOTED MAINLY TO SOCIALLY USEFUL SET EXPRESSIONS AND TO GENERAL NOTES ON SOCIAL USAGE AND THE MAJOR POINTS OF GRAMMAR. CYCLE TWO CONCENTRATES ON DEVELOPING FULLER CONTROL OF THE LANGUAGE STRUCTURE WITHIN THE CONTEXT OF HIGH FREQUENCY SITUATIONS. CYCLE THREE PRESENTS ADDITIONAL MATERIAL FOR COMPREHENSION AND CONVERSATION PRACTICE AIMED AT THE CONSOLIDATION OF SKILLS DEVELOPED IN CYCLE TWO. THE INTRODUCTION PROVIDES A  SYNOPSIS OF THE STRUCTURE AND PHONOLOGY. A MORE-ENGLISH GLOSSARY OF STEMS AND RELATED WORDS, AND AN INDEX OF STRUCTURES ARE APPENDED. THE ACCOMPANYING TAPE RECORDINGS AND TEXT WERE BASED ON THE SPEECH OF ADAMA BALIMA, A MOSSI FROM UPPER VOLTA. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $1.75. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012022</dc:identifier>
<dc:title>MORE BASIC COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>381</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Grammar</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Shona</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Tone Languages</dc:subject>
<dc:creator scheme='personal author'>STEVICK, EARL W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MOZAMBIQUE</eric:keywords>
<eric:keywords>RHODESIA</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Mozambique</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BASIC COURSE IN SHONA, ONE OF THE TWO PRINCIPAL LANGUAGES OF RHODESIA AND PARTS OF ADJACENT MOZAMBIQUE, IS INTENDED TO PROVIDE THE STUDENT WITH DIALOG THAT RELATE TO SOME OF THE SITUATIONS IN WHICH HE IS LIKELY TO USE THE LANGUAGE, AS WELL AS PROVIDE HIM WITH SYSTEMATIC PRACTICE ON ALL MAJOR POINTS OF GRAMMAR. THE TEXT CONSISTS OF 49 UNITS OF DIALOGS AND DRILLS, EACH UNIT PRESENTING SPECIFIC FEATURES OF STRUCTURE WITH EXPLANATORY NOTES. A SHONA-ENGLISH INDEXED GLOSSARY IS APPENDED. BECAUSE SHONA, A TONE LANGUAGE, CONSISTS OF A NUMBER OF DIALECTS, THE TEXT ATTEMPTS TO REPRESENT SIMULTANEOUSLY IN THE TRANSCRIPTION SEVERAL DIFFERENT PRONUNCIATIONS, IN TONE AS WELL AS IN VOWELS AND CONSONANTS. SHONA TEXTS, EXERCISES, AND VOICING FOR THE ACCOMPANYING TAPES WERE FURNISHED BY MR.  AND MRS. MATTHEW MATARANYIKA. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $2.50. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012023</dc:identifier>
<dc:title>SHONA BASIC COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>536</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS FOUR-PART REPORT LISTS 438 LANGUAGE RESEARCH PROJECTS. PART I LISTS PROJECTS BY PRINCIPAL INVESTIGATOR, INSTITUTION, AND TITLE. PART II LISTS, ALPHABETICALLY, PERSONS WORKING ON ONE OR MORE OF THESE RECORDED PROJECTS. PART III LISTS MAIN SUBJECT CATEGORIES AND SUBCATEGORIES, BASED ON KEY WORDS SELECTED FROM THE REPORTS. PART IV IS AN ALPHABETIZED AND CROSS-REFERENCED THESAURUS OF SUBJECT-MATTER HEADINGS. LANGUAGE RESEARCH IN PROGRESS PROPOSES TO FOLLOW THIS FIRST BIBLIOGRAPHY WITH SUCCEEDING PUBLICATIONS AT APPROXIMATELY 6-MONTH INTERVALS. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012024</dc:identifier>
<dc:title>LANGUAGE RESEARCH IN PROGRESS. REPORT NUMBER 1, JUNE 1965, CROSS-REFERENCED LIST OF DOCUMENTED LANGUAGE RESEARCH PROJECTS CURRENT JANUARY - MAY 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Linguistics</dc:subject>
<dc:subject>Psycholinguistics</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>HAYES, ALFRED S.</dc:creator>
<dc:creator scheme='personal author'>VARLEY, JOY</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION ON 633 LANGUAGE RESEARCH PROJECTS IS CONTAINED IN THIS BIBLIOGRAPHY, THE FOURTH OF A SERIES PUBLISHED BY LANGUAGE RESEARCH IN PROGRESS (LRIP). PART I COMPRISES A THESAURUS AND CATEGORY LISTING. PART II IS AN ALPHABETICAL LISTING OF INVESTIGATORS AND INSTITUTIONS. PART III IS A NUMERICAL LISTING OF PROJECTS. A FURTHER LIST OF ONGOING RESEARCH PROJECTS FOR WHICH NO ABSTRACTS ARE AVAILABLE IS APPENDED. THE FOURTH VOLUME OF THE SERIES, AS WELL AS THE FIRST VOLUME, ARE AVAILABLE FROM EDRS. THE SECOND AND THIRD VOLUMES ARE AVAILABLE FROM THE CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012025</dc:identifier>
<dc:title>LANGUAGE RESEARCH IN PROGRESS. REPORT NUMBER 4, FEBRUARY 1967, A CROSS-REFERENCED LIST OF DOCUMENTED LANGUAGE RESEARCH PROJECTS CURRENT JUNE - DECEMBER 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Black Dialects</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Nonstandard Dialects</dc:subject>
<dc:subject>Rural Resettlement</dc:subject>
<dc:subject>Social Dialects</dc:subject>
<dc:subject>Sociolinguistics</dc:subject>
<dc:creator scheme='personal author'>STEWART, WILLIAM A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>MOUNTAIN SPEECH</eric:keywords>
<eric:keywords>Appalachia Educational Laboratory WV</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LINGUISTIC FIELD SURVEY OF THE ENGLISH SPOKEN IN THE CULTURAL-GEOGRAPHICAL AREA OF APPALACHIA SHOWS THAT THERE ARE AT LEAST TWO MAJOR NONSTANDARD DIALECTS IN CURRENT USE. THE DIALECT FAMILY MOST COMMONLY ASSOCIATED WITH THE APPALACHIAN REGION IS MOUNTAIN SPEECH. ALTHOUGH WELL STRUCTURED AND EXPRESSIVE IN ITS OWN RIGHT, IT HAS COME TO BE CONSIDERED INFERIOR, UNGRAMMATICAL, AND OF LOW SOCIAL STATURE. THE NEGRO DIALECT SPOKEN IN APPALACHIA HAS EVEN LESS SOCIAL STATUS AND IS OFTEN MISTAKENLY IDENTIFIED WITH MOUNTAIN SPEECH. PROGRAMS FOR TEACHING STANDARD ENGLISH IN THIS AREA SHOULD BE BASED ON A UNDERSTANDING OF WHICH ETHNIC AND CULTURAL GROUPS USE THESE DIALECTS, HOW EACH OF THE DIALECTS CONTRASTS WITH STANDARD ENGLISH, AND THE SPECIAL LINGUISTIC TECHNIQUES WHICH HAVE BEEN  DEVELOPED FOR TEACHING STANDARD ENGLISH TO SPEAKERS OF NONSTANDARD DIALECTS. THE AUTHOR BRIEFLY OUTLINES A WIDE RANGE OF RESEARCH, MATERIALS, AND ACTION PROGRAMS WHICH COULD BE UNDERTAKEN BY THE APPALACHIAN REGIONAL EDUCATIONAL LABORATORY TO IMPROVE LANGUAGE TEACHING. HE ALSO APPENDS A BIBLIOGRAPHY OF ARTICLES, BOOKS, AND PAMPHLETS CONCERNED WITH LANGUAGE AND LANGUAGE-RELATED SOCIAL STRUCTURE IN APPALACHIA. THIS DOCUMENT IS ALSO AVAILABLE FROM THE LANGUAGE IN EDUCATION PROGRAM OF THE CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, WASHINGTON, D.C., 20036. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012026</dc:identifier>
<dc:title>LANGUAGE AND COMMUNICATION PROBLEMS IN SOUTHERN APPALACHIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Asian History</dc:subject>
<dc:subject>Chinese</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>European History</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Korean</dc:subject>
<dc:subject>Korean Culture</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:creator scheme='personal author'>LEE, PETER H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Arizona (Tucson)</eric:keywords>
<eric:keywords>Association for Asian Studies</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>Arizona (Tucson)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council of Learned Societies, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TEXT WAS DEVELOPED PURSUANT TO A CONTRACT BETWEEN THE U.S. OFFICE OF EDUCATION AND THE AMERICAN COUNCIL OF LEARNED SOCIETIES (ACLS) AS PROJECT NUMBER 35 OF RESEARCH AND STUDIES IN URALIC AND ALTAIC LANGUAGES OF ACLS. THE PURPOSE OF THE BOOK IS TO STUDY THE VERNACULAR GENRES OF VERSE AND PROSE IN KOREA, BEGINNING WITH THE EARLIEST GENRES IN OLD AND MIDDLE KOREAN POEMS, DEALING IN TURN WITH FICTION IN CHINESE AND KOREAN, THE DRAMA AND WRITINGS IN CHINESE, AND ENDING WITH 20TH-CENTURY VERSE AND PROSE. INCLUDED ARE A CHART OF VERNACULAR GENRES, A COMPARATIVE CHRONOLOGY OF KOREAN AND WESTERN LITERARY FIGURES AND EVENTS, SELECTED BIBLIOGRAPHIES, AND A GLOSSARY AND INDEX OF PERSONAL NAMES AS WELL AS OTHER PROPER NAMES AND TERMS. THIS BOOK WAS PUBLISHED FOR THE ASSOCIATION FOR ASIAN  STUDIES BY THE UNIVERSITY OF ARIZONA PRESS, 1005 N. PALM ROAD, TUCSON, ARIZONA. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012027</dc:identifier>
<dc:title>KOREAN LITERATURE, TOPICS AND THEMES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>152</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Paragraph Composition</dc:subject>
<dc:subject>Pattern Drills (Language)</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>ORTAR, GINA</dc:creator>
<dc:creator scheme='personal author'>REGEV, ZINA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Israel (Jerusalem)</eric:keywords>
<eric:keywords>ISRAEL</eric:keywords>
<eric:keywords_geo>Israel</eric:keywords_geo>
<eric:keywords_geo>Israel (Jerusalem)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Hebrew Univ. of Jerusalem (Israel).</dc:creator>
<dc:creator scheme='institution'>Ministry of Education and Culture, Jerusalem (Israel).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL PILOT PROJECT WAS ESTABLISHED DURING THE 1962-63 SCHOOL YEAR IN VARIOUS ISRAELI SECONDARY SCHOOLS TO EXAMINE PROBLEMS IN TEACHING WRITTEN COMPOSITION. THE PROJECT USED EXPERIMENTAL AND CONTROL GROUPS COMPARING TWO SYSTEMS OF INSTRUCTION--(1) THE ASSIGNMENT AND CORRECTION OF COMPOSITIONS, AND (2) A STRUCTURED SYSTEM OF STAGE-BY-STAGE INSTRUCTION IN A PREDETERMINED PLAN. A SECONDARY AIM WAS TO NOTE IF THE SYSTEMATIZED TEACHING OF COMPOSITION SKILLS WOULD LEAD TO IMPROVEMENT IN GENERAL LINGUISTIC ACHIEVEMENT. STAGE A OF THE PROJECT CONSISTED OF ADMINISTERING STRUCTURED EXERCISES ON THE PARAGRAPH--ORGANIZATION, CONTENT, AND KEY SENTENCES. STAGE B WAS CONCERNED WITH THE IMPROVEMENT OF LINGUISTIC FAILURES DETECTED FROM STUDENT COMPOSITIONS PREPARED DURING STAGE A. THE  RESULTS OF THE EXPERIMENT INDICATED THAT THE STRUCTURED COURSE ENABLED STUDENTS TO WRITE BETTER-ORGANIZED PARAGRAPHS AND COMPOSITIONS THAN DID TRADITIONAL METHODS. THIS RESEARCH PROJECT RESUME ALSO INCLUDES SAMPLE EXERCISES AND CHARTS OF ACHIEVEMENT RATINGS. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012029</dc:identifier>
<dc:title>THE IMPROVEMENT OF WRITTEN EXPRESSION AND COMPOSITION IN THE MOTHER TONGUE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>339</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Methods</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Bolivia (Cochabamba)</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords>AYACUCHO</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords>BOLIVIA</eric:keywords>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDEBOOK DESCRIBES THE NATURE AND USE OF THE MATERIALS PREPARED FOR TEACHING THREE OF THE MAIN DIALECTS OF QUECHUA TO SPEAKERS OF ENGLISH INTERESTED IN WORKING OR DOING RESEARCH IN THE ANDEAN REGION. DESCRIPTIVE AND PEDAGOGICAL MATERIALS HAVE BEEN PREPARED FOR EACH OF THREE IMPORTANT DIALECTS--CUZCO AND AYACUCHO IN PERU, AND COCHABAMBA IN BOLIVIA. EACH SPOKEN QUECHUA COURSE CONSISTS OF TWO MIMEOGRAPHED VOLUMES OF STUDY UNITS (APPROXIMATELY 120 CLASS HOURS PER VOLUME), A READER, AND A COMPLETE, STRUCTURAL LINGUISTIC ANALYSIS OF THE DIALECT WHICH SERVES THE STUDENT AS A REFERENCE BOOK. A TRIDIALECTAL DICTIONARY HAS ALSO BEEN PREPARED TO ACCOMPANY THE COURSES GIVING EQUIVALENTS IN SPANISH AND THE THREE DIALECTS FOR 3,000 ENGLISH EXPRESSIONS. ALL OF THE EXERCISES AND THE  SECOND-LEVEL READING MATERIALS HAVE BEEN TAPE-RECORDED BY NATIVE SPEAKERS. THE MATERIAL PRESENTED IS IN THE CONTEXT OF THE DAILY LIFE AND CUSTOMS OF THE ANDEAN INDIANS. THE GUIDEBOOK ALSO SERVES AS A TEACHERS&apos; HANDBOOK OF SPECIFIC TEACHING PROCEDURES TO BE USED WITH THESE LINGUISTICALLY BASED MATERIALS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012030</dc:identifier>
<dc:title>QUECHUA LANGUAGE MATERIALS PROJECT, GUIDE TO THE MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Translation</dc:subject>
<dc:creator scheme='personal author'>PARKER, GARY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>BOLIVIA</eric:keywords>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords>Bolivia (Cochabamba)</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>AYACUCHO</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN TO SUPPLEMENT THE AUTHORS&apos; SPOKEN QUECHUA MATERIALS, THIS TRIDIALECTAL DICTIONARY PROVIDES THE SPEAKER OF ENGLISH WHO HAS HAD SOME TRAINING IN QUECHUA GRAMMAR WITH A MEANS OF ACCESS TO ADDITIONAL VOCABULARY IN THE CUZCO, AYACUCHO, AND COCHABAMBA DIALECTS. ALL THE QUECHUA WORDS AND PHRASES INCLUDED ARE IN ACTUAL USE AND WERE GATHERED FROM FIELD EXPERIENCE OR WORK WITH NATIVE INFORMANTS. SINCE THE APPROXIMATELY 3,000 ENTRIES ARE LISTED ALPHABETICALLY BY THE ENGLISH EQUIVALENT FOR THE QUECHUA WORDS BEING GIVEN, THE USER DOES NOT HAVE ACCESS TO QUECHUA WORDS HE MAY WANT TO IDENTIFY. IMMEDIATELY AFTER THE ENGLISH KEY WORD A SPANISH EQUIVALENT IS GIVEN, PRIMARILY FOR THE INFORMATION OF SPANISH-SPEAKING USERS. THE PART OF SPEECH IS THEN GIVEN WITH EQUIVALENTS OF THE TERM IN THE  THREE DIALECTS. TRANSCRIPTION IS BASED ON THE PHONEMIC SYSTEM OF EACH DIALECT AS USED IN THE SPOKEN QUECHUA COURSE MATERIALS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012031</dc:identifier>
<dc:title>ENGLISH-QUECHUA DICTIONARY--CUZCO, AYACUCHO, COCHABAMBA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>158</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MATERIALS IN THIS VOLUME COMPRISE SIX UNITS WHICH PRESENT BASIC ASPECTS OF CUZCO QUECHUA PHONOLOGY, MORPHOLOGY, AND SYNTAX FOR THE BEGINNING STUDENT. THE SIX UNITS ARE DESIGNED FOR APPROXIMATELY 120 HOURS OF SUPERVISED CLASS WORK WITH OUTSIDE PREPARATION EXPECTED OF THE STUDENT. EACH UNIT CONSISTS OF A DIALOGUE TO BE MEMORIZED, A DIALOGUE REVIEW, A SECTION ON GRAMMAR WITH ACCOMPANYING EXERCISES, CONVERSATION, &amp;quot;LISTENING-IN&amp;quot; (PRACTICE IN AUDITORY COMPREHENSION), AND DICTATION. BASED ON A CONTRASTIVE LINGUISTIC ANALYSIS OF ENGLISH AND QUECHUA, THE MATERIAL IS SUITABLE FOR BOTH LINGUISTS AND OTHER STUDENTS OF QUECHUA. CULTURAL BACKGROUND AND VOCABULARY REFLECT CURRENT USAGE IN THE ANDEAN INDIAN COMMUNITIES IN THE CUZCO AREA OF PERU. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012032</dc:identifier>
<dc:title>SPOKEN CUZCO QUECHUA, UNITS 1-6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>119</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PERU</eric:keywords>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SECOND VOLUME OF AN INTRODUCTORY COURSE IN SPOKEN CUZCO QUECHUA ALSO COMPRISES ENOUGH MATERIAL FOR ONE INTENSIVE SUMMER SESSION COURSE OR ONE SEMESTER OF SEMI-INTENSIVE INSTRUCTION (120 CLASS HOURS). THE METHOD OF PRESENTATION IS ESSENTIALLY THE SAME AS IN THE FIRST VOLUME WITH FURTHER CONTRASTIVE, LINGUISTIC ANALYSIS OF ENGLISH-QUECHUA STRUCTURE AND INTENSIVE DRILL OF MODEL PHRASES. STUDENTS WHO COMPLETE THIS COURSE SHOULD HAVE LEARNED TO READ AND WRITE IN QUECHUA AND TO UNDERSTAND, REPEAT, AND GENERATE FREQUENTLY USED CUZCO QUECHUA EXPRESSIONS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012033</dc:identifier>
<dc:title>SPOKEN CUZCO QUECHUA, UNITS 7-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Folk Culture</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Legends</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN TO ACCOMPANY THE SPOKEN CUZCO QUECHUA MATERIALS, THIS READER CONSISTS OF SHORT SELECTIONS ACTUALLY RECORDED IN THE FIELD AND REPRESENTING SEVERAL SUBDIALECTS SPOKEN IN RURAL SECTIONS OF THE DEPARTMENT OF CUZCO, PERU. INCLUDED ARE DIALOGS, STORIES, SONGS, CULTURAL SELECTIONS, AND INTERVIEWS. THE FORMAT GIVES THE CUZCO QUECHUA DIALECT AND THE TRANSLATION INTO SPANISH ON FACING PAGES. THE AUTHORS ASSUME THAT ALL STUDENTS OF QUECHUA ARE REASONABLY FLUENT IN SPANISH AND THAT REFERENCES TO CULTURAL OBJECTS, ACTIVITIES, AND CONCEPTS OF THIS AREA ARE MADE MORE EASILY IN SPANISH THAN IN ENGLISH. ALTHOUGH THE READER MAY BE USED AT ANY TIME AFTER THE STUDENT HAS SOME KNOWLEDGE OF BASIC GRAMMAR AND VOCABULARY, IT IS PRIMARILY INTENDED TO BE FOLLOWUP MATERIAL AFTER COMPLETION OF THE  TWO-VOLUME COURSE. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012034</dc:identifier>
<dc:title>CUZCO READER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>175</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonemics</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords>CUZCO</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DETAILED, LINGUISTIC ANALYSIS DOES NOT CONTRAST ENGLISH AND QUECHUA PHONOLOGY AND GRAMMAR BUT RATHER ATTEMPTS TO DESCRIBE THE DISTRIBUTIONAL AND SEMANTIC CATEGORIES PARTICULAR TO CUZCO QUECHUA IN A THOROUGH AND SCIENTIFIC MANNER. IT CAN BE USED IN THE FIELD TO IDENTIFY UNFAMILIAR UTTERANCES OR TO HELP UNDERSTAND HOW NATIVE SPEAKERS COMMUNICATE IN THIS COMPLEX LANGUAGE. A SERIOUS STUDENT WHO WISHES TO LEARN OTHER DIALECTS OF QUECHUA COULD USE THIS DESCRIPTIVE GRAMMAR AS A BASIS FOR COMPARISON. IT IS WRITTEN ON A TECHNICAL LEVEL OF LINGUISTIC DESCRIPTION, BUT CAN BE USED BY THOSE WITH A BACKGROUND IN GENERAL LINGUISTICS OR SOME TRAINING IN QUECHUA DIALECTS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012035</dc:identifier>
<dc:title>THE STRUCTURE OF CUZCO QUECHUA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>LASTRA, YOLANDA</dc:creator>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BOLIVIA</eric:keywords>
<eric:keywords>Bolivia (Cochabamba)</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FIRST OF TWO VOLUMES PREPARED FOR TEACHING THE COCHABAMBA DIALECT OF QUECHUA TO SPEAKERS OF ENGLISH, THIS DOCUMENT IS MADE UP OF 12 UNITS THAT COMPRISE A 6-WEEK INTENSIVE COURSE OF 20 CLASS HOURS A WEEK. EACH UNIT CONSISTS OF ONE OR MORE DIALOGS TO BE MEMORIZED, A DIALOG REVIEW, A SECTION ON GRAMMAR WITH ACCOMPANYING EXERCISES, CONVERSATION, AND &amp;quot;LISTENING-IN&amp;quot; (PRACTICE IN AUDITORY COMPREHENSION). BASED ON A CONTRASTIVE LINGUISTIC ANALYSIS OF ENGLISH AND COCHABAMBA QUECHUA, THE MATERIAL IS SUITABLE FOR BOTH LINGUISTS AND OTHER STUDENTS OF QUECHUA. THE EMPHASIS IS ON ACQUIRING AUDIOLINGUAL SKILLS AND THE DIALOGS HAVE BEEN TAPE RECORDED. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012036</dc:identifier>
<dc:title>SPOKEN COCHABAMBA QUECHUA, UNITS 1-12.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>143</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>LASTRA, YOLANDA</dc:creator>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>UNITS 13-24 OF THE SPOKEN COCHABAMBA QUECHUA COURSE FOLLOW THE GENERAL FORMAT OF THE FIRST VOLUME (UNITS 1-12). THIS SECOND VOLUME IS INTENDED FOR USE IN AN INTERMEDIATE OR ADVANCED COURSE AND INCLUDES MORE COMPLEX DIALOGS, CONVERSATIONS, &amp;quot;LISTENING-INS,&amp;quot; AND DICTATIONS, AS WELL AS GRAMMAR AND EXERCISE SECTIONS COVERING ADDITIONAL GRAMMATICAL POINTS. SOME MATTERS OF STRUCTURE ARE DEALT WITH IN MORE DETAIL THAN WAS POSSIBLE IN THE BEGINNING COURSE. THE CULTURAL REFERENCES AND VOCABULARY USED REFER TO THE AREA IN AND AROUND THE CITY OF COCHABAMBA, BOLIVIA. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012037</dc:identifier>
<dc:title>SPOKEN COCHABAMBA QUECHUA, UNITS 13-24.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>192</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Folk Culture</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>LASTRA, YOLANDA</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>BOLIVIA</eric:keywords>
<eric:keywords>Bolivia (Cochabamba)</eric:keywords>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTENDED AS FOLLOWUP MATERIAL AFTER THE COMPLETION OF THE TWO-VOLUME SPOKEN COCHABAMBA COURSE, THIS READER CONSISTS OF A SINGLE LONG STORY, &amp;quot;JUANITO,&amp;quot; WRITTEN BY OSCAR TERAN. IT HAS BEEN USED AS A RADIO SCRIPT FOR A SERIES OF BROADCASTS FROM A COCHABAMBA STATION WHICH SERVES THE SURROUNDING INDIGENOUS POPULATION. THE MATERIAL IS PRESENTED ON FACING PAGES IN COCHABAMBA QUECHUA AND SPANISH TRANSLATION. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012038</dc:identifier>
<dc:title>COCHABAMBA READER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>79</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Morphology (Languages)</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Syntax</dc:subject>
<dc:creator scheme='personal author'>LASTRA, YOLANDA</dc:creator>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Bolivia (Cochabamba)</eric:keywords>
<eric:keywords>BOLIVIA</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>Bolivia</eric:keywords_geo>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS STUDY IS TO DESCRIBE THE MAIN STRUCTURAL ASPECTS OF COCHABAMBA QUECHUA. IT IS INTENDED TO SERVE AS A REFERENCE BOOK FOR LINGUISTS AND THOSE LEARNING THIS DIALECT. THE INTRODUCTION DISCUSSES THE STUDY&apos;S PURPOSE, INFORMANTS, METHODS, TERMINOLOGY, AND NOTATION. THE AUTHORS THEN EXAMINE IN SEPARATE CHAPTERS PHONOLOGY, MORPHOPHONEMICS, CONSTRUCTIONS, PHRASE STRUCTURE, CLAUSES, AND SENTENCE FORMS. MANY EXAMPLES ARE GIVEN TO ILLUSTRATE THE COMPLEX GRAMMATICAL SYSTEM OF THIS DIALECT. ALTHOUGH THE TERMINOLOGY USED IS TECHNICAL, NONLINGUISTS WITH SOME EXPERIENCE IN QUECHUA CAN PROFIT FROM ITS COMPLETE AND SCIENTIFIC TREATMENT OF FORMS AND CATEGORIES OF MEANING. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012039</dc:identifier>
<dc:title>THE STRUCTURE OF COCHABAMBA QUECHUA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>PARKER, GARY J.</dc:creator>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>Peru (South Central)</eric:keywords>
<eric:keywords>AYACUCHO</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BEGINNING COURSE IN AYACUCHO QUECHUA, SPOKEN BY ABOUT A MILLION PEOPLE IN SOUTH-CENTRAL PERU, WAS PREPARED TO INTRODUCE THE PHONOLOGY AND GRAMMAR OF THIS DIALECT TO SPEAKERS OF ENGLISH. THE FIRST OF TWO VOLUMES, IT SERVES AS A TEXT FOR A 6-WEEK INTENSIVE COURSE OF 20 CLASS HOURS A WEEK. THE AUTHORS COMPARE AND CONTRAST SIGNIFICANT FEATURES OF QUECHUA AND ENGLISH FOR PEDAGOGICAL PURPOSES IN TEACHING THIS HIGHLY INFLECTED AND COMPLEX LANGUAGE. THE MATERIAL IS PRESENTED IN 10 UNITS, EACH OF WHICH CONSISTS OF A DIALOG TO BE MEMORIZED, A DIALOG REVIEW, A SECTION ON GRAMMAR WITH ACCOMPANYING EXERCISES, CONVERSATION, &amp;quot;LISTENING-IN&amp;quot; (PRACTICE IN AUDITORY COMPREHENSION), AND DICTATION. DIALOGS AND EXERCISE MATERIALS HAVE BEEN TAPE RECORDED. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012040</dc:identifier>
<dc:title>SPOKEN AYACUCHO QUECHUA. UNITS 1-10.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-06-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>170</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:creator scheme='personal author'>PARKER, GARY J.</dc:creator>
<dc:creator scheme='personal author'>SOLA, DONALD F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AYACUCHO</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>Peru (South Central)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ESSENTIALS OF AYACUCHO GRAMMAR WERE PRESENTED IN THE FIRST VOLUME OF THIS SERIES, SPOKEN AYACUCHO QUECHUA, UNITS 1-10. THE 10 UNITS IN THIS VOLUME (11-20) ARE INTENDED FOR USE IN AN INTERMEDIATE OR ADVANCED COURSE, AND PRESENT THE STUDENT WITH LENGTHIER AND MORE COMPLEX DIALOGS, CONVERSATIONS, &amp;quot;LISTENING-INS,&amp;quot; AND DICTATIONS AS WELL AS MORE GRAMMATICAL DETAILS. THE ANALYSIS OF QUECHUA SYNTAX MADE HERE USES TECHNICAL LINGUISTIC TERMINOLOGY AND ASSUMES THE STUDENT HAS SOME KNOWLEDGE OF BASIC LINGUISTIC CONCEPTS. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012041</dc:identifier>
<dc:title>SPOKEN AYACUCHO QUECHUA, UNITS 11-20.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>113</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Folk Culture</dc:subject>
<dc:subject>Languages</dc:subject>
<dc:subject>Legends</dc:subject>
<dc:subject>Quechua</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>PARKER, GARY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AYACUCHO</eric:keywords>
<eric:keywords>PERU</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_geo>Peru</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTENDED FOR USE AFTER COMPLETION OF THE SPOKEN AYACUCHO COURSE, THIS VOLUME CONTAINS 19 PROSE SELECTIONS AND 11 PAGES OF VERSE AND LYRICS. THE STORIES WERE SELECTED TO ILLUSTRATE THE COMPLETE RANGE OF QUECHUA ORAL TRADITION IN THE AYACUCHO SPEECH AREA. INCLUDED ARE STORIES OF SUPERNATURAL BEINGS, TALES OF HUMAN FOLLY, ANIMAL STORIES, HUMOROUS STORIES, AND A PRE-INCAN MYTH. THESE TALES ARE FOLLOWED BY A COLLECTION OF VERSES, GATHERED FROM VARIOUS SOURCES IN THE FIELD AND INTENDED TO ILLUSTRATE GENERAL TOPICAL AND STYLISTIC CHARACTERISTICS. THE VERSES ARE NOT TRANSLATED BUT THE PROSE SELECTIONS APPEAR ON FACING PAGES WITH A SPANISH TRANSLATION. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012042</dc:identifier>
<dc:title>AYACUCHO READER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bengali</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Dialects</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>RAY, PUNYA SLOKA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords>DACCA DIALECT</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INTRODUCTORY STUDENT&apos;S TEXT IS BASED ON A MODIFIED FORM OF BENGALI, AS SPOKEN IN AND AROUND DACCA, THE CAPITAL CITY OF EAST PAKISTAN. THE TEXT CONSISTS OF A CONTRASTIVE ANALYSIS OF ENGLISH AND DACCA BENGALI PHONOLOGY, AND 15 LESSON UNITS, ACCOMPANIED BY TAPES CORRELATED WITH THE CONVERSATION BUILDUPS AND DRILLS. THE MATERIAL IS DESIGNED TO DEVELOP ORAL SKILLS BEFORE INTRODUCING THE WRITTEN LANGUAGE. THE GENERAL FORMAT AND METHODOLOGY OF THIS BOOK FOLLOW &amp;quot;AN INTRODUCTION TO BENGALI, PART I,&amp;quot; BY EDWARD C. DIMOCK AND OTHERS, EAST WEST CENTER PRESS, 1965. THIS EARLIER TEXT BY DIMOCK, HOWEVER, WAS BASED ON THE &amp;quot;STANDARD COLLOQUIAL&amp;quot; BENGALI WHICH IS SPOKEN THROUGHOUT WEST BENGAL AND EAST PAKISTAN AND WHICH DIFFERS FAIRLY RADICALLY IN PHONOLOGY, MORPHOLOGY, AND LEXICON FROM THE  BENGALI OF DACCA. (AMM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012047</dc:identifier>
<dc:title>INTRODUCTION TO THE DACCA DIALECT OF BENGALI.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>320</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Counselor Performance</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Rank Order</eric:keywords>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE, SENT TO DIRECTORS OF 89 PUBLIC, STATE VOCATIONAL REHABILITATION AGENCIES AND OF AGENCIES WHICH SERVE THE BLIND, WAS DESIGNED PRIMARILY TO SURVEY PRESENT PRACTICES USED IN EVALUATING COUNSELORS ON THEIR STAFF. MULTIPLE-CHOICE-TYPE QUESTIONS REQUIRED TWO TYPES OF ANSWERS--THE VARIOUS COUNSELOR CHARACTERISTICS CONSIDERED OR REQUIRED IN EVALUATIONS AND HOW IMPORTANT SUCH CHARACTERISTICS WERE THOUGHT TO BE. NINETY-SEVEN PERCENT OF THE QUESTIONNAIRES WERE RETURNED. FINDINGS SHOWED THAT THE GENERAL EVALUATION PRACTICES OF THESE AGENCIES USUALLY FOLLOWED STANDARD PERSONNEL PRACTICES, EXCEPT THAT ALMOST HALF OF THE AGENCIES LACK A STANDARD COUNSELOR EVALUATION FORM. THE 29 COUNSELOR CHARACTERISTICS WHICH WERE RATED ON IMPORTANCE, REQUIREDNESS, AND METHOD OF ASSESSMENT  WERE CLUSTERED INTO THREE CATEGORIES--PERSONAL, PERFORMANCE, AND ABILITY-KNOWLEDGE. OF THE THREE CLASSES, ABILITY-KNOWLEDGE QUALITIES ARE MORE OFTEN REQUIRED BY ALL TYPES AND SIZES OF AGENCIES. TWO APPROACHES TO MEASURING THE CONGRUENCE BETWEEN REQUIREDNESS AND IMPORTANCE OF COUNSELOR CHARACTERISTICS FOR LARGE, MEDIUM, AND SMALL AGENCIES SUGGEST THAT MEDIUM-SIZED AGENCIES ARE LESS CONGRUENT THAN OTHERS. THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER II (PP. 8-15), APPENDIX A (PP. 65-70), APPENDIX H (PP. 110-117), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012048</dc:identifier>
<dc:title>THE EVALUATION OF REHABILITATION COUNSELOR PERFORMANCE--A SURVEY OF STATE AGENCY PRACTICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Records</dc:subject>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>Reliability</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PEARSON PRODUCT MOMENT CORRELATION</eric:keywords>
<eric:keywords>Structured Case Review Blank (Muthard Miller)</eric:keywords>
<eric:keywords>COWORKER RATING BLANK</eric:keywords>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY EXAMINES A PROCEDURE FOR USING THE WRITTEN CASE RECORD AS A CRITERION FOR EVALUATING REHABILITATION COUNSELOR PERFORMANCE IN STATE &amp;quot;DVR&amp;quot; (STATE-FEDERAL GENERAL VOCATIONAL REHABILITATION PROGRAM) AGENCIES. THE RESEARCHERS OUTLINE CERTAIN OBJECTIVES (TECHNICAL, AGENCY SERVICES, AND STAFF DEVELOPMENT) AS DESIRABLE IN THE EVALUATION PROCEDURES OF SUCH AGENCIES. BASED UPON EARLIER WORK DESCRIBING CRITICAL REQUIREMENTS IN REHABILITATION, THE STRUCTURED CASE REVIEW BLANK (SCRB) WAS DEVELOPED. SUPERVISORS WERE TRAINED TO USE THIS BLANK WHICH ASSESSED NINE AREAS OF COUNSELOR PERFORMANCE AND FOUR ADDITIONAL ASPECTS OF CLERICAL COMPETENCE. RATINGS OBTAINED FROM 26 SUPERVISORS OF 143 COUNSELORS WERE INTERCORRELATED WITH EACH OTHER AND WITH OTHER CRITERIA. RATINGS OF CASE RECORDS  ARE ABOUT AS RELIABLE AS OTHER TYPES OF RATINGS USED TO EVALUATE COUNSELOR PERFORMANCE. BECAUSE AN ANALYSIS OF RELATIONSHIPS WITHIN THE SCRB HAS SHOWN RATHER HIGH INTERCORRELATIONS AMONG THE DIMENSIONS, GROUPS, AND TOTAL SCORES OF THE BLANK, SCRB RATINGS HAVE BEEN REJECTED IN THE DIFFERENTIAL ANALYSIS OF COUNSELOR PERFORMANCE. THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER III (PP. 16-27), APPENDIX B (PP. 71-72), APPENDIX C (PP. 73-82), APPENDIX H (PP. 120-122), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012049</dc:identifier>
<dc:title>STRUCTURED CASE REVIEW STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cluster Analysis</dc:subject>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Counselor Performance</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PEARSON PRODUCT MOMENT CORRELATION</eric:keywords>
<eric:keywords>COWORKER RATING BLANK</eric:keywords>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>Job Satisfaction Inventory (Muthard and Miller)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH CONCERNS THE RELATIONSHIPS AMONG REHABILITATION COUNSELOR PERFORMANCE CRITERIA CURRENTLY BEING USED OR READILY AVAILABLE TO STATE VOCATIONAL REHABILITATION AGENCIES. THE 143 COUNSELORS STUDIED CAME FROM MIDDLE-SIZED AGENCIES IN SIX STATES AND, SINCE COWORKER RATINGS WERE REQUIRED, THE SAMPLE WAS LIMITED TO COUNSELORS WORKING WITH TWO OTHER COUNSELORS AND A SUPERVISOR. THE FOLLOWING PERFORMANCE MEASURES AND RATING PROCEDURES--THE COWORKER RATING BLANK, SUPERVISOR RATINGS, EFFICIENCY RATINGS, JOB SATISFACTION INVENTORY, AVERAGE CASELOAD, AVERAGE NUMBER OF CLOSURES, AND CASELOAD VELOCITY INDEX--ARE DESCRIBED AND RELIABILITY DATA GIVEN. THE EIGHT VARIABLES WHICH RESULTED WERE CORRELATED AND A CLUSTER ANALYSIS OF THE MEASURES WAS MADE. THE TWO RESULTING CLUSTERS WERE&amp;quot;CASE MANAGEMENT&amp;quot; AND &amp;quot;PERFORMANCE RATING.&amp;quot; THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER IV (PP. 28-34), APPENDIX C (PP. 73-82), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012050</dc:identifier>
<dc:title>CRITERIA FOR COUNSELOR PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Correlation</dc:subject>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Counselor Performance</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Values</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>CRITICAL BEHAVIOR SCALES</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SELECTION OF ANY INDEX AS A STANDARD OF EFFECTIVE COUNSELOR PERFORMANCE INVOLVES A JUDGMENT ABOUT WHAT A GOOD COUNSELOR DOES. HOWEVER, INDIVIDUALS OR GROUPS WHO USE DIFFERENT PREMISES TO DECIDE WHAT IS RELEVANT TO SUCCESS MAKE IT DIFFICULT TO DETERMINE WHETHER SPECIFIC PROCEDURES OR PRACTICES ARE ASSOCIATED WITH DESIRABLE COUNSELOR BEHAVIOR. FOR THIS REASON, A COMPARISON OF PERCEPTIONS HELD BY SELECTED REHABILITATION GROUPS (COUNSELORS, DISTRICT SUPERVISORS, AND ADMINISTRATORS) TOWARD COUNSELING BEHAVIOR WAS CONDUCTED USING A SPECIALLY DESIGNED INVENTORY, THE CRITICAL BEHAVIOR SCALES INVENTORY. AS EXPECTED, REHABILITATION COUNSELOR EDUCATORS WERE MOST DIFFERENT FROM STATE AGENCY REHABILITATION PERSONNEL. STATE AGENCY PERSONNEL APPEARED TO VALUE ACTIVE COUNSELOR BEHAVIOR MORE  THAN EDUCATORS. HOWEVER, THE PREDICTED SIMILARITY BETWEEN EDUCATORS AND TRAINED COUNSELORS IN STATE AGENCIES AND OTHER SETTINGS DID NOT MATERIALIZE. DIFFERENCES BETWEEN GROUPS ARE DISCUSSED WITH RESPECT TO POSSIBLE ENVIRONMENTAL AND GROUP INFLUENCES. SOME IMPLICATIONS FOR COMMUNICATION BETWEEN GROUPS AND TRAINING PROGRAMS FOR REHABILITATION COUNSELORS ARE ALSO PRESENTED. THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER V (PP. 35-41), APPENDIX E (PP. 83-95), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012051</dc:identifier>
<dc:title>VALUES AND ATTITUDES OF VOCATIONAL REHABILITATION PERSONNEL TOWARD THE REHABILITATION COUNSELOR&apos;S JOB.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cluster Analysis</dc:subject>
<dc:subject>Correlation</dc:subject>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Counselor Performance</dc:subject>
<dc:subject>Job Satisfaction</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>Job Satisfaction Inventory (Muthard and Miller)</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY EXAMINED THE JOB SATISFACTIONS OF REHABILITATION COUNSELORS USING A SAMPLE OF 143 COUNSELORS FROM SIX &amp;quot;DVR&amp;quot; (STATE-FEDERAL GENERAL VOCATIONAL REHABILITATION PROGRAM) AGENCIES. A REVISED FORM OF THE JOB SATISFACTION INVENTORY, ORIGINALLY DEVELOPED BY JOHNSON (1955), ASSESSING SATISFACTIONS WITH EIGHT DIMENSIONS OF THE JOB (RELATIONS WITH ASSOCIATES, RELATIONS WITH EMPLOYER, INTEREST IN JOB, JOB INFORMATION, WORK CONDITION, GOALS, PHYSICAL AND MENTAL EXERTION, AND FINANCES), WAS USED TO COLLECT INFORMATION ON THE NATURE OF COUNSELOR JOB SATISFACTION AND TO UNDERSTAND THE RELATIONSHIPS OF SUCH SATISFACTIONS WITH OTHER CRITERIA OF PERFORMANCE. A CLUSTER ANALYSIS PERFORMED ON THE CORRELATION MATRICES OF MALE AND FEMALE COUNSELORS RESPECTIVELY FOUND THE JOB SATISFACTION OF  MALE AND FEMALE COUNSELORS TO BE SIMILAR. HOWEVER, THE ASSOCIATION OF SATISFACTION WITH OTHER CRITERIA OF PERFORMANCE WAS DEPENDENT TO SOME EXTENT ON THE SEX OF THE COUNSELOR. THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER VI (PP. 42-47), APPENDIX D (PP. 76-82), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012052</dc:identifier>
<dc:title>JOB SATISFACTION AND REHABILITATION COUNSELOR PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Correlation</dc:subject>
<dc:subject>Counselor Evaluation</dc:subject>
<dc:subject>Counselor Performance</dc:subject>
<dc:subject>Job Satisfaction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MILLER, LEONARD A.</dc:creator>
<dc:creator scheme='personal author'>MUTHARD, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Iowa (Iowa City)</eric:keywords>
<eric:keywords>PERSONAL HISTORY AND OPINION INVENTORY</eric:keywords>
<eric:keywords>PEARSON PRODUCT MOMENT CORRELATION</eric:keywords>
<eric:keywords>REHABILITATION INFORMATION AND KNOWLEDGE TEST</eric:keywords>
<eric:keywords_geo>Iowa (Iowa City)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Iowa Univ., Iowa City. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO HYPOTHESES RELATING THE AMOUNT OF RISK-TAKING A COUNSELOR DISPLAYS TO HIS JOB SUCCESS AND JOB SATISFACTION WERE PROPOSED. HOWEVER, RISK-TAKING, AS MEASURED BY WILLINGNESS TO BET ON ANSWERS TO A REHABILITATION INFORMATION AND KNOWLEDGE TEST GIVEN TO 83 COUNSELORS IN FOUR STATES, LACKED A RELATIONSHIP OF PRACTICAL SIGNIFICANCE. A SECOND STUDY WAS UNDERTAKEN TO EXPLORE THE FEASIBILITY OF RELATING BIOGRAPHICAL DATA TO CERTAIN COUNSELOR PERFORMANCES, WITH A VIEW TO BUILDING A PERSONAL HISTORY APPLICATION BLANK. A BIOGRAPHICAL DATA BLANK, THE PERSONAL HISTORY AND OPINION INVENTORY CONSISTING OF 107 ITEMS, WAS ADMINISTERED TO 143 REHABILITATION COUNSELORS IN SIX STATES. ALTHOUGH ANALYSIS OF THE INVENTORY SUGGESTED SOME AREAS WHICH APPEAR TO BE ASSOCIATED WITH COUNSELOR  SATISFACTORINESS AND SATISFACTION, ITEM ANALYSIS DID NOT YIELD A SET OF ITEMS WHICH PREDICTED SUCCESS IN A CROSS-VALIDATION GROUP. THIS DOCUMENT WAS PUBLISHED IN &amp;quot;THE CRITERIA PROBLEM IN REHABILITATION COUNSELING&amp;quot; AS CHAPTER VII (PP. 48-51), APPENDIX F (PP. 96-101)., APPENDIX G (PP. 102-108), AND REFERENCES (PP. 123-129). (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012053</dc:identifier>
<dc:title>THE VALIDITY OF TWO PREDICTORS OF COUNSELOR SATISFACTION AND COUNSELOR SATISFACTORINESS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Counseling</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Cybernetics</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>MICHAEL, DONALD N.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Winchester)</eric:keywords>
<eric:keywords>Massachusetts (Brookline)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:creator scheme='institution'>New England Board of Higher Education, Winchester, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO COUNSEL ADULTS WITHIN THE NEXT 20 YEARS, ADVANCED PLANNING AND ACTION BASED ON LONG-RANGE ASSESSMENTS MUST TAKE PLACE NOW. HIGHLY RATIONALIZED MANAGEMENT TECHNOLOGIES, CYBERNATION, SOCIAL ENGINEERING, AND BIOLOGICAL ENGINEERING CAN POTENTIALLY AFFECT THIS PLANNING. SOCIAL AND DEMOGRAPHIC CONDITIONS INTERACTING WITH THESE TECHNOLOGIES WILL INFLUENCE THE CHARACTERISTICS OF WORK, LEISURE, EDUCATION, VALUES, AND DECISION MAKING. VALUES AND BEHAVIOR THAT EMPHASIZE COMMITMENT TO TASK, FLEXIBILITY IN LEARNING, AND EFFECTIVE USE OF INCREASED LEISURE MUST BE LEARNED IN CHILDHOOD AND MODIFIED THROUGHOUT LIFE. DEALING WITH SOCIAL PROBLEMS AND UTILIZING THE OPPORTUNITIES WHICH TECHNOLOGIES AND SOCIAL GROWTH AFFORD WILL REQUIRE THAT PRIORITIES BE ASSIGNED, AND THAT MORE EFFECTIVE CRITERIA  FOR CHOICE BE DEVELOPED. THE INCREASING OLDER POPULATION WILL EXERT POLITICAL PRESSURES TO PROTECT IT AGAINST MATERIAL, IDEOLOGICAL, AND EMOTIONAL DISPOSSESSION. BELIEF IN MAN AS BEING UNIQUE IN HIMSELF AND IN HIS RELATION TO THE REST OF THE UNIVERSE WILL BE INCREASINGLY CHALLENGED IN MANY OF THE INFLUENTIAL AND POLICY-PLANNING LEVELS OF SOCIETY. THE MOST IMPORTANT LESSON SOCIAL INSTITUTIONS WILL HAVE TO LEARN IS HOW TO CHANGE RAPIDLY AND FREQUENTLY. THIS ADDRESS WAS PRESENTED AT THE CONFERENCE ON THE TRAINING OF COUNSELORS OF ADULTS (CHATHAM, MAY 22-28, 1965). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012054</dc:identifier>
<dc:title>THE NEXT TWENTY YEARS--BACKGROUND NOTES FOR ADULT COUNSELING PLANNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Counseling</dc:subject>
<dc:subject>Adult Development</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Developmental Tasks</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>NEUGARTEN, BERNICE L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Winchester)</eric:keywords>
<eric:keywords>Massachusetts (Brookline)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:creator scheme='institution'>New England Board of Higher Education, Winchester, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR DISCUSSES (1) THE PSYCHOLOGICAL ISSUES THAT PREOCCUPY DIFFERENT, ADULT AGE GROUPS AND (2) THE AGE-STATUS SYSTEM AS IT IS CHANGING IN AMERICAN SOCIETY. THE RELATIONS OF THE INDIVIDUAL TO THE SOCIAL GROUPS OF WHICH HE IS A MEMBER, THE WAYS OF ABSORBING AND USING NEW IDEAS, AND THE OBSTACLES AND OPPORTUNITIES THAT THE INDIVIDUAL RECOGNIZES IN FURTHERING HIS GOALS WILL CONTINUE TO PROVIDE THE CONCERNS ABOUT WHICH ADULT MEN AND WOMEN WILL TURN TO COUNSELORS FOR GUIDANCE AND ASSISTANCE. AS NEW PROBLEMS AND NEW SATISFACTIONS OF HUMAN LIFE ARE CREATED, MORE AND DIFFERENT TYPES OF ADULT COUNSELING WILL APPEAR IN SOCIETY, AND NEW EXPERTISE WILL BE EXPECTED. THE ISSUES AFFECTING ADULTHOOD ARE (1) THE INDIVIDUAL&apos;S USE OF EXPERIENCE, (2) HIS STRUCTURING OF THE SOCIAL WORLD IN WHICH  HE LIVES, (3) HIS PERSPECTIVES OF TIME, (4) THE WAYS IN WHICH HE DEALS WITH THE MAJOR THEMES OF WORK, LOVE, TIME, AND DEATH, AND (5) THE CHANGES IN SELF-CONCEPT AND IDENTITY AS INDIVIDUALS FACE MARRIAGE, PARENTHOOD, CAREER ADVANCEMENT AND DECLINE, RETIREMENT, ILLNESS, AND WIDOWHOOD. THIS ADDRESS WAS PRESENTED AT THE CONFERENCE ON THE TRAINING OF COUNSELORS OF ADULTS (CHATHAM, MAY 22-28, 1965). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012055</dc:identifier>
<dc:title>THE ADULT YEARS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Counseling</dc:subject>
<dc:subject>Adult Development</dc:subject>
<dc:subject>Adults</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Human Development</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Self Actualization</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>MASLOW, ABRAHAM</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Brookline)</eric:keywords>
<eric:keywords>Massachusetts (Winchester)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:creator scheme='institution'>New England Board of Higher Education, Winchester, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TWO TYPES OF LEARNING, EXTRINSIC AND INTRINSIC, ARE DESCRIBED. INTRINSIC LEARNING INVOLVES THOSE PROCESSES WHICH CAN HELP PEOPLE BECOME ALL THAT THEY ARE CAPABLE OF BECOMING. INTRINSIC LEARNING IS THE ULTIMATE GOAL OF ALL EDUCATION, INCLUDING ADULT EDUCATION, AND IS ALSO THE ULTIMATE GOAL OF COUNSELING. SELF-ACTUALIZING PEOPLE LEARN THROUGH THE PROCESSES OF INTRINSIC LEARNING. SELF-ACTUALIZING PEOPLE ARE DESCRIBED AS THOSE WHO LISTEN TO THEIR OWN VOICES, TAKE RESPONSIBILITY, ARE HONEST, AND WHO WORK. THEY ARE INVOLVED IN A CAUSE OUTSIDE OF THEMSELVES. THEY EXPERIENCE FULLY, VIVIDLY, AND SELFLESSLY WITH FULL CONCENTRATION AND ABSORPTION. AT THE VARIOUS CHOICE POINTS PRESENTED TO THEM, THEY MAKE THE CHOICE FOR GROWTH. THE INTRINSIC LEARNING MODEL IS ESPECIALLY ADAPTIVE IN WORKING  WITH ADULTS SINCE THEY ALREADY HAVE CAPACITIES, TALENTS, DIRECTIONS, MISSIONS, AND CALLINGS. THE COUNSELOR&apos;S JOB, THEREFORE, IS TO HELP THEM TO BECOME WHAT THEY ALREADY ARE MORE PERFECTLY AND TO REALIZE WHAT THEY POTENTIALLY CAN BE. THIS ADDRESS WAS PRESENTED AT THE CONFERENCE ON THE TRAINING OF COUNSELORS OF ADULTS (CHATHAM, MAY 22-28, 1965). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012056</dc:identifier>
<dc:title>SELF-ACTUALIZATION AND BEYOND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Counseling</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counseling Theories</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Probability</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:creator scheme='personal author'>SITGREAVES, ROSEDITH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Brookline)</eric:keywords>
<eric:keywords>Massachusetts (Winchester)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for the Study of Liberal Education for Adults, Brookline, MA.</dc:creator>
<dc:creator scheme='institution'>New England Board of Higher Education, Winchester, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STATISTICAL DECISION-MAKING THEORY PROVIDES A FRAME OF REFERENCE WITHIN WHICH THE COUNSELOR AND CLIENT CAN CONSIDER A WIDE RANGE OF PROBLEMS OF DECISION MAKING. IN THE FACE OF UNCERTAINTY, A SET OF ACTIONS IS AVAILABLE. PREFERENCE AMONG THESE ACTIONS DEPENDS ON THE TRUE STATE OF NATURE WHICH IS GENERALLY UNKOWN. TO GAIN THIS INFORMATION, AN EXPERIMENT CAN BE PERFORMED WHICH WILL YIELD A SET OF DATA. A STRATEGY FOR DECISION MAKING IS A COMPLETE PRESCRIPTION WHICH SPECIFIES THE EXPERIMENT TO BE PERFORMED AND THE TERMINAL DECISION TO BE MADE FOR EACH SET OF DATA COLLECTED. WITH THE USE OF A LOSS TABLE, THE EXPECTED LOSS FOR ANY STRATEGY FOR EACH STATE OF NATURE CAN BE FOUND. COMPARISONS GENERALLY MAKE IT POSSIBLE TO ELIMINATE INADMISSIBLE STRATEGIES. TWO CRITERIA CAN BE EMPLOYED TO  SELECT FROM THE REMAINING CLASSES OF ADMISSIBLE STRATEGIES. FIRST IS THE MINIMAX PRINCIPLE WHICH IS BASED ON THE CRITERION OF SELECTING THE STRATEGY FOR WHICH THE MAXIMUM EXPECTED LOSS IS THE SMALLEST. SECOND IS THE BAYES CRITERION WHICH IS BASED ON THE ASSUMPTION THAT THERE IS A KNOWN PROBABILITY DISTRIBUTION OVER THE STATES OF NATURE AND, THEREFORE, THE EXPECTED RISK OF WRONG DECISIONS CAN BE MINIMIZED BY COMPUTING THE AVERAGE OF THE ASSUMED PROBABILITY DISTRIBUTION. THIS ADDRESS WAS PRESENTED AT THE CONFERENCE ON THE TRAINING OF COUNSELORS OF ADULTS (CHATHAM, MAY 22-28, 1965). (RM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012057</dc:identifier>
<dc:title>FUNDAMENTALS OF STATISTICAL DECISION THEORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Change</dc:subject>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Civil Rights</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Philosophy</dc:subject>
<dc:subject>Population Growth</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Structure</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Subcultures</dc:subject>
<dc:creator scheme='personal author'>LOHMAN, JOSEPH D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECTS OF THE REVOLUTION IN POPULATION, CIVIL RIGHTS, AND TECHNOLOGY ON VARIOUS GROUPS, SUCH AS ADOLESCENTS, THE LOWER CLASSES, AND MINORITY GROUPS, ARE DISCUSSED. THE TOTAL EFFECT OF THIS REVOLUTION HAS BEEN TO DRIVE THE AMERICAN SOCIETY APART, FORCING IT TO MANIFEST ITSELF IN LOCAL SUBCULTURES WHICH ARE FORMED BY THE PROBLEM-SOLVING TENDENCY OF HUMAN GROUPS WHEN CONFRONTED WITH SPECIFIC AND RECURRENT PROBLEMS. INDIVIDUALS, INCLUDING THE CULTURALLY DISADVANTAGED, MUST BE EVALUATED IN TERMS OF THE VALUES, ATTITUDES, AND PERSPECTIVES OF THEIR SUBCULTURE. THE SCHOOL HAS AN OBLIGATION TO ADJUST ITS GOALS AND PHILOSOPHY IN RELATION TO THE NEEDS OF THE GROUP IT IS SERVING, RATHER THAN TO IMPOSE THE SAME VALUES AND ATTITUDES UPON ALL GROUPS. REASONS FOR THE EXISTENCE OF THE &amp;quot;WAR  ON POVERTY&amp;quot; IN AN AFFLUENT SOCIETY AND OBSERVATIONS OF WHY IT IS PARTIALLY UNSUCCESSFUL ARE GIVEN. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012058</dc:identifier>
<dc:title>A SOCIOLOGICAL APPROACH TO UNDERSTANDING DISADVANTAGED YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Equal Opportunities (Jobs)</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Orientation</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>School Business Relationship</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>ROBINSON, LELAND R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords>PLAN FOR PROGRESS</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN 1962, THE PACIFIC TELEPHONE AND TELEGRAPH COMPANY SIGNED THE &amp;quot;PLAN FOR PROGRESS&amp;quot; COMMITTING THEMSELVES TO THE GOAL OF FULL EQUALITY IN EMPLOYMENT. A PLAN OF ACTION WAS DEVISED TO SEEK OUT MINORITY CANDIDATES FOR EMPLOYMENT. HOWEVER, POSSIBLE EMPLOYEES HAD DIFFICULTY PASSING THE EMPLOYMENT TESTS. IT WAS REALIZED THAT, IN ADDITION TO ACTIVELY SEEKING OUT MINORITY MEMBERS, THE COMPANY SHOULD HELP THEM QUALIFY FOR EMPLOYMENT. THE FIRST PHASE OF A FOUR-PHASE SCHOOL COOPERATION PROGRAM WAS A 1-WEEK COUNSELOR WORKSHOP FOR 27 COUNSELORS. MANAGEMENT REPRESENTATIVES FROM SEVEN DEPARTMENTS DISCUSSED EACH DEPARTMENT&apos;S ROLE IN THE COMPANY, THE JOB SKILLS PECULIAR TO THAT DEPARTMENT, AND SPECIAL EDUCATIONAL REQUIREMENTS. THE COUNSELORS THEN MADE VISITS TO THE VARIOUS DEPARTMENTS AND FORMED  DISCUSSION GROUPS. A FOLLOWUP EVALUATION OF THIS PROGRAM WAS MADE. THE SECOND PHASE CONSISTED OF A SERIES OF 1-DAY WORKSHOPS FOR VOCATIONAL AND BUSINESS TEACHERS. DURING THE THIRD PHASE, STUDENTS SELECTED BY THEIR COUNSELORS VISITED VARIOUS COMPANY DEPARTMENTS, ATTEMPTED TO PERFORM THE WORK OPERATIONS OF THE JOB WITH THE EMPLOYEES, AND LEARNED ABOUT THE COMPANY&apos;S EMPLOYMENT OFFICE PROCEDURE. THE FOURTH PHASE CONSISTED OF A BROAD OFFERING OF COMPANY RESOURCES TO BE USED AS EDUCATORS DESIRED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012059</dc:identifier>
<dc:title>HIGH SCHOOL ORIENTATION PROGRAM--A FOUR-PHASE PROGRAM OF SCHOOL COOPERATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:creator scheme='personal author'>LOPEZ, LEO</dc:creator>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords>MCATEER ACT</eric:keywords>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CALIFORNIA MCATEER ACT AUTHORIZED THE ESTABLISHMENT OF A 2-YEAR PILOT PROJECT AIMED AT UNCOVERING METHODS OF ENCOURAGING CULTURALLY DISADVANTAGED CHILDREN TO REMAIN IN SCHOOL UNTIL GRADUATION. SELECTION OF 16,000 DISADVANTAGED STUDENTS FROM 24 SCHOOL DISTRICTS WAS BASED UPON THE STUDENT&apos;S SOCIOECONOMIC BACKGROUND, HIS ACHIEVEMENT LEVEL, AND THE SCHOOL DISTRICT&apos;S PLANS FOR IMPLEMENTING EXPERIMENTAL COMPENSATORY EDUCATION PROGRAMS. THE SUCCESSFUL COMPENSATORY PROGRAM DEVELOPS THE CULTURALLY AND SOCIOECONOMICALLY HANDICAPPED CHILD BY (1) DEMONSTRATING TO PUPILS A CLOSE RELATIONSHIP BETWEEN THE CLASSROOM AND LIFE, (2) PROVIDING REMEDIAL AND ENRICHMENT EXPERIENCES NECESSARY FOR ACADEMIC AND SOCIAL SUCCESS, AND (3) AROUSING ASPIRATIONS WHICH WILL ENABLE A PUPIL TO ESTABLISH  CONSTRUCTIVE AND POSITIVE GOALS. APPROACHES UTILIZED ARE SMALL CLASSES, REMEDIAL INSTRUCTION, CLOSE TEACHER-PARENT COOPERATION, FLEXIBLE CLASS ARRANGEMENTS, STAFF ORIENTATION AND TRAINING, PRESCHOOL AND PARENT EDUCATION, EMPHASIS ON LANGUAGE SKILLS, TUTORIAL INSTRUCTION, AND EXTRA LIBRARY FACILITIES. INTERIM RESULTS OF VARIOUS PROGRAMS ARE DESCRIBED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012060</dc:identifier>
<dc:title>PRINCIPLES AND PROGRAMS OF COMPENSATORY EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Dropout Prevention</dc:subject>
<dc:subject>Educational Opportunities</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:creator scheme='personal author'>LOVE, RUTH B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EDUCATIONAL CHALLENGE IN AMERICA&apos;S CHANGING SOCIETY IS TO BRING EQUAL EDUCATIONAL OPPORTUNITIES TO ALL. SCHOOL COUNSELORS MUST EXPAND AND STRENGTHEN THE SERVICES THEY OFFER. THE COMMON DENOMINATOR AMONG SO-CALLED &amp;quot;DISADVANTAGED&amp;quot; GROUPS IS POVERTY, AND EDUCATORS MUST UNDERSTAND BOTH THE PROBLEMS AND THE POSITIVE QUALITIES OF THE POVERTY CULTURE. NEW, POSITIVE APPROACHES MUST BE USED IN A MIDDLE-CLASS-ORIENTED EDUCATIONAL SYSTEM IN ORDER TO SUCCEED WITH DISADVANTAGED STUDENTS. FAMILY FOCUS IS A NECESSARY PART OF COMPENSATORY EDUCATION PROGRAMS. LISTS OF RECOMMENDATIONS RESULTING FROM A SERIES OF WORKSHOPS DEALING WITH EDUCATION OF THE DISADVANTAGED CHILD ARE PRESENTED TO THE STATE DEPARTMENT OF EDUCATION AND TO COORDINATORS OF GUIDANCE SERVICES. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012061</dc:identifier>
<dc:title>SUMMARY AND RECOMMENDATIONS FOR STRENGTHENING COUNSELING SERVICES FOR DISADVANTAGED YOUTH. (TITLE SUPPLIED).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Employment Problems</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Medical Services</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>MCQUILLEN, ANITA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A DEMONSTRATION PROJECT OF COOPERATION BETWEEN A REHABILITATION CENTER AND THREE LARGE INDUSTRIAL COMPANIES. OVER A 3-YEAR PERIOD, 56 WORKERS WHO HAD BEEN INJURED ON THE JOB AND HOSPITALIZED WERE ADMITTED TO THE REHABILITATION CENTER. OF THE 50 WORKERS STUDIED, THE AVERAGE LENGTH OF STAY IN THE CENTER WAS 36 DAYS. A FOLLOWUP STUDY, CONDUCTED 3 MONTHS AFTER DISCHARGE, SHOWED 45 OF THE 50 WORKERS WERE EMPLOYED, AND 50 PERCENT SAID THEY FELT GREATLY IMPROVED. ATTEMPTS ARE MADE IN THE REPORT TO ANALYZE THE REASONS THAT OTHERS WERE LESS SATISFIED WITH THE TREATMENT. OF GREAT IMPORTANCE TO THE PROJECT WAS THE ESTABLISHMENT OF COOPERATIVE WORKING PROCEDURES WITH THE INDUSTRIAL-MEDICAL DEPARTMENTS. THE VARIOUS FACTORS INVOLVED IN THIS ARE DISCUSSED. THE PROJECT STAFF CONCLUDES  THAT SUCH COOPERATION IMPROVES THE REHABILITATION OF INJURED WORKERS. ONE OF THE RECOMMENDATIONS IS THAT A FUTURE PROJECT ATTEMPT TO MEASURE ACTUAL MEDICAL COSTS OF SUCH REHABILITATION PROGRAMS. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012062</dc:identifier>
<dc:title>A STUDY OF THE INTEGRATION OF SERVICES OF INDUSTRIAL MEDICAL DEPARTMENTS AND A REHABILITATION CENTER. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Counseling Objectives</dc:subject>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Parent Child Relationship</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:creator scheme='personal author'>DREIKURS, RUDOLF</dc:creator>
<dc:creator scheme='personal author'>SONSTEGARD, MANFORD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alfred Adler Inst. of Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS THE PROCEDURES FOR A GROUP COUNSELING PROGRAM ON FOUR LEVELS--(1) COUNSELING WITHIN PEER GROUPS AS CHILDREN LEARN FROM EACH OTHER IN INTERACTION, (2) TEACHER SEMINARS WHERE TEACHERS CAN SHARE IDEAS ON SPECIFIC PROBLEMS AND GAIN INSIGHT ON THE OTHER COUNSELING GROUPS, (3) PARENT GROUPS WHERE ONE PARENT COUNSELED IN FRONT OF THE GROUP IS A MEANS OF HELPING THE GROUP FOCUS ON COMMON PROBLEMS AND MEMBERS HELP EACH OTHER, AND (4) INDIVIDUAL COUNSELING OF THE CHILD IN FRONT OF THE PARENT AND TEACHER GROUP TO GAIN FURTHER INSIGHT INTO THE PROBLEM. THIS PROGRAM IS BASED ON THE TELEOANALYTIC APPROACH OF ALFRED ADLER WHICH SEES THE BASIC PURPOSE OF ALL BEHAVIOR AS TRYING TO BELONG TO A GROUP AND IS CONCERNED WITH THE CHILD&apos;S BASIC ASSUMPTIONS ABOUT LIFE AND HIMSELF. THE  EMPHASIS IS UPON THE CHILD&apos;S OWN CHOICE AND DETERMINATION OF HIS OWN BEHAVIOR. IN THIS DETAILED DESCRIPTION OF SUCH A GROUP COUNSELING PROGRAM, EMPHASIS IS PLACED UPON THE CAREFUL ORIENTATION OF ADMINISTRATORS, TEACHERS, AND PARENTS SO THAT THEIR FULL SUPPORT IS GAINED. THIS DOCUMENT WAS PUBLISHED BY THE ALFRED ADLER INSTITUTE, 6 NORTH MICHIGAN, CHICAGO, ILLINOIS 60602, 97 PAGES, $2.50. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012063</dc:identifier>
<dc:title>THE TELEOANALYTIC APPROACH TO GROUP COUNSELING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Correlation</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Testing Problems</dc:subject>
<dc:creator scheme='personal author'>DARLINGTON, RICHARD B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MINNESOTA MULTIPHASIC PERSONALITY INVENTORY</eric:keywords>
<eric:keywords>CROSS VALIDATION</eric:keywords>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords>PHI COEFFICIENT</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:keywords_test>Minnesota Multiphasic Personality Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cornell Univ., Ithaca, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PAPER REPORTS ON AN ATTEMPT TO DETERMINE EMPIRICALLY, FOR SEVERAL TEST-CONSTRUCTION PROBLEMS, THE AMOUNT OF IMPROVEMENT RESULTING WHEN TESTS ARE TAILORMADE TO FIT ONE PARTICULAR CHARACTERISTIC OF A LOCAL POPULATION--THE BASE RATES OF THE TWO CRITERION GROUPS WHICH THE TEST IS DESIGNED TO SEPARATE. THE BASIC PROCEDURE USED WAS TO CONSTRUCT A SERIES OF TESTS WHICH WERE ALIKE IN THE ITEM POOL AND ITEM-SELECTION TECHNIQUE USED, AND IN THE TWO CRITERION GROUPS WHICH THE TESTS WERE DESIGNED TO SEPARATE, BUT WHICH DIFFERED IN THE RELATIVE BASE RATES OF THE TWO CRITERION GROUPS ASSUMED IN THE CONSTRUCTION OF THE TESTS. CROSS-VALIDATION SAMPLE DATA WERE THEN USED TO ESTIMATE THE VALUE OF EACH OF THE TESTS IN POPULATIONS WITH EACH OF THE ASSUMED BASE RATES. THE PURPOSE WAS TO ESTIMATE,  FOR EACH OF THESE POPULATIONS, THE EXTENT TO WHICH THE TEST TAILORMADE FOR THAT POPULATION EXCEEDED IN VALUE TESTS TAILORMADE FOR POPULATIONS WITH DIFFERENT BASE RATES. THE RESULTS SHOWED NO NOTICEABLE DIFFERENCE IN THE VALUES OF THE VARIOUS TESTS. THESE RESULTS WERE CONSISTENT ACROSS FOUR DIFFERENT TEST-CONSTRUCTION METHODS STUDIED, AND ACROSS THREE DIFFERENT SETS OF DATA WHICH DIFFERED IN THE ITEM POOL AND THE CRITERION GROUPS USED. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012064</dc:identifier>
<dc:title>EVALUATING THE USE OF ASSESSMENT PROCEDURES DEVELOPED IN ONE SCHOOL IN OTHER SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>32</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Psychotherapy</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Validity</dc:subject>
<dc:creator scheme='personal author'>WRIGHT, LOGAN</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO DETERMINE THE RELIABILITY, VALIDITY, AND SOCIAL FAVORABILITY RATINGS OF 941 ITEMS THAT WERE THOUGHT TO BE DESCRIPTIVE OF CHANGE IN CHILDREN&apos;S BEHAVIOR. THIS POOL OF ITEMS COULD THEN BE USED FOR SCALES MEASURING THE OUTCOME OF COUNSELING AND PSYCHOTHERAPY WITH CHILDREN. THE VALIDATION AND CROSS-VALIDATION SAMPLES INCLUDED 50 PARENTS EACH WHO RATED THE ITEMS ACCORDING TO THEIR CHILD&apos;S BEHAVIOR AT THE BEGINNING AND END OF TREATMENT AT THE RILEY CHILD GUIDANCE CLINIC. INDEPENDENT THERAPISTS ALSO RATED THE CHILD&apos;S PROGRESS IN TREATMENT THROUGH THE RESULTS RECORDED BY THE CLINIC STAFF. A SEPARATE PARENT SAMPLE WAS USED FOR RATING SOCIAL FAVORABILITY OF THE ITEMS. CORRELATIONS OF RATINGS SHOWED THAT THE MAJORITY OF THE ITEMS INVESTIGATED WERE RELIABLE IN  FAVORABILITY AND VALIDITY ON A TEST-RETEST RELIABILITY CHECK. THE VALIDITY OF THE ITEMS COULD NOT BE DEMONSTRATED BECAUSE A GIVEN ITEM APPEARED CLOSELY TIED TO THE PRESENTING PROBLEM OF THE CHILD. THE PROJECT IMPLICATIONS ARE THAT FOUR SCALES FOR MEASURING OUTCOMES OF TREATMENT FOR CHILDREN WITH SPECIFIC PROBLEMS SHOULD BE DEVELOPED FROM THE ITEMS INVESTIGATED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012065</dc:identifier>
<dc:title>RELIABILITY, VALIDITY AND FAVORABILITY OF SELECTED INDICATORS OF BEHAVIORAL CHANGE IN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescent Attitudes</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Group Dynamics</dc:subject>
<dc:subject>Group Structure</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Nondirective Counseling</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Social Attitudes</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>MATHIEU, PHILLIPPA L.</dc:creator>
<dc:creator scheme='personal author'>MOURSUND, JANET P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SELF REFERENT Q SORT</eric:keywords>
<eric:keywords>Barrett Lennard Relationship Inventory</eric:keywords>
<eric:keywords>WAYS OF LOOKING AT PEOPLE</eric:keywords>
<eric:keywords>SOCIOMETRIC TEST</eric:keywords>
<eric:keywords>California F Scale (Adorno et al)</eric:keywords>
<eric:keywords>MINNESOTA MULTIPHASIC PERSONALITY INVENTORY</eric:keywords>
<eric:keywords_test>Minnesota Multiphasic Personality Inventory</eric:keywords_test>
<eric:keywords_test>Barrett Lennard Relationship Inventory</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INTERIM REPORT PRESENTS DATA COLLECTED IN A STUDY OF THE INTERPERSONAL ATTITUDES OF ADOLESCENTS. TWELVE GROUPS OF HIGH SCHOOL JUNIORS FROM THREE DIFFERENT SCHOOLS MET IN COUNSELING SESSIONS. THE PRINCIPAL INDEPENDENT VARIABLES IN THE GROUPS WERE CONGENIALITY (STUDENTS CHOSE TO MEET WITH EACH OTHER) AND THE STRUCTURE LEVEL IMPOSED BY THE COUNSELOR. VARIOUS INSTRUMENTS WERE USED TO MEASURE BOTH THE PERSONAL AND THE INTERPERSONAL EFFECTS OF THE COUNSELING THROUGH PRE- AND POST-TREATMENT TESTING. RESULTS OF THE DATA ANALYSIS SHOWED CONFLICTS AND BORDERLINE SIGNIFICANCES WHICH SUGGESTED A NEED FOR FURTHER RESEARCH AND ANALYSIS. SOME CHANGES IN THE GROUPS DUE TO COUNSELING WERE APPARENT, BUT NONE COULD BE INTERPRETED AS DEMONSTRATING A CLEAR RELATIONSHIP BETWEEN VARIABLES OR  STRONG SUPPORT FOR THE ORIGINAL HYPOTHESES. AT THIS TIME, DATA ANALYSIS IS INCOMPLETE AND A NUMBER OF PERIPHERAL INVESTIGATIONS BASED ON THE ORIGINAL DESIGN ARE CONTINUING. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012066</dc:identifier>
<dc:title>INTERPERSONAL ATTITUDES OF ADOLESCENTS. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>149</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Analysis of Variance</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Emotional Experience</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:creator scheme='personal author'>PETERSON, MARK B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Univ., MA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY DEMONSTRATES THE EFFECT OF LISTENING TO TAPE RECORDINGS ON STUDENT COUNSELOR&apos;S (SC) COGNITIVE BEHAVIOR. SIX 5-MINUTE TAPES WERE VALIDATED TO PRESENT THREE KINDS OF CLIENT RESPONSES TO THE COUNSELOR--(1) NEGATIVE AND HOSTILE, (2) POSITIVE AND SUPPORTIVE, AND (3) NEUTRAL. AFTER LISTENING TO THE TAPES, THE SUBJECTS WERE ASKED TO PERFORM FIVE COGNITIVE TASKS TO SEE IF THE TAPES INFLUENCED PERCEPTION AND PERFORMANCE. ANALYSIS OF VARIANCE SHOWED WORD PERCEPTION, NUMBER PERCEPTION, AND CODING SIGNIFICANTLY ALTERED BY THE TAPES OF DIFFERENT AFFECTIVE TONES. THE ORDER OF TAPE PRESENTATION ALSO ALTERED TASK PERFORMANCE, ESPECIALLY ON NUMBER PERCEPTION AND CODING WHEN HOSTILE TAPES WERE HEARD FIRST. ONE IMPLICATION OF THESE RESULTS IS THAT THE SC&apos;S INITIAL COUNSELING EXPERIENCE  SHOULD BE POSITIVE, NOT HOSTILE, SO LEARNING WILL RESULT. FINDINGS ON GROUP DIFFERENCES ACCORDING TO AGE AND EXPERIENCE OF THE SC&apos;S CONFLICTED WITH THOSE OF PREVIOUS RESEARCH INDICATING THE COMPLEXITY OF THE COGNITIVE VARIABLE. FURTHER RESEARCH IS NECESSARY TO DETERMINE THE RELATIONSHIP OF COGNITIVE BEHAVIOR TO THE EMOTIONAL REACTIONS OF THE COUNSELOR. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012067</dc:identifier>
<dc:title>AN EXPERIMENTAL STUDY OF THE EFFECTS OF TAPE LISTENING ON CERTAIN MODES OF FUNCTIONING IN STUDENT COUNSELORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>214</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Behavior</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>BACHMAN, JERALD G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan Univ., Ann Arbor. Inst. for Social Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS A SUMMARY OF RESEARCH OBJECTIVES AND PROCEDURES TO BE EMPLOYED IN A 3-YEAR STUDY OF ADOLESCENT BOYS. THE BROAD OBJECTIVE IS TO STUDY IMPORTANT AREAS OF GROWTH AND CHANGE AS RELATED TO DIFFERENCES WITHIN AND BETWEEN THREE ENVIRONMENTS--SCHOOL, WORK, AND UNEMPLOYMENT. THE INTENTION IS TO LEARN WHAT DIMENSIONS OF ENVIRONMENTS HAVE WHAT KINDS OF EFFECTS ON WHAT KINDS OF PERSONS. ADDITIONAL PURPOSES OF THE STUDY INCLUDE AN ANALYSIS OF SCHOOLS AS ORGANIZATIONS, THE TESTING OF HYPOTHESES DERIVED FROM SELF-IDENTITY THEORY, THE MEASUREMENT OF OCCUPATIONAL INFORMATION AND ITS CORRELATES, AND FURTHER STUDY OF THE CAUSES OF LEAVING SCHOOL. A SAMPLE OF 2,200 TO 2,500 BOYS STARTING 10TH GRADE IN UNITED STATES PUBLIC HIGH SCHOOLS WILL BE FOLLOWED THROUGH INTERVIEWS,  QUESTIONNAIRES, AND TEST BATTERIES DURING THE 3 YEARS. A SERIES OF REPORTS, BEGINNING LATE IN 1967 AND EXTENDING THROUGH 1971, WILL PRESENT RESULTS BASED ON EACH MAJOR DATA COLLECTION IN THE LONGITUDINAL DESIGN. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012068</dc:identifier>
<dc:title>BLUEPRINT FOR A NATIONWIDE LONGITUDINAL STUDY OF ADOLESCENT BOYS, INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Delinquency Causes</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject>Group Status</dc:subject>
<dc:subject>Matrices</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:subject>Peer Acceptance</dc:subject>
<dc:subject>Peer Relationship</dc:subject>
<dc:subject>Potential Dropouts</dc:subject>
<dc:subject>Siblings</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:creator scheme='personal author'>SELLS, S.B.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords>Z SCORES</eric:keywords>
<eric:keywords>Texas (Fort Worth)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:keywords_geo>Texas (Fort Worth)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis. Inst. of Child Development .</dc:creator>
<dc:creator scheme='institution'>Texas Christian Univ., Fort Worth. Inst. of Behavioral Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT PRESENTS THE RESULTS OF A 5-YEAR RESEARCH PROGRAM WHICH ANALYZED MANY OF THE CORRELATES OF PEER ACCEPTANCE-REJECTION IN A SERIES OF STUDIES INVOLVING 37,913 SCHOOL CHILDREN, AGES 9 TO 12 YEARS. PEER ACCEPTANCE-REJECTION WAS INVESTIGATED THROUGH THE USE OF A PEER RATING SCALE AND A TEACHER RATING SCALE. A NUMBER OF METHODOLOGICAL STUDIES ON RELIABILITY AND STABILITY OF THE PEER STATUS AND TEACHER RATING SCORES AND INTERCORRELATIONS AMONG THESE SCORES ARE REPORTED. THE INFLUENCE OF FAMILY BACKGROUND ON PEER ACCEPTANCE-REJECTION IS SIGNIFICANTLY DEMONSTRATED IN DIFFERENT STUDIES INCLUDED IN THE REPORT. PEER REJECTION IS ALSO SIGNIFICANTLY RELATED TO CRITERIA OF EARLY DELINQUENCY AND EARLY SCHOOL DROPOUT IN TWO FOLLOWUP STUDIES. AS THE REPORT DEMONSTRATES THE IMPORTANCE  OF PEER STATUS UPON SOCIALIZATION AND PERSONALITY DEVELOPMENT, IT SUGGESTS FURTHER STUDY ON MEASURES DESIGNED TO ATTACK CAUSES OF THE PROBLEMS. GENERALLY, PARENT EDUCATION AND THE ERADICATION OF POVERTY WITH ITS ASSOCIATED SOCIAL ILLS APPEAR TO BE THE MAJOR MODES OF INTERVENTION. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012069</dc:identifier>
<dc:title>PEER ACCEPTANCE-REJECTION AND PERSONALITY DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>473</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Emotional Adjustment</dc:subject>
<dc:subject>Intercollegiate Cooperation</dc:subject>
<dc:subject>Mental Health Programs</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Stress Variables</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>BARGER, BEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>UNIVERSITY OF FLORIDA</eric:keywords>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords>National Institute of Mental Health</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE UNIVERSITY OF FLORIDA HAS BEEN DEVELOPING PROGRAMS TO STUDY AND PREVENT THE EMOTIONAL STRESS EXPERIENCED BY STUDENTS WHEN THEY MAKE THE TRANSITION FROM HOME TO COLLEGE. A UNIVERSITY MENTAL HEALTH PROGRAM WHICH IS PREVENTION-ORIENTED HAS BEEN DEVELOPED. THE PROJECT PROPOSED IN THIS PAPER IS AN INTENSIVE STUDY OF THE TRANSITIONAL EXPERIENCES, STRESSES, AND RESULTING BEHAVIORS OF FRESHMEN AND TRANSFER STUDENTS. THE STUDY WILL LEAD TO THE DEVELOPMENT OF ORIENTATION PROGRAMS AND COUNSELING PROGRAMS TO MEET THE NEEDS OF ENTERING STUDENTS. INTERVIEWS WITH APPROXIMATELY 300 STUDENTS AT THE UNIVERSITY OF FLORIDA ARE PLANNED TO DETERMINE THE INDEXES OF EMOTIONAL VULNERABILITY. THE INDEXES ESTABLISHED WILL BE USED FOR THE SELECTION OF MEASURING INSTRUMENTS AND CONTINUED CROSS VALIDATION  OF EMOTIONAL PROBLEMS FOUND. WORKSHOPS FOR COUNSELORS OF HIGH SCHOOLS AND JUNIOR COLLEGES WILL FOLLOW TO GIVE THE COUNSELORS AN OPPORTUNITY TO INTERVIEW STUDENTS AND DISCOVER WAYS OF PREPARING THEM FOR THE TRANSITIONAL EXPERIENCES. A SUMMER ORIENTATION PROGRAM FOR PARENTS AND STUDENTS ON READINESS FOR COLLEGE IS ALSO PLANNED. EVALUATION OF THE STUDY AND THE INSTITUTED PROGRAMS THROUGH SUBSEQUENT STUDENT INTERVIEWS AND COUNSELOR WORKSHOPS IS THE FINAL PHASE OF THE PROPOSED PROJECT. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012070</dc:identifier>
<dc:title>PREVENTIVE ACTION IN COLLEGE MENTAL HEALTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Behavior Theories</dc:subject>
<dc:subject weight='MAJOR'>Cognitive Processes</dc:subject>
<dc:subject weight='MAJOR'>Counseling</dc:subject>
<dc:subject weight='MAJOR'>Interpersonal Relationship</dc:subject>
<dc:subject>Psychiatrists</dc:subject>
<dc:subject weight='MAJOR'>Psychological Evaluation</dc:subject>
<dc:subject>Psychologists</dc:subject>
<dc:subject>Q Methodology</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:creator scheme='personal author'>VAN ATTA, RALPH E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STATEMENTS MADE BY A THERAPY CLIENT WERE TYPED ON SMALL CARDS AND PRESENTED AS AN ARRAY TO 18 SUBJECTS. EACH SUBJECT CATEGORIZED THESE STATEMENTS TO REPRESENT CONCEPTS HE USED IN CONCEPTUALIZING THE CLIENT. ON COMPLETING THIS TASK, EACH SUBJECT DESCRIBED THE CLIENT USING A Q-SORT. DESCRIPTIVE ACCURACY WAS DEFINED CONSENSUALLY VIA FACTOR ANALYSIS OF Q-SORT INTERCORRELATIONS. THE RESEARCH TASK FAILED TO DIFFERENTIATE BETWEEN FOUR HIGHLY ACCURATE SUBJECTS AND FOUR HIGHLY INACCURATE SUBJECTS IN TERMS OF (1) THE DIVERSITY OF THEIR CONCEPTUALIZATIONS, (2) THE PERMEABILITY OF THEIR CONCEPTS, (3) THE NUMBER OF CLIENT EVENTS INCORPORATED IN THEIR CONCEPTS, AND (4) THE ARRANGEMENT OF ITEMS IN CONCEPTS. IN ADDITION, THE THEORY ENDORSED AND THE LANGUAGE EMPLOYED DID NOT RELATE TO DESCRIPTIVE  ACCURACY. IMPLICATIONS ARE THAT THE RESEARCH METHOD EMPLOYED REVEALS THE IDIOSYNCRATIC ASPECTS OF CLINICAL THINKING BUT LITTLE ABOUT THE LAWFUL PROCESSES WHICH ENABLE CLINICIANS TO CONVERGE AS THEY DID ON THE CRITERION. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012071</dc:identifier>
<dc:title>CONCEPTS EMPLOYED BY ACCURATE AND INACCURATE CLINICIANS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:57:25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Consultation Programs</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Home Visits</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Play Therapy</dc:subject>
<dc:subject>School Guidance</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>PRUETT, ROLLA F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Defense Education Act Title V A</eric:keywords>
<eric:keywords>Indiana (Indianapolis)</eric:keywords>
<eric:keywords_geo>Indiana (Indianapolis)</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Indiana State Dept. of Public Instruction, Indianapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS A CONDENSED EDITION OF THE FULL NARRATIVE REPORTS SUBMITTED BY THE COUNSELORS OF INDIANA&apos;S 15 ELEMENTARY SCHOOL GUIDANCE PILOT PROGRAMS. THE REPORTS DESCRIBE IN DETAIL THE PHILOSOPHY, GOALS, OBJECTIVES, PROCEDURES, AND OUTCOMES OF THEIR UNIQUE PROGRAMS. MOST OF THE COUNSELORS INCLUDED PLANS FOR THE FUTURE. CLARIFICATION OF THE BASIC ISSUES CONCERNING THE ROLE AND THE FUNCTIONS OF THE ELEMENTARY SCHOOL COUNSELOR WAS THE FIRST TASK OF THE PARTICIPATING COUNSELORS. SPECIFIC GUIDELINES FOR THE PILOT PROGRAMS WERE DELINEATED SO THAT THE SCHOOLS PARTICIPATING COULD SERVE AS MODELS. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012072</dc:identifier>
<dc:title>FIFTEEN PILOT PROGRAMS IN ELEMENTARY GUIDANCE IN THE STATE OF INDIANA 1965-66.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>141</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Anxiety</dc:subject>
<dc:subject>Behavior Modification</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Conditioning</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Psychological Characteristics</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>EMERY, JOHN R.</dc:creator>
<dc:creator scheme='personal author'>KRUMBOLTZ, JOHN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Emery Test Anxiety Scale</eric:keywords>
<eric:keywords>Stanford University CA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIFTY-FOUR TEST-ANXIOUS COLLEGE FRESHMEN FROM STANFORD UNIVERSITY WERE RANDOMLY ASSIGNED TO ONE OF THREE GROUPS--(1) A DESENSITIZATION GROUP WORKING WITH INDIVIDUALIZED ANXIETY HIERARCHIES, (2) A DESENSITIZATION GROUP WORKING WITH A SINGLE STANDARD HIERARCHY, AND (3) A NO-TREATMENT CONTROL GROUP. THE CRITERIA CONSISTED OF SELF-RATINGS OF ANXIETY BEFORE AND DURING EXAMINATIONS, SCORES ON A TEST ANXIETY SCALE, AND FINAL EXAMINATION GRADES. THE FINDINGS WERE AS FOLLOWS--(1) STUDENTS WHO RECEIVED DESENSITIZATION RATED THEMSELVES AS SIGNIFICANTLY LESS ANXIOUS ABOUT EXAMINATIONS (BOTH BEFORE AND DURING THEIR FINAL EXAMINATIONS) AS COMPARED WITH A NO-TREATMENT CONTROL GROUP, (2) FINAL EXAMINATION GRADES OF THE DESENSITIZATION GROUPS WERE SLIGHTLY, BUT NOT SIGNIFICANTLY, HIGHER THAN THE  CONTROL GROUP, AND (3) NO DIFFERENCE IN THE RELATIVE EFFECTIVENESS OF INDIVIDUALIZED VERSUS STANDARD HIERARCHIES WAS FOUND. CONSIDERING THE RESULTS, LIMITATIONS OF THE STUDY ARE (1) THE SAMPLE WAS NOT REPRESENTATIVE OF NORMAL COLLEGE POPULATION IN ABILITY, (2) THE TEST ANXIETY CRITERION MEASURES MIGHT HAVE BEEN MORE OBJECTIVE, AND (3) STUDENTS MIGHT HAVE COMPILED THEIR OWN INDIVIDUALIZED ANXIETY HIERARCHY INSTEAD OF ALTERING A STANDARD ONE. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012073</dc:identifier>
<dc:title>STANDARD VERSUS INDIVIDUALIZED HIERARCHIES IN DESENSITIZATION TO REDUCE TEST ANXIETY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Counseling Objectives</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>WILLIAMSON, E. G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Mills (Don)</eric:keywords>
<eric:keywords>ONTARIO</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MAJOR CHANGES IN COUNSELING THAT HAVE TAKEN PLACE OVER THE LAST HALF-CENTURY ARE (1) THE DEVELOPMENT OF CAREER CHOICE WITH THE IDEA OF CHANGE IN MIND, (2) THE ESTABLISHMENT OF AN INDIVIDUALIZED VALUE HIERARCHY, (3) THE EMPHASIS ON PERSONALITY DEVELOPMENT, (4) THE CONCEPT OF COUNSELING RELATIONSHIPS AS A NUMBER OF INTERRELATED RELATIONSHIPS, (5) THE DEVELOPMENT OF THE PERSON AS AN INDIVIDUAL, (6) THE ABANDONMENT OF COUNSELOR NEUTRALITY, (7) THE COUNSELOR&apos;S ABILITY TO RISE ABOVE HIS OWN PREJUDICES, (8) THE MOVE TO HELPING THE COUNSELOR LEARN TO ADAPT TO AUTOMATION, (9) THE COUNSELOR&apos;S INVOLVEMENT WITH DISCIPLINE WHICH IS CHARACTER MOLDING, AND (10) THE NEW DEVELOPMENTS IN COUNSELOR TRAINING AND GROWTH. COUNSELORS ARE GRADUALLY GOING BEYOND TECHNIQUE, AND, IN THE FUTURE,  TECHNIQUE MUST BE DEVELOPED ON A TECHNOLOGICAL FOUNDATION OF HUMAN DEVELOPMENT. THESE BASIC CHANGES WILL ALLOW THE COUNSELOR TO AID STUDENTS TO MORE EFFECTIVELY BECOME FULLY HUMANE PERSONS. THIS PAPER WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE ONTARIO SCHOOL COUNSELLOR&apos;S ASSOCIATION (2D, DON MILLS, NOVEMBER 10-12, 1966). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012074</dc:identifier>
<dc:title>THE SCHOOL COUNSELLOR IN A CHANGING SOCIETY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Development</dc:subject>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Self Actualization</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>ISABELLE, L. A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Mills (Don)</eric:keywords>
<eric:keywords>ONTARIO</eric:keywords>
<eric:keywords>Super (Donald E)</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THERE IS A NEED FOR COUNSELORS TO DEVELOP A VOCATIONAL SELF-CONCEPT WHICH WOULD SERVE AS A GUIDE DURING THEIR PROFESSIONAL GROWTH. BASED ON SUPER&apos;S THEORY AND DEFINITIONS, THE CRITICAL POINTS IN COUNSELOR VOCATIONAL SELF-CONCEPT DEVELOPMENT INCLUDE THE EXPLORATORY, REALITY TESTING, AND THE ESTABLISHMENT STAGES. THE COUNSELOR VOCATIONAL-EDUCATION PROGRAMS FOR ONTARIO, CANADA, ARE DISCUSSED, AND IT IS CONCLUDED THAT CHANGE IN THESE PROGRAMS IS NEEDED. CONFUSED SELF-IMAGES STEM FROM THE LACK OF AN IDENTITY AS WELL AS THE LACK OF A CLEARLY DEFINED ROLE FOR COUNSELORS. A NEW PLAN IS DESCRIBED WHICH ADVOCATES WORK AT THE GRADUATE LEVEL ON A FULL-TIME BASIS FOR A MINIMUM OF 2 YEARS. THE COURSE WORK WOULD BE DEVELOPED AROUND PSYCHOLOGY AND EDUCATION WITH ADDITIONAL COURSES IN ECONOMICS  AND SOCIAL SCIENCES. PRACTICUM UNDER SUPERVISION WOULD BE REQUIRED AND PERHAPS A SUPERVISED STUDENT TEACHING EXPERIENCE. EXPOSURE TO RESEARCH WOULD BE AN ADDITIONAL PREREQUISITE. IT IS FELT THAT SUCH A CHANGE IN THE EDUCATIONAL PRACTICES WOULD HELP FUTURE COUNSELORS DEFINE MORE EXACTLY WHO THEY ARE AND WHAT THEIR ROLE SHOULD BE. THIS PAPER WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE ONTARIO SCHOOL COUNSELLOR&apos;S ASSOCIATION (2D, DON MILLS, NOVEMBER 10-12, 1966). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012075</dc:identifier>
<dc:title>SELF-CONCEPT OF THE SCHOOL COUNSELLOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Schematic Studies</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>SHAW, MERVILLE C.</dc:creator>
<dc:creator scheme='personal author'>TUEL, JOHN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Chico)</eric:keywords>
<eric:keywords>UNIVERSITY OF CALIFORNIA</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chico State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED TO DEFINE THE ROLE OF THE GUIDANCE SERVICES IS THE BASIS FOR THE 3-YEAR STUDY. THE MAJOR HYPOTHESIS IS THAT GUIDANCE SPECIALISTS CAN ENHANCE LEARNING MORE EFFECTIVELY THROUGH INTERVENTION IN THE LEARNING ENVIRONMENT OF CHILDREN THAN THROUGH DIRECT REMEDIAL APPROACHES TO CHILDREN THEMSELVES. THE MODEL USES AN APPROACH TO GUIDANCE ACTIVITIES INVOLVING AN EMPHASIS ON PROVIDING SERVICES PRIMARILY TO TEACHERS AND PARENTS. THE BASIC RESEARCH ASPECT WILL INVOLVE THE COLLECTION OF COMPREHENSIVE DATA ON THE SCHOOL ENVIRONMENT FROM A WIDE SAMPLE OF THE NATIONAL SCHOOL POPULATION. THE ACTION RESEARCH WILL INVOLVE THE OPERATION OF DEMONSTRATION CENTERS IN PUBLIC SCHOOLS AT EACH LEVEL. ONLY 21 SELECTED SCHOOLS WILL BE INVOLVED SO THAT IMPLEMENTATION OF THE OVERALL CONCEPTUAL MODEL  WILL BE EXECUTED AS FULLY AS POSSIBLE UNDER LOCAL CIRCUMSTANCES. SELECTED GUIDANCE SPECIALISTS SERVING THESE SCHOOLS WILL BE GIVEN INTENSIVE TRAINING AT SUMMER WORKSHOPS HELD AT THE UNIVERSITY OF CALIFORNIA, LOS ANGELES. BEGINNING IN 1964 THEY WILL DEVOTE ABOUT 4 HOURS A WEEK TO CONDUCTING GROUP SESSIONS WITH PARENTS. THE NEXT YEAR, GROUP WORK WITH TEACHERS WILL BE ADDED. ASSESSMENTS OF A WIDE SPECTRUM OF VARIABLES WILL BE CONDUCTED AS SPECIFIED POINTS THROUGHOUT THE STUDY. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012076</dc:identifier>
<dc:title>A PROPOSED MODEL AND RESEARCH DESIGN FOR PUPIL PERSONNEL SERVICES IN THE PUBLIC SCHOOLS, MONOGRAPH 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Community Attitudes</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Data Collection</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Family Environment</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>SHAW, MERVILLE C.</dc:creator>
<dc:creator scheme='personal author'>TUEL, JOHN K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Kuder Preference Record Vocational</eric:keywords>
<eric:keywords>UNIVERSITY OF CALIFORNIA</eric:keywords>
<eric:keywords>California (Chico)</eric:keywords>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chico State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SECOND PHASE OF A 3-YEAR STUDY TO DEFINE AN OBJECTIVE FOR GUIDANCE SERVICES IS PRIMARILY CONCERNED WITH THE INCLUSION OF TEACHERS IN GROUP COUNSELING AND THE CONTINUED DEVELOPMENT OF GROUP COUNSELING WITH PARENTS. THE 22 PARTICIPATING SCHOOLS FROM SIX SCHOOL DISTRICTS IN CALIFORNIA AND NEW MEXICO INCLUDED K-12 FROM ALL SOCIOECONOMIC LEVELS. TO FACILITATE BOTH THE RESEARCH PROCEDURE AND THE DATA PROCESSING, 10 DATA-COLLECTION INSTRUMENTS WERE DEVELOPED, REFINED, AND USED WITH INDIVIDUALS, GROUPS, AND SCHOOLS. A WIDE VARIETY OF DATA RANGING FROM EXPRESSION OF ATTITUDE TO RATINGS OF OVERT BEHAVIOR WAS COLLECTED AND STORED ON PUNCH CARDS. THE ANALYSIS OF THESE DATA WAS CONDUCTED ACCORDING TO THE PATTERN SET BY THE SPECIFIC MAJOR HYPOTHESES REGARDING CORRELATIONS OF THE  PERCEPTIONS OF STUDENTS, TEACHERS, AND PARENTS CONCERNING APTITUDES, VOCATIONAL INTERESTS, AND STUDENT SCHOLASTIC PERFORMANCE AS WELL AS THE RELATIONSHIP OF EDUCATIONAL ATTITUDES, COMMUNITY ATTITUDES, AND PARENTAL PARTICIPATION IN THE STUDY. ELEVEN VARIABLES WERE CONSIDERED IN THE HYPOTHESES. ONE MAJOR HYPOTHESIS WAS CONCERNED WITH THE EFFECTS COUNSELING WITH PARENTS AND TEACHERS HAS ON STUDENTS. THE PRELIMINARY FINDINGS, ALTHOUGH PRIMARILY ACTUARIAL IN NATURE AND NOT COMPLETE, PROVIDE SOME INDICATION THAT THE GROUP APPROACH IS FEASIBLE FROM BOTH THE POINT OF VIEW OF THE PUPIL PERSONNEL SPECIALIST AND THE DEGREE OF PARENT PARTICIPATION. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012077</dc:identifier>
<dc:title>GUIDANCE RESEARCH IN ACTION, GROUP COUNSELING WITH PARENTS, MONOGRAPH 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>331</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Personality Assessment</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Subcultures</dc:subject>
<dc:creator scheme='personal author'>GRIENEEKS, LAURABETH</dc:creator>
<dc:type></dc:type>
<eric:keywords>CLARK TROW RATINGS</eric:keywords>
<eric:keywords>SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords>UNIVERSITY OF TEXAS</eric:keywords>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE UNIVERSITY OF TEXAS CONDUCTED A STUDY TO DETERMINE IF DIFFERENT BEHAVIORAL PATTERNS APPEAR AMONG DIFFERENT TYPES OF COLLEGE STUDENTS--THE COLLEGIATE WHO PURSUES FUN, THE SKILL SEEKING VOCATIONAL STUDENT, THE KNOWLEDGE-FOR-ITS-OWN-SAKE ACADEMIC STUDENT, AND THE IDENTITY-CONSCIOUS NONCONFORMIST. DEMOGRAPHIC DATA, THE SCHOLASTIC APTITUDE TEST (SAT) VERBAL AND MATH SCORES, CLARK-TROW RATINGS, AND GRADE POINT AVERAGES WERE AVAILABLE FOR THE SUBJECTS USED. MALE ACADEMIC STUDENTS WERE FOUND TO HAVE HIGHER GRADE POINT AVERAGES AND SAT VERBAL AND MATH SCORES THAN STUDENTS WITH VOCATIONAL, COLLEGIATE, OR NONCONFORMIST ORIENTATION. THE RESULTS SHOWED--(1) MORE ACADEMICS RECEIVED SCHOLARSHIPS, (2) PARENTS OF THE VOCATIONAL STUDENT HAD LESS FORMAL EDUCATION THAN OTHER PARENTS, (3) MORE  VOCATIONAL STUDENTS WERE WORKING TOWARDS DOCTORATES, MORE COLLEGIATES TOWARD A LAW DEGREE, AND THE NONCONFORMIST GROUP DID NOT KNOW WHAT DEGREE THEY WERE GOING TO WORK ON, AND (4) MORE VOCATIONALS LIVED IN APARTMENTS WHILE MORE COLLEGIATES LIVED IN THE DORM. FROM THIS DATA, DEFINITIVE STATEMENTS CANNOT BE MADE ABOUT THE STUDENTS AT THIS UNIVERSITY. MORE DIFFERENTIATING DEMOGRAPHIC VARIABLES AND LESS PROVINCIAL SUBJECTS NEED TO BE CHOSEN. HOWEVER, WHEN USED TO COMPARE STUDENT ORIENTATION ON SEVERAL CAMPUSES, THE CLARK-TROW RATING SCALE HAS PROVED VALUABLE. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 21, 1967). (VL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012078</dc:identifier>
<dc:title>USING PERSONALITY MEASURES WITH COLLEGE STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselor Training</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>NELSON, RICHARD C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEMENTARY SCHOOL GUIDANCE PROGRAMS WILL EXIST IN THE FUTURE. THE CHANGING WORLD OF WORK WILL CAUSE CURRICULUM REVISIONS TO INCLUDE OCCUPATIONAL UNDERSTANDING WHICH WILL PERMIT MORE COUNSELING. THE COUNSELOR WILL AID CHILDREN IN DEVELOPING WORTHWHILE LEISURE PURSUITS AND AN AWARENESS OF A MULTIPLE-CAREER FUTURE. AS COUNSELING PROGRAMS GROW IN NUMBER, RESEARCH DIMENSIONS WILL IMPROVE ALONG WITH THE CONSULTING THAT GOES ON IN THE SCHOOL SETTING, AND FUNCTIONARIES WILL BE AVAILABLE TO RELEASE THE COUNSELOR FROM SECRETARIAL CHORES. THE COUNSELOR WILL BE A PROFESSIONAL AND WILL REQUIRE A 2-YEAR TRAINING PROGRAM. ELECTRONICALLY MONITORED OFF-CAMPUS PRACTICUM EXPERIENCES AND A PAID INTERNSHIP OF A 1/2-YEAR WILL OCCUR ALONG WITH EXTENSIVE SENSITIVITY TRAINING. A LIAISON WITH THE  UNIVERSITY AND COMMUNITY WILL BE MAINTAINED FOR SERVICE AND RESEARCH PURPOSES. GROUP COUNSELING WILL BECOME VALUED CONCOMITANT WITH GROUP COUNSELING PRACTICUM EXPERIENCES. AS EXPERIENCE IN ELEMENTARY SCHOOL GUIDANCE INCREASES, COUNSELOR EDUCATION PROGRAMS WILL INCLUDE A COUNSELING TECHNIQUES COURSE RELATED TO THE ELEMENTARY SCHOOL CHILD. IMPROVEMENTS IN TECHNOLOGY WILL AID BOTH COUNSELOR EDUCATION AND THE COUNSELING EXPERIENCE. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 21, 1967). (VL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012079</dc:identifier>
<dc:title>THE MILLENIUM--PREPARATION PROGRAMS FOR ELEMENTARY SCHOOL COUNSELORS OF THE FUTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-21</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Educational Attainment</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Status Comparison</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject>Parent Student Relationship</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:creator scheme='personal author'>BARGER, BEN</dc:creator>
<dc:creator scheme='personal author'>HALL, EVERETTE,</dc:creator>
<dc:type></dc:type>
<eric:keywords>School and College Ability Tests</eric:keywords>
<eric:keywords>Florida (Gainesville)</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:keywords_test>School and College Ability Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida Univ., Gainesville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRES ASSESSING STUDENTS&apos; FEELINGS CONCERNING RESPONSIBILITY AND AUTONOMY, VOCATIONAL CHOICE, ACCOMPLISHMENTS, ACTIVITIES, PARENTAL RELATIONSHIPS, SELF-DISCLOSURE, SELF-CONCEPTS, AND CERTAIN AREAS OF FAMILY BACKGROUND WERE ADMINISTERED TO ALL NEW LOWER-DIVISION STUDENTS ENTERING THE UNIVERSITY OF FLORIDA IN SEPTEMBER 1966. THE TOTAL SAMPLE, MALES AND FEMALES SEPARATELY, WAS DIVIDED INTO SEVEN GROUPS DENOTING THE LEVEL OF THE FATHERS&apos; EDUCATION. THE RESPONSES OF THE GROUP WERE COMPARED BY SIMPLE ANALYSIS OF VARIANCE. ALTHOUGH SOMEWHAT DIFFERENT VARIABLES OVERALL ARE RELATED TO MALE AND FEMALE STUDENTS, THERE ARE SOME GENERAL TRENDS. PARENTS WITH MORE EDUCATION SEEM TO TAKE MORE INTEREST IN THE HIGH SCHOOL ACTIVITIES OF THEIR CHILDREN AND ARE LESS PERMISSIVE IN REGARD TO  HOMEWORK AND ACADEMIC PERFORMANCE. COLLEGE-TRAINED PARENTS ARE MUCH MORE DEMANDING AND PERHAPS LESS ACCEPTING OF THEIR CHILDREN. THEY ALSO PROVIDE MORE OPPORTUNITY FOR DISCUSSION, ESPECIALLY IN THE INTELLECTUAL AREAS. THERE ARE INDICATIONS THAT STUDENTS FROM LOWER EDUCATIONAL BACKGROUNDS ARE LESS CONFIDENT ABOUT ADAPTING TO THE UNIVERSITY ENVIRONMENT. FOR GIRLS, WITH AN INCREASE IN THE MOTHER&apos;S EDUCATION, THERE IS AN INCREASE IN POSITIVE FEELINGS ABOUT RESPONSIBILITY AND THEIR OWN EMOTIONAL MATURITY. BOYS SHOW A DECREASE IN POSITIVE FEELINGS AS THE MOTHER&apos;S EDUCATIONAL ATTAINMENT INCREASES. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012080</dc:identifier>
<dc:title>EDUCATIONAL ATTAINMENT OF PARENTS AS RELATED TO STUDENTS&apos; FEELINGS ABOUT SELF AND FAMILY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counselors</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Hostility</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Rapport</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>RECTOR, WILLIAM</dc:creator>
<dc:creator scheme='personal author'>SHAW, MERVILLE C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Chico)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chico State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY INVESTIGATED THE SUBJECTIVE PERCEPTIONS OF BOTH COUNSELORS AND COUNSELEES TO A GROUP COUNSELING EXPERIENCE PROVIDED BY THE PUBLIC SCHOOLS FOR PARENTS OF CHILDREN IN THE FIRST, SEVENTH, AND NINTH GRADES. THESE DATA WERE COLLECTED IN FIVE SCHOOL DISTRICTS FROM 41 COUNSELORS WHO HAD CONDUCTED A TOTAL OF 120 PARENT COUNSELING GROUPS. AN ANALYSIS OF THE DATA FROM THE POST-SERIES REACTION SHEET FOR PARENTS, THE QUALITATIVE IMPRESSIONS OF CONSULTANTS, AND THE COUNSELOR REACTIONS TO SPECIFIC GROUPS CONCLUDED THAT BOTH COUNSELORS AND PARENTS PERCEIVED THEIR GROUP COUNSELING EXPERIENCES POSITIVELY. LENGTH OF PARTICIPATION IN COUNSELING GROUPS WAS DIRECTLY RELATED TO MANY OF THE RESPONSES. ALTHOUGH RELATIVELY FEW PARENTS PERCEIVED CHANGES IN THEIR CHILDREN&apos;S BEHAVIOR DURING  COUNSELING, THOSE WHO DID PERCEIVE BEHAVIOR CHANGE PARTICIPATED IN MORE GROUP SESSIONS. RAPPORT (BEST AMONG ELEMENTARY SCHOOL GROUPS) AND GENERAL OUTCOMES WERE PERCEIVED BY COUNSELORS AS INCREASED BY MORE GROUP SESSIONS. COUNSELORS FOUND THEIR GREATEST PROBLEM TO BE STRUCTURING GROUPS AND FACILITATING THE GROUP PROCESS. NEARLY ONE-THIRD OF THE COUNSELORS INDICATED THAT EXPERIENCE IN INDIVIDUAL COUNSELING HAD A NEGATIVE EFFECT ON THEIR PERFORMANCE AS GROUP COUNSELORS. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012081</dc:identifier>
<dc:title>PARENT AND COUNSELOR PERCEPTIONS OF THEIR PARTICIPATION IN GROUP COUNSELING, MONOGRAPH 3.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blacks</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Predictive Validity</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:creator scheme='personal author'>GLADNEY, MARILYN B.</dc:creator>
<dc:creator scheme='personal author'>HILLS, JOHN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>GULLIKSEN WILKS REGRESSION TESTS</eric:keywords>
<eric:keywords>School and College Ability Tests</eric:keywords>
<eric:keywords>SCHOLASTIC APTITUDE TEST</eric:keywords>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:keywords_test>School and College Ability Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University System of Georgia, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY IS AN ATTEMPT TO DETERMINE WHETHER THE USE OF BELOW-CHANCE SCORES CAN BE EXPECTED TO GIVE DIFFERENT RESULTS IN PREDICTION OF GRADES THAN THE USE OF ABOVE-CHANCE SCORES, THAT IS, WHETHER IT IS SOUND TO USE BELOW-CHANCE SCORES IN AN ACADEMIC-PREDICTION REGRESSION EQUATION. DATA WERE OBTAINED FROM THE THREE PUBLIC, PREDOMINANTLY NEGRO COLLEGES IN GEORGIA. THE STUDENTS WERE THOSE WHO ENTERED IN THE FALL QUARTER OF 1964 AND COMPLETED THE ACADEMIC YEAR. THE STUDENTS WERE DIVIDED INTO SEVERAL GROUPINGS ACCORDING TO THEIR SCHOLASTIC APTITUDE TEST (SAT) SCORES. CORRELATIONS WERE COMPUTED BETWEEN SCORES AND 1ST-YEAR GRADE AVERAGE. THESE DATA SEEM TO INDICATE THAT BELOW-CHANCE TEST SCORES ARE AS PREDICTIVE OF PRACTICAL CRITERION (COLLEGE GRADES) AS ARE ABOVE-CHANCE TEST SCORES.  THE STUDY ALSO EXAMINED THE USEFULNESS OF RANGE-RESTRICTION-ADJUSTMENT PROCEDURES IN SUCH APPLICATIONS. REGRESSION TESTS FOR SEVERAL SAMPLES WITH BELOW-CHANCE SCORES WERE NOT DIFFERENT FROM THE REGRESSION LINES IN THE ABOVE-CHANCE SAMPLES. THE RANGE-RESTRICTION-ADJUSTMENT PROCEDURES GAVE ERRATIC RESULTS SUGGESTING THAT THEY SHOULD NOT BE RELIED ON WHEN VARIABILITY IS AS SEVERELY RESTRICTED AS IS THE CASE IN STUDYING BELOW-CHANCE SCORES. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012082</dc:identifier>
<dc:title>PREDICTING GRADES FROM BELOW CHANCE TEST SCORES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Group Structure</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Interpersonal Relationship</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Rehabilitation Counseling</dc:subject>
<dc:subject>Relationship</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Schematic Studies</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Theories</dc:subject>
<dc:creator scheme='personal author'>JORGENSEN, GARY Q.</dc:creator>
<dc:creator scheme='personal author'>RUSHLAU, PERRY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Utah (Salt Lake City)</eric:keywords>
<eric:keywords>VOCATIONAL REHABILITATION ADMINISTRATION</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Utah Univ., Salt Lake City. Regional Rehabilitation Research Inst.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS MONOGRAPH IS A REVIEW OF SELECTED LITERATURE IN THE AREA OF INTERPERSONAL RELATIONSHIPS, WHICH HAS RELEVANCE TO THE CLIENT-COUNSELOR INTERACTION. THE STUDIES HAVE BEEN TREATED WITHIN THE FRAMEWORK OF MCGRATH&apos;S DESCRIPTIVE MODEL FOR INTERPERSONAL RELATIONSHIPS. COMPARATIVE ANALYSIS OF THEORETICAL APPROACHES HAS YIELDED TWO LINES OF EVIDENCE CONCERNING CONVERGENCIES IN THE CONCEPTUALIZATION ON INTERPERSONAL RELATIONSHIPS. THE FIRST IS THE TENDENCY TO CONCENTRATE ON DYADIC OR TRIADIC RELATIONSHIPS. THE SECOND IS AGREEMENT TO AN EXTENT ON THE SIGNIFICANT PARAMETERS OF INTERPERSONAL RELATIONSHIPS. THROUGHOUT THE THEORETICAL AND EMPIRICAL STUDIES, THERE IS EVIDENCE THAT THE INTERPERSONAL RELATIONSHIPS ARE NOT MERELY A FUNCTION OF THE SIMPLE EFFECTS OF INDIVIDUAL VARIABLES. THEY  ARE A FUNCTION OF THE COMPLEXLY INDEPENDENT ACTIONS OF MULTIPLE PSYCHOLOGICAL AND SOCIAL FORCES. PREDICTIVE CAPABILITIES OF THE STUDIES HAVE BEEN GREATEST WHEN THEIR DESIGNS HAVE INCORPORATED ASSUMPTIONS OF THE COMPLEX INTERDEPENDENCE OF VARIABLES. THEORETICAL PROPOSALS AND EXPERIMENTAL DATA SUGGEST DIRECTIONS FOR RESEARCH DEALING WITH THE INITIAL PHASE AND THE MAINTENANCE PHASE OF THE CLIENT-COUNSELOR RELATIONSHIP. A GENERAL CONCLUSION IS THAT THE COUNSELOR MUST BE AWARE OF HIMSELF NOT ONLY AS A PERCEIVER, BUT AS AN OBJECT OF PERCEPTION BY OTHERS AS WELL AS BY HIMSELF. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012083</dc:identifier>
<dc:title>INTERPERSONAL RELATIONSHIPS--A REVIEW. UTAH STUDIES IN VOCATIONAL REHABILITATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>94</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Competitive Selection</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>NICHOLS, ROBERT C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Adjective Checklist (Gough and Heilbrun)</eric:keywords>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords>CARNEGIE CORPORATION</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords>CALIFORNIA PSYCHOLOGICAL INVENTORY</eric:keywords>
<eric:keywords>National Merit Scholarship Qualifying Test</eric:keywords>
<eric:keywords>FORD FOUNDATION</eric:keywords>
<eric:keywords>Objective Behavior Inventory (Nichols)</eric:keywords>
<eric:keywords>Holland Vocational Preference Inventory</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_test>Adjective Check List</eric:keywords_test>
<eric:keywords_test>Holland Vocational Preference Inventory</eric:keywords_test>
<eric:keywords_test>National Merit Scholarship Qualifying Test</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Merit Scholarship Corp., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCALES FOR PREDICTING 1ST-YEAR COLLEGE GRADES AND EXTRACURRICULAR ACHIEVEMENT WERE DEVELOPED BY ITEM ANALYSIS FROM EACH OF FOUR ITEM POOLS--THE CALIFORNIA PSYCHOLOGICAL INVENTORY (CPI), THE VOCATIONAL PREFERENCE INVENTORY (VPI), AN ADJECTIVE CHECK LIST (ACL), AND AN EXPERIMENTAL OBJECTIVE BEHAVIOR INVENTORY (OBI)--USING A SAMPLE OF 1,013 NATIONAL MERIT FINALISTS. THE SCALES WERE CROSS-VALIDATED USING SAMPLES OF 179 MALE AND 138 FEMALE MERIT FINALISTS AND 201 MALE AND 218 FEMALE STUDENTS OF AVERAGE ABILITY. THE CPI AND OBI SCALES HAD HIGHER VALIDITIES THAN THOSE DEVELOPED FROM THE ACL AND VPI. THE BEST PREDICTOR OF COLLEGE GRADES WAS RANK IN HIGH SCHOOL CLASS (HSR) FOLLOWED BY THE NONINTELLECTIVE GRADE SCALES AND FINALLY BY APTITUDE TEST SCORES. THE NONINTELLECTIVE SCALES ADDED TO  THE PREDICTION OF GRADES IN A REGRESSION EQUATION INCLUDING HSR AND TEST SCORES. THE BEST PREDICTORS OF EXTRACURRICULAR ACHIEVEMENT IN A REGRESSIVE EQUATION INCLUDED THE NONINTELLECTIVE SCALES. (AO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012084</dc:identifier>
<dc:title>NON-INTELLECTIVE PREDICTORS OF ACHIEVEMENT IN COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Effectiveness</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Group Counseling</dc:subject>
<dc:subject>Groups</dc:subject>
<dc:subject>School Nurses</dc:subject>
<dc:subject>School Psychologists</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Teacher Response</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>SHAW, MERVILLE C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS RESEARCH EXAMINES THE DEGREE OF CONGRUENCE WHICH EXISTS BETWEEN COUNSELOR AND TEACHER PERCEPTIONS OF GROUP COUNSELING. THIRTY COUNSELING GROUPS COMPOSED OF TEACHERS, SCHOOL PSYCHOLOGISTS, SCHOOL COUNSELORS, SPEECH THERAPISTS, AND NURSES WERE FORMED, UTILIZING ALL INDIVIDUALS OTHER THAN TEACHERS AS GROUP LEADERS. TWO SERIES OF GROUP COUNSELING SESSIONS WERE CONDUCTED (FALL AND SPRING) IN WHICH THE MAIN THEME WAS A DISCUSSION OF ISSUES AND PROBLEMS OF TEACHERS IN THEIR DAILY WORK. REACTIONS WERE OBTAINED FROM ONLY THE TEACHERS AND COUNSELORS BY A QUESTIONNAIRE FOLLOWING EACH SERIES OF GROUP COUNSELING SESSIONS. CORRELATIONS OF THE DATA COLLECTED REVEALED THAT COUNSELOR PERCEPTIONS OF RAPPORT PARALLELED THE MEMBERS&apos; REACTIONS TO THE HELPFULNESS OF THE SESSIONS. OTHER FINDINGS  WERE THAT (1) COUNSELORS PERCEIVED POSITIVE OUTCOMES ONLY WHEN THERE WAS LITTLE DIFFERENCE OF OPINION AMONG GROUP MEMBERS ABOUT RECOMMENDING GROUP PARTICIPATION TO THEIR PEERS, (2) TEACHERS FELT THE GROUP DISCUSSIONS HAD BEEN HELPFUL WHEN THE COUNSELOR FELT NO INSISTENCE USING A LECTURE APPROACH, AND (3) THERE IS A RELATIONSHIP BETWEEN COUNSELOR PERCEPTIONS OF THE IMPACT OF GROUP COUNSELING ON CHILDREN AND TEACHER FEELINGS THAT THE GROUPS HAVE BEEN HELPFUL. A HIGH DEGREE OF CONGRUENCE EXISTS BETWEEN COUNSELORS AND TEACHERS RELATIVE TO THEIR EXPERIENCES IN THE GROUPS. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 21, 1967). (RL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012085</dc:identifier>
<dc:title>INTERRELATIONSHIPS BETWEEN COUNSELOR AND TEACHER PERCEPTIONS OF THEIR PARTICIPATION IN GROUP COUNSELING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Developmental Psychology</dc:subject>
<dc:subject>Human Development</dc:subject>
<dc:subject>Individual Psychology</dc:subject>
<dc:subject>Maturity (Individuals)</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>GOINS, ALVIN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SOCIAL MATURITY IN THE AMERICAN ADOLESCENT IS DEFINED AS THAT PERIOD SOMEWHERE BETWEEN CHILDHOOD AND ADULTHOOD WHEN THE INDIVIDUAL HAS ACHIEVED THE ABILITY TO TOLERATE AND ADJUST TO FRUSTRATION WITHOUT STRESS WHILE ACHIEVING ECONOMIC INDEPENDENCE, A TOLERANT OUTLOOK, AND A SATISFACTORY LIFE PHILOSOPHY. THE MEASURES OF SOCIAL MATURITY OF THE ADOLESCENT HAVE BEEN LARGELY BASED UPON THE MIDDLE-CLASS, WHITE, AMERICAN POPULATION WITH LITTLE EMPHASIS UPON CONTRASTS BETWEEN URBAN, RURAL, AND SMALL-TOWN ADOLESCENTS BY SOCIAL CLASSES. THE METHODS OF STUDYING ADOLESCENCE HAVE BEEN RATING TECHNIQUES (INVENTORIES, QUESTIONNAIRES, AND SCALES), SELF-REPORTING TECHNIQUES, ANTHROPOLOGICAL STUDIES, CLINICAL STUDIES, AND EXPERIMENTAL DESIGNS. BEFORE THIS AREA OF ADOLESCENT SOCIAL MATURITY CAN BE  FURTHER EXPLORED, WE MUST KNOW MORE ABOUT ADOLESCENT SOCIAL BEHAVIOR, INTERESTS, PROBLEMS, AND DEVELOPMENTS. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 20, 1967). (RL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012086</dc:identifier>
<dc:title>PROBLEMS IN THE MEASUREMENT AND ASSESSMENT OF SOCIAL MATURITY IN THE AMERICAN ADOLESCENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-20</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:creator scheme='personal author'>ANNAS, PHILIP A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEW ENGLAND</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New England Educational Assessment Project.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RECENT PROLIFERATION OF FEDERAL SUPPORT PROGRAMS IN EDUCATION HAS BROUGHT AN INCREASED DEMAND FOR CAREFULLY PLANNED, FORMAL EVALUATION AT BOTH THE STATE AND LOCAL LEVELS. IN ORDER TO AID LOCAL SCHOOL SYSTEMS IN THE COMPLEX WORK OF EVALUATION OF TITLE I AND OTHER SPECIAL EDUCATION PROJECTS, THIS GUIDE HAS BEEN PREPARED. IT PRESENTS IN WORKBOOK FORM A STEP-BY-STEP PROCESS OF EVALUATING A PROJECT. A GLOSSARY OF TERMS AND BIBLIOGRAPHY ARE ALSO INCLUDED. (NS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012087</dc:identifier>
<dc:title>GUIDE TO ASSESSMENT AND EVALUATION PROCEDURES, THE NEW ENGLAND EDUCATIONAL PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>College Planning</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Counseling</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Group Guidance</dc:subject>
<dc:subject>Guidance</dc:subject>
<dc:subject>Guidance Programs</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>School Orientation</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Teacher Guidance</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:creator scheme='personal author'>FRUSH, WILLARD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>Ohio (West Carrollton)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio School Counselors Association.</dc:creator>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE THEME FOR THE FIFTH ANNUAL OHIO JUNIOR HIGH SCHOOL GUIDANCE CONFERENCE, HELD ON APRIL 28, 1967, WAS &amp;quot;GUIDANCE FOR THE EXPLORATORY YEARS.&amp;quot; THE REPORT OF THIS CONFERENCE CONTAINS A CHART ON THE DIVISION OF GUIDANCE AND TESTING OF THE OHIO STATE DEPARTMENT OF EDUCATION, A LISTING OF THE OFFICIAL PROGRAM, AND THE COMPLETE SPEECHES PRESENTED IN ALL SESSIONS. THE SUBJECTS OF SOME OF THE SPEECHES GIVEN WERE GUIDANCE AND INDUSTRY, DEVELOPMENTAL COUNSELING, AN ADMINISTRATOR&apos;S VIEW OF GUIDANCE, AND THE GUIDANCE PROVISONS IN THE NEW MINIMUM JUNIOR HIGH SCHOOL STANDARDS OF OHIO. CONTENTS OF THE 14 GROUP SESSIONS ARE ALSO GIVEN. INDIVIDUAL CONFERENCES FOR EDUCATIONAL PLANNING, ORIENTATION FOR SEVENTH-GRADE STUDENTS AND THEIR PARENTS, GUIDANCE IN THE CLASSROOM, AND AN OVERVIEW OF THE TOTAL  JUNIOR HIGH SCHOOL PROGRAM WERE SOME OF THE TOPICS DEALT WITH IN THESE GROUPS. (VL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012088</dc:identifier>
<dc:title>GUIDANCE FOR THE EXPLORATORY YEARS, REPORT OF THE ANNUAL ALL OHIO JR. HIGH SCHOOL GUIDANCE CONFERENCE (5TH, WEST CARROLLTON, APRIL 28, 1967).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Faculty Mobility</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:subject>Teacher Transfer</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:creator scheme='personal author'>ORLICH, DONALD C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Idaho (Pocatello)</eric:keywords>
<eric:keywords_geo>Idaho</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Idaho State Univ., Pocatello. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WITH IMPROVED CLASSROOM TEACHING AS A MAJOR GOAL, RESPONSES FROM 717 TEACHERS (72.7 PERCENT OF THE 929 SURVEYED) WERE ANALYZED TO DETERMINE CAUSES OF IDAHO&apos;S RELATIVELY HIGH RATE OF PUBLIC SCHOOL TEACHER MOBILITY AND TO RECOMMEND MEASURES PROMOTING TEACHER RETENTION. BASED UPON SIX CONTRIBUTING FACTORS--ADMINISTRATIVE, COMMUNITY, ECONOMIC, PERSONAL AND FAMILY, PUPIL, AND WORKING CONDITIONS--A WEIGHTED COMPARATIVE MEASUREMENT TECHNIQUE, CALLED A &amp;quot;CRITICAL INDEX FOR TEACHER TURNOVER,&amp;quot; WAS DEVELOPED FOR A COMPREHENSIVE EVALUATION OF TEACHER RESIGNATION. IN 1965, THE RESIGNATION OF 986 FULL-TIME CERTIFICATED PERSONNEL (13.5 PERCENT OF 7,557 TOTAL) WAS THE SMALLEST NUMBER REPORTED SINCE 1955. DATA SHOW REDUCTION WAS LARGELY DUE TO A SALARY INCREASE MADE POSSIBLE BY THE 1965 STATE  SALES TAX APPROPRIATION FOR PUBLIC SCHOOLS. REASONS CITED FOR RESIGNATION OR TRANSFER WERE POOR WORKING CONDITIONS, LACK OF ADEQUATE TEACHING MATERIALS, LOW TEACHER MORALE, AND POOR COMMUNICATION BETWEEN TEACHERS AND ADMINISTRATIVE PERSONNEL. MALE TEACHERS WERE FOUND TO RESIGN OR CHANGE LOCATION PRIMARILY FOR ECONOMIC REASONS AND FEMALE TEACHERS BECAUSE OF WORKING CONDITIONS. DATA TO SUPPORT THE FINDINGS INCLUDE ANALYSES OF MINIMUM AND MAXIMUM SALARY SCHEDULES, AGE DISTRIBUTION, ACADEMIC PREPARATION FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS, MAJOR AND MINOR TEACHING FIELDS, AND RESPONSES BY SEX FOR TEACHERS LEAVING OR REMAINING IN IDAHO. THE STUDY RECOMMENDS CONTINUED IMPROVEMENT IN THE STATE&apos;S ECONOMIC SUPPORT-BASE FOR EDUCATION TO REDUCE THE DETRIMENTAL EFFECTS OF TEACHER MOBILITY ON  THE INSTRUCTIONAL PROGRAM, ESPECIALLY AT THE SECONDARY LEVEL WHERE CURRICULUM REFORMS ARE BEING INSTITUTED. THE QUESTIONNAIRES, TABULATED RESPONSES, AND BIBLIOGRAPHY ARE INCLUDED. THIS DOCUMENT IS AVAILABLE FROM THE COLLEGE OF EDUCATION, IDAHO STATE UNIVERSITY, POCATELLO, IDAHO 83201, AND FROM THE IDAHO EDUCATION ASSOCIATION, 614 STATE STREET, BOISE, IDAHO 83702, 133 PAGES. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012089</dc:identifier>
<dc:title>IDAHO TEACHER MOBILITY--1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Responsibility</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Leadership</dc:subject>
<dc:creator scheme='personal author'>FINCHER, CAMERON</dc:creator>
<dc:type></dc:type>
<eric:keywords>ATHENS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Univ., Athens. Inst. of Higher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CENTRALIZED PLANNING AND COORDINATION ENABLE INSTITUTIONS OF HIGHER EDUCATION TO MEET THEIR RESPONSIBILITIES. MOST EFFORTS AT CENTRALIZED PLANNING ARE PREDICATED ON TWO CONCEPTS--MANPOWER NEEDS AND PROJECTING CURRENT TRENDS. THE CONCEPT OF MANPOWER NEEDS IS THE MORE LOGICAL, BUT IS ALSO MORE DIFFICULT TO CARRY OUT. PLANNING IS NOT SYNONYMOUS WITH PREDICTION, AND THERE ARE LIMITATIONS AND FALLACIES IN CURRENT PLANNING METHODS. THREE MAJOR ISSUES IN PLANNING EMERGE--(1) CERTAIN GOALS AND OBJECTIVES IN PLANNING MAY CONFLICT WITH EACH OTHER, (2) THERE MAY BE A FAILURE TO DISTINGUISH THE TYPES AND LEVELS OF PLANNING NEEDED, AND (3) UNDERSTANDING OF CHANGE AS A PROCESS MAY BE LACKING. FOUR CRITERIA FOR ESTABLISHING PLANNING PRIORITIES ARE DISCUSSED--(1) POPULATION, (2) IMITATION OF  ACCOMPLISHMENTS OF OTHER STATES, (3) CRITERION OF COMPLEMENTARITY, AND (4) COST OF INSTITUTIONS AND PROGRAMS AND PRESSURE POLITICS. SEVEN GUIDELINES FOR IMPROVED EDUCATIONAL PLANNING ARE PRESENTED--(1) USE OF SPECIALIZED PROFESSIONAL PLANNERS, (2) DIFFERENTIATION OF PLANNING AND ADMINISTERING, (3) CAUTIOUS USE OF POPULATION TRENDS, (4) PROVISION OF AN ADEQUATE PLANNING STAFF WITH A CLEARLY DELINEATED ROLE, (5) DISTINCTION BETWEEN SPECIAL AND LONG-RANGE PLANNING, (6) CLEAR DISTINCTION BETWEEN PLANNING FOR A STATE SYSTEM OF HIGHER EDUCATION AND FOR INSTITUTIONAL GROWTH, AND (7) PLANNING AS A FORM OF LEADERSHIP. THIS DOCUMENT IS ALSO AVAILABLE FROM THE INSTITUTE OF HIGHER EDUCATION, UNIVERSITY OF GEORGIA, ATHENS, GEORGIA 30601, FOR $0.50 (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012090</dc:identifier>
<dc:title>PLANNING IN HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Acceleration</dc:subject>
<dc:subject>Age Groups</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Grade Repetition</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Parent Background</dc:subject>
<dc:subject>Rural Urban Differences</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:creator scheme='personal author'>CONLISK, JOHN</dc:creator>
<dc:type></dc:type>
<eric:keywords>MADISON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison. Inst. for Research on Poverty.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEMOGRAPHIC VARIABLES (X) DESCRIBING AGE, COLOR, SEX, RURAL-URBAN STATUS, EDUCATION OF PARENTS, AND INCOME OF PARENTS ARE USED AS EXOGENOUS VARIABLES TO EXPLAIN SCHOOL ENROLLMENT RATES (R)--THE FRACTION OF A GROUP WITHIN THE SCHOOL AGE POPULATION ENROLLED IN SCHOOL--AND RELATIVE PROGRESS (P)--THE FRACTION OF A GROUP OF STUDENTS WHO ARE AHEAD OF THEIR AGE GROUP MINUS THE FRACTION WHO ARE BEHIND. A MODEL IS DEVELOPED AND TESTED STATISTICALLY, USING DATA OF ONE OF THE 1960 CENSUS SPECIAL REPORTS ON EDUCATION. THE RESULTS SHOW THAT THE X VARIABLES, ESPECIALLY THE PARENT&apos;S EDUCATION VARIABLE, ARE SUCCESSFUL IN EXPLAINING R AND P. THESE X VARIABLES ARE, HOWEVER, ALMOST COMPLETELY OUTSIDE THE CONTROL OF THE CHILDREN THEMSELVES SO THAT TO SOME EXTENT THIS IS A MEASURE OF A LACK OF EQUAL  OPPORTUNITY. IN ADDITION, THESE X VARIABLES ARE OUTSIDE THE CONTROL OF POLICY MAKERS WHO MIGHT WISH TO INFLUENCE P AND R. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012091</dc:identifier>
<dc:title>DETERMINANTS OF SCHOOL ENROLLMENT AND SCHOOL PERFORMANCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Integrated Activities</dc:subject>
<dc:subject>Planning</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Time Sharing</dc:subject>
<dc:subject>Training</dc:subject>
<dc:creator scheme='personal author'>SILBERMAN, HARRY F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Santa Monica)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>System Development Corp., Santa Monica, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>POSSIBLE SOLUTIONS TO THE PROBLEM OF THE DESIGN OF COMPUTER-ASSISTED INSTRUCTION (CAI) PROGRAMS ARE TO COPY EXISTING METHODS, TO USE SCIENTIFIC METHODS, OR TO DESIGN PROGRAMS FITTED TO LOCAL NEEDS. THE BEST ANSWER TO THE PROBLEM OF INSTRUCTIONAL MANAGEMENT SYSTEMS NEEDED FOR CAI PROGRAMS IS COMPUTER ANALYSIS OF STUDENT PERFORMANCE DATA. TRAINING EDUCATORS, USING COMPUTER SPECIALISTS, AND DEVELOPING NATURAL LANGUAGE PROGRAMS FOR COMPUTERS ARE MEANS OF HELPING EDUCATORS TO WORK WITH COMPUTERS. COSTS MAY BE REDUCED BY USING NEWER AND LESS EXPENSIVE COMPUTERS, BY PURCHASING LESS EXPENSIVE INPUT-OUTPUT UNITS, AND BY USING TIME-SHARING AND LESS EXPENSIVE TRANSMISSION FACILITIES. INTEGRATION OF CAI PROGRAMS INTO OTHER SCHOOL FUNCTIONS IS AIDED BY PREPLANNING AND THE INCLUSION OF DATA  PROCESSING INTO THE COMPUTER PROGRAM. GRADUAL PROGRAM BUILDUP, ADEQUATE STAFF TRAINING, AND SELF-EVIDENT RESULTS CAN OVERCOME THE PROBLEM OF GAINING SCHOOL STAFF ACCEPTANCE OF A COMPUTER PROGRAM. THIS PAPER WAS PRESENTED AT THE UNITED STATES AIR FORCE IN EUROPE EDUCATION SERVICES CONFERENCE (WIESBADEN, OCTOBER 4, 1966). (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012092</dc:identifier>
<dc:title>USING COMPUTERS IN EDUCATION--SOME PROBLEMS AND SOLUTIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-18</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Administrators</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Costs</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Glossaries</dc:subject>
<dc:subject>Grading</dc:subject>
<dc:subject>Input Output</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>EMERSON, WILLIAM J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of School Administrators, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRESENT AND FUTURE ROLE OF COMPUTERS IN EDUCATION IS EXAMINED IN TERMS OF PREPLANNING, USE, AND FUNCTION. SYSTEMS ANALYSIS IS SEEN AS THE BEST MEANS OF VIEWING THE TOTAL OPERATION AND OF FINDING UNIFYING PATTERNS AND LOGICAL, EFFICIENT OPERATING PROCEDURES WITHIN THE SCHOOL SYSTEM. BASIC COMPUTER OPERATIONS ARE DESCRIBED, AND HARDWARE AND SOFTWARE ARE DISCUSSED. LIBRARIES, COMPUTER-ASSISTED INSTRUCTION, AND ADMINISTRATIVE INFORMATION STORAGE ARE SUGGESTED AS AREAS OF POTENTIAL COMPUTER USE. THE IMPORTANCE OF PREPARING SCHOOL ADMINISTRATORS TO COMPREHEND AND USE COMPUTER SYSTEMS IS STRESSED. THIS DOCUMENT IS AVAILABLE FROM THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 76 PAGES, $3.00. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012093</dc:identifier>
<dc:title>EDP AND THE SCHOOL ADMINISTRATOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Education</dc:subject>
<dc:subject>City Officials</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Ghettos</dc:subject>
<dc:subject>Sanctions</dc:subject>
<dc:subject>School Buildings</dc:subject>
<dc:subject>School Construction</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Slum Schools</dc:subject>
<dc:subject>Superintendents</dc:subject>
<dc:subject>Teacher Associations</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BOWSER, VIVIAN R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SPECIAL COMMITTEE INVESTIGATED EDUCATIONAL PROBLEMS IN BALTIMORE RELATED TO PUBLIC SCHOOLS IN THE INNER CITY. OBSERVATIONS WERE MADE AT 24 SCHOOLS IN THE INNER CITY, THE OUTER EDGES OF THE CITY, AND THE INTERMEDIATE AREAS. MOST OF THE PROBLEMS WERE ROOTED IN THE SLUMS WHERE THE MAJORITY OF PUPILS ARE NEGRO, TEACHERS ARE UNDERPAID, BUILDINGS ARE INADEQUATE AND POORLY MAINTAINED, SCHOOLS ARE UNDERSTAFFED, AND THE SCHOOL SYSTEM IS UNDERFINANCED. BECAUSE OF YEARS OF NEGLECT, SLUM SCHOOLS FAIL TO PROVIDE DISADVANTAGED STUDENTS WITH EDUCATION EQUAL TO THAT PROVIDED IN THE CITY&apos;S PREDOMINANTLY WHITE SUBURBAN SCHOOLS. DATA ARE GIVEN CONCERNING PERCENTAGE OF PROVISIONAL TEACHERS, CONTINUED USE OF INADEQUATE FACILITIES, EXTENT OF RECENT SCHOOL CONSTRUCTION, VOCATIONAL TRAINING PROGRAMS,  DISPARITY BETWEEN STATE AND CITY PER-PUPIL COSTS FOR INSTRUCTIONAL SUPPLIES, BUDGET REQUESTS AND APPROPRIATIONS, TAX SUPPORT, CLASS SIZE, RATIO OF STAFF TO PUPILS AND TEACHER EARNINGS. SPECIFIC RECOMMENDATIONS INCLUDE IMPROVING THE FINANCIAL BASE FOR THE CITY&apos;S SCHOOL SYSTEM AND ENGAGING THE CONSTRUCTIVE ASSISTANCE OF CIVIC AGENCIES AND OFFICIALS PRIMARILY RESPONSIBLE FOR INITIATING ACTION. SANCTIONS AGAINST THE CITY SCHOOL SYSTEM&apos;S LACK OF CORRECTIVE ACTION ARE APPENDED. (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012094</dc:identifier>
<dc:title>BALTIMORE, MARYLAND, CHANGE AND CONTRAST--THE CHILDREN AND THE PUBLIC SCHOOLS. REPORT OF AN INVESTIGATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Administration</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Fellowships</dc:subject>
<dc:subject>Internship Programs</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:creator scheme='personal author'>CREAGER, JOHN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Council on Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROCEDURES USED IN THE 2D YEAR TO SELECT FELLOWS IN ACADEMIC ADMINISTRATION FOR A PROGRAM INITIATED BY THE AMERICAN COUNCIL ON EDUCATION WERE SIMILAR TO THOSE USED IN THE PROGRAM&apos;S 1ST YEAR. THE PROCEDURES FOLLOWED THIS SEQUENCE--(1) PRESIDENTS OF MEMBER INSTITUTIONS NOMINATED PERSONS OF OUTSTANDING ADMINISTRATIVE PROMISE, (2) EACH INTERESTED NOMINEE SUBMITTED A DOSSIER FOR EVALUATION BY FOUR-MAN TEAMS COMPOSED OF COUNCIL MEMBERS, AND (3) TWO 30-MINUTE INTERVIEWS WERE CONDUCTED AT SIX REGIONAL CENTERS BY THREE-MAN TEAMS COMPOSED OF COLLEGE OR UNIVERSITY PRESIDENTS. THE DATA REVEALED (1) SIGNIFICANT DIFFERENCES EXISTED BETWEEN NOMINATING INSTITUTIONS AND THE TOTAL 1,013 ACE MEMBER INSTITUTIONS, (2) PRIVATE INSTITUTIONS RESPONDED TO NOMINATION INVITATIONS ABOUT ONE-HALF AS OFTEN AS  THE TOTAL ACE MEMBERSHIP, AND (3) LIBERAL ARTS COLLEGES WERE ALSO SIGNIFICANTLY UNDERREPRESENTED, AND UNIVERSITIES AND TEACHERS&apos; COLLEGES WERE OVERREPRESENTED. COMPARISONS MADE BETWEEN WINNERS AND NONWINNERS REVEALED THAT WINNERS WERE MORE LIKELY TO HOLD THE DOCTORAL DEGREE, TO HAVE HIGH SALARIES, AND TO HAVE A NUMBER OF PUBLICATIONS. A CONTROL GROUP COMPOSED OF TWO NOMINEE-CHOSEN COLLEAGUES WHO WERE NOT INTERESTED IN ACADEMIC ADMINISTRATION PERMITTED NOMINEE AND CONTROL GROUP COMPARISON. THE CONTROL GROUP CONSISTED ALMOST ENTIRELY OF FACULTY MEMBERS WHILE A SIGNIFICANT PORTION OF THE NOMINEE GROUP HELD POSITIONS OF ACADEMIC ADMINISTRATION. THE INITIAL PROCESS OF SELECTIVITY AND PRESCREENING BY THE NOMINATING PRESIDENTS OF MEMBER INSTITUTIONS, THE PROCESS OF DOSSIER SCREENING ON THE BASIS  OF INTELLIGENCE, ACADEMIC AND PUBLISHING ACHIEVEMENT, AND THE FINAL INTERVIEW EVALUATION WERE FOUND TO BE CONSISTENT WITH THE STATED AIMS OF THE PROGRAM. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012095</dc:identifier>
<dc:title>EVALUATION AND SELECTION IN THE 1966-67 ACADEMIC ADMINISTRATION INTERNSHIP PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Computer Assisted Instruction</dc:subject>
<dc:subject>Computer Programs</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Financial Policy</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Resource Allocation</dc:subject>
<dc:subject>School District Spending</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>SISSON, ROGER L.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania Univ., Philadelphia. Management Science Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPUTER PROGRAM WHICH SIMULATES THE GROSS OPERATIONAL FEATURES OF A LARGE URBAN SCHOOL DISTRICT IS DESIGNED TO PREDICT SCHOOL DISTRICT POLICY VARIABLES ON A YEAR-TO-YEAR BASIS. THE MODEL EXPLORES THE CONSEQUENCES OF VARYING SUCH DISTRICT PARAMETERS AS STUDENT POPULATION, STAFF, COMPUTER EQUIPMENT, NUMBERS AND SIZES OF SCHOOL BUILDINGS, SALARY, OVERHEAD COSTS, AND INFLATION EFFECTS. PAST AND PRESENT VALUES OF THESE PARAMETERS ARE USED TO CALCULATE FUTURE TRENDS. ADMINISTRATIVE DATA WHICH LIMIT THE MODEL ARE STUDENTS PER STAFF MEMBER, SPACE PER STUDENT, AND COMPUTER EQUIPMENT PER STUDENT. COMMUNITY-ESTABLISHED LIMITS ARE THE OPERATING BUDGET, CAPITAL BUDGET, AND COMPUTER BUDGET. THE SIMULATOR PROGRAM CAN BE USED TO DETERMINE THE OPTIMUM POLICY TO BE ADOPTED IN TERMS OF THE  FOREGOING PARAMETERS AND LIMITS. THE FORTRAN PROGRAM IS INCLUDED IN THE APPENDIX. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012096</dc:identifier>
<dc:title>SOME RESULTS OF A SIMULATION OF AN URBAN SCHOOL DISTRICT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-12-01</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject>Input Output Analysis</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Resource Allocation</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Systems Analysis</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>SISSON, ROGER L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania Univ., Philadelphia. Management Science Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OPERATIONS RESEARCH CONCEPTS ARE POTENTIALLY USEFUL FOR STUDY OF SUCH LARGE URBAN SCHOOL DISTRICT PROBLEMS AS INFORMATION FLOW, PHYSICAL STRUCTURE OF THE DISTRICT, ADMINISTRATIVE DECISION MAKING BOARD POLICY FUNCTIONS, AND THE BUDGET STRUCTURE. OPERATIONAL ANALYSIS REQUIRES (1) IDENTIFICATION OF THE SYSTEM UNDER STUDY, (2) IDENTIFICATION OF SUBSYSTEMS, PROCESSES, FLOWS, AND DECISIONS, (3) DEVELOPMENT OF A SIMULATION MODEL INCLUDING BEHAVIORAL AND PERFORMANCE SUBSYSTEMS, (4) VALIDATION OF THE MODEL, AND (5) USE OF THE MODEL TO EXPLORE SUCH SYSTEM CHARACTERISTICS AS MANAGEMENT CONTROL, ALLOCATION OF RESOURCES, AND DECISION FLOW. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012097</dc:identifier>
<dc:title>APPLYING OPERATIONAL ANALYSIS TO URBAN EDUCATIONAL SYSTEMS, A WORKING PAPER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-06</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject weight='MAJOR'>Grade Point Average</dc:subject>
<dc:subject>Graduation</dc:subject>
<dc:subject>In State Students</dc:subject>
<dc:subject>Out of State Students</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject weight='MAJOR'>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject weight='MAJOR'>Universities</dc:subject>
<dc:creator scheme='personal author'>MCCARY, A.D.</dc:creator>
<dc:creator scheme='personal author'>PHAY, JOHN E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi Univ., University. Bureau of Institutional Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ACADEMIC PERFORMANCE OF TRANSFER STUDENTS ADMITTED TO THE UNIVERSITY OF MISSISSIPPI IS EVALUATED. PART I CONSIDERS 306 TRANSFER STUDENTS ADMITTED TO THE UNIVERSITY IN SEPTEMBER 1963 AND COVERS A SIX-SEMESTER STUDY PERIOD OF THE ACADEMIC PERFORMANCE OF THE GROUP WHEN SEPARATED BY TRANSFER CUMULATIVE GRADE POINT. PART II CONSIDERS THE ACADEMIC PERFORMANCE OF THE SAME GROUP WHEN SEPARATED BY TRANSFER CUMULATIVE GRADE POINT AND MISSISSIPPI RESIDENTS, OUT-OF-STATE RESIDENTS, AND TRANSFERS FROM MISSISSIPPI JUNIOR COLLEGES. PART III CONSIDERS 1,610 TRANSFER STUDENTS ADMITTED TO THE UNIVERSITY BETWEEN SEPTEMBER 1963 AND FEBRUARY 1966. THIS SECTION PROVIDES DATA ON THE COMPOSITION OF TRANSFER STUDENTS ENTERING PARTICULAR SCHOOLS OR COLLEGES WITHIN THE UNIVERSITY WHEN SEPARATED  ACCORDING TO TRANSFER CUMULATIVE GRADE-POINT AVERAGE. THE FINDINGS OF PART I INCLUDE--(1) 42 PERCENT HAD WITHDRAWN FROM THE UNIVERSITY DURING THE STUDY PERIOD, AND (2) 45 PERCENT HAD GRADUATED FROM THE UNIVERSITY DURING THE STUDY PERIOD, BUT ONLY 5 PERCENT HAD A CUMULATIVE GPA OF 2.00 OR BETTER. THE FINDINGS OF PART II REVEALED--(1) OF THE 227 STUDENTS IDENTIFIED AS MISSISSIPPI RESIDENTS, 41 PERCENT HAD WITHDRAWN AND 47 PERCENT HAD GRADUATED FROM THE UNIVERSITY DURING THE STUDY PERIOD, (2) OF THE 79 STUDENTS OF OUT-OF-STATE RESIDENCE, 47 PERCENT HAD WITHDRAWN AND 39 PERCENT HAD GRADUATED DURING THE STUDY PERIOD, AND (3) OF THE 112 MISSISSIPPI JUNIOR COLLEGE TRANSFERS, 42 PERCENT HAD WITHDRAWN AND 46 PERCENT HAD GRADUATED DURING THE STUDY PERIOD. PART III REVEALED INFORMATION PERMITTING  THE SEPARATE SCHOOLS WITHIN THE UNIVERSITY TO IDENTIFY THE CALIBER OF STUDENTS THEY SECURE FROM IN-STATE, OUT-OF-STATE, AND MISSISSIPPI JUNIOR COLLEGES. OVERALL, TRANSFERRED GPA WAS FOUND TO BE RELATED TO ACADEMIC PERFORMANCE ON WORK COMPLETED AT THE UNIVERSITY OF MISSISSIPPI. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012098</dc:identifier>
<dc:title>UNDERGRADUATE TRANSFER STUDENTS AT THE UNIVERSITY OF MISSISSIPPI 1963-1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>59</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:10</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Principals</dc:subject>
<dc:subject>Supervisors</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Administrator Relationship</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>AMIDON, EDMUND</dc:creator>
<dc:creator scheme='personal author'>BLUMBERG, ARTHUR</dc:creator>
<dc:type></dc:type>
<eric:keywords>Temple University PA</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL. Midwest Administration Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION WERE ANALYZED TO SUPPORT THE HYPOTHESIS THAT FOUR GROUPS, REPRESENTING DIFFERENT PERCEPTIONS OF SUPERVISORY BEHAVIOR, WOULD DIFFER WITH RESPECT TO TEACHER EVALUATIONS OF CONFERENCE PRODUCTIVITY, CONFERENCE LEARNING, AND THE COMMUNICATIVE ATMOSPHERE. THE 166 GRADUATE INSERVICE TEACHERS AT TEMPLE UNIVERSITY&apos;S COLLEGE OF EDUCATION WHO HAD BEEN INVOLVED IN SUPERVISORY CONFERENCES WITH THEIR PRINCIPALS DURING THE PAST YEAR WERE SUBJECTS OF THE STUDY. DATA WERE OBTAINED FROM QUESTIONNAIRES ADOPTING FLANDERS&apos; INSTRUMENT FOR ANALYSIS OF TEACHER-PUPIL INTERACTION IN THE CLASSROOM AND FROM TEACHER EVALUATIONS OF COMMUNICATIVE FREEDOM AND SUPPORTIVENESS, LEARNING OUTCOMES, AMOUNT OF SUPERVISORY TALK, AND GENERAL PRODUCTIVITY IN THE  SUPERVISORY CONFERENCE. FROM A DISTINCTION BETWEEN DIRECT BEHAVIOR (GIVING INFORMATION, OPINION, DIRECTION, COMMAND, OR CRITICISM) AND INDIRECT BEHAVIOR (ACCEPTING FEELINGS OR IDEAS, PRAISING, AND ASKING QUESTIONS), FOUR GROUPS OF TEACHERS WERE IDENTIFIED FOR COMPARATIVE STUDY. OBSERVATIONS INCLUDED--(1) TEACHERS DISCRIMINATE WELL AMONG A VARIETY OF SUPERVISOR BEHAVIORS, (2) TEACHERS HOLD A WIDE RANGE OF PERCEPTIONS ABOUT THE BEHAVIOR OF THEIR SUPERVISORS, (3) CERTAIN PATTERNS OF PERCEIVED SUPERVISOR BEHAVIOR PRODUCE CONSISTENT TYPES OF REACTIONS IN TEACHERS, WHILE OTHERS PRODUCE AN INCONSISTENT RESPONSE, (4) PERCEPTIONS OF SUPERVISOR BEHAVIOR THAT ARE MOST INDIRECT PRODUCE THE MOST CONSISTENT REACTONS, AND (5) RESEARCH AND TRAINING NEED TO BE FOCUSED ON THE SPECIFIC BEHAVIORAL ASPECTS OF  THE AUTHORITY FIGURE IN EDUCATIONAL SETTINGS. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;ADMINISTRATOR&apos;S NOTEBOOK,&amp;quot; VOLUME 14, NUMBER 1, SEPTEMBER 1965 AND IS AVAILABLE FROM THE MIDWEST ADMINISTRATION CENTER, THE UNIVERSITY OF CHICAGO, 5835 KIMBARK AVENUE, CHICAGO, ILLINOIS 60637, 6 PAGES, $0.25. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012099</dc:identifier>
<dc:title>TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Black Population Trends</dc:subject>
<dc:subject>Black Teachers</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Ethnic Distribution</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Ghettos</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Inner City</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>Residential Patterns</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Suburbs</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:creator scheme='personal author'>DENTLER, ROBERT A.</dc:creator>
<dc:creator scheme='personal author'>WARSHAUER, MARY ELLEN</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Buffalo)</eric:keywords>
<eric:keywords_geo>New York (Buffalo)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ANALYSIS OF THE ETHNIC COMPOSITION AND POPULATION MOVEMENTS OF BUFFALO SHOW THAT IT IS A DEMOGRAPHICALLY DECLINING AND HIGHLY SEGREGATED CITY. FOR ANALYTICAL PURPOSES, THE CITY IS DIVIDED INTO THREE MAJOR AREAS--(1) AREA I, HIGH PERCENTAGE NEGRO, (2) AREA II, MIXED POPULATION, AND (3) AREA III, HIGH PERCENTAGE WHITE. SINCE SUBURBS AND A HIGH IN-MIGRATION OF NEGROES, THE NET RESULT BEING A DECLINE IN POPULATION AND AN INCREASED NEGRO CONCENTRATION IN AREA I. THIS RESIDENTIAL SEGREGATION PATTERN IS EXEMPLIFIED IN THE SCHOOLS. A LOW PERCENTAGE OF THE PUBLIC SCHOOLS ARE DEFINED AS UNSEGREGATED, AND THERE APPEARS TO BE LITTLE FORSEEABLE CHANGE IN THIS PATTERN DUE TO A GROWING PROPORTION OF PERSONS UNDER 14 YEARS OF AGE IN AREA I. AREA I IS RELATIVELY DEPRESSED WITH LOW FAMILY INCOMES,  OCCUPATIONAL MIX, UNEMPLOYMENT PATTERNS, LOW EDUCATIONAL ATTAINMENT, AND POOR HOUSING. IN ALL OF THESE CATEGORIES AREA I IS INFERIOR TO AREA II, WHICH IN TURN IS INFERIOR TO AREA III. A COMPARISON BETWEEN BUFFALO AND THE REST OF ERIE COUNTY REVEALED THAT BUFFALO IS DECLINING DEMOGRAPHICALLY IN RELATION TO ITS SUBURBAN SURROUNDINGS. THE REPORT CONCLUDES THAT WITH NO SUBSTANTIAL CHANGE IN RESIDENTIAL AND PUBLIC SCHOOL POLICIES, THE PRESENT TRENDS ARE LIKELY TO CONTINUE, RESULTING IN A RACIALLY POLARIZED CITY. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012100</dc:identifier>
<dc:title>PUBLIC SCHOOL SEGREGATION AND RELATED POPULATION CHARACTERISTICS OF BUFFALO, NEW YORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Competitive Selection</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject weight='MAJOR'>Educational Administration</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Institutions</dc:subject>
<dc:subject weight='MAJOR'>Internship Programs</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:creator scheme='personal author'>ASTIN, ALEXANDER W.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS OF CANDIDATES AND SOME OF THE FACTORS INFLUENCING FINAL SELECTION OF FELLOWS NOMINATED FOR THE 1ST YEAR OF THE AMERICAN COUNCIL ON EDUCATION (ACE) INTERNSHIP PROGRAM FOR FELLOWS IN ACADEMIC ADMINISTRATION ARE INVESTIGATED. PRESIDENTS OF THE 1,097 ACE MEMBER INSTITUTIONS WERE ASKED TO NOMINATE ONE PERSON FROM THEIR FACULTY OR STAFF WHOM THEY CONSIDERED TO HAVE A PROMISING CAREER IN ACADEMIC ADMINISTRATION. USEFUL DOSSIERS WERE RECEIVED FROM 115 CANDIDATES. THEY WERE INTERVIEWED AND RATED ON A FIVE-POINT SCALE. THE FINDINGS OF THE STUDY ARE SUMMARIZED UNDER THREE GENERAL HEADINGS--(1) NATURE AND CHARACTERISTICS OF THE NOMINATING INSTITUTION, (2) BACKGROUNDS OF THE CANDIDATES THEMSELVES, AND (3) CRITERIA OF FELLOW SELECTION. THE CANDIDATES WERE COMPARED WITH A  CONTROL GROUP CONSISTING OF COLLEAGUES OF THE CANDIDATES APPROXIMATELY THEIR SAME AGE WITH SIMILAR ACADEMIC BACKGROUNDS. FIVE MAJOR FINDINGS RESULTED FROM THE STUDY--(1) THE INSTITUTIONS THAT NOMINATED CANDIDATES WERE NOT IN ALL RESPECTS REPRESENTATIVE OF THE ACE MEMBERSHIP, AND UNIVERSITIES AND PUBLIC INSTITUTIONS WERE OVERREPRESENTED, (2) THE TYPICAL CANDIDATE IS MORE LIKELY THAN THE TYPICAL FACULTY MEMBER TO POSSESS A TERMINAL DEGREE, TO BE TRAINED IN THE FIELD OF EDUCATION, TO SHOW GREATER INTEREST IN BUSINESS, CIVIC, AND RELIGIOUS ACTIVITIES, PLEASURE READING, SPORTS, AND OTHER RECREATIONAL PURSUITS, TO SHOW FEWER SCHOLARLY INTERESTS AND INTELLECTUAL COMPETENCIES, AND IN GENERAL BE MORE SELF-CONFIDENT, OUTGOING, AND SOCIALLY ACTIVE, (3) STAFF RATINGS OF THE CANDIDATES&apos; DOSSIERS  APPEAR TO BE A VALID PREINTERVIEW SCREENING DEVICE, (4) THE FELLOWS SELECTED ARE MORE LIKELY TO BE EMPLOYED IN UNIVERSITIES, AND (5) NINE OUT OF 10 WINNERS HOLD THE DOCTORAL DEGREE, AND THE TYPICAL WINNER HAS A HIGHER SALARY, MORE PUBLICATIONS, AND A HIGHER UNDERGRADUATE GRADE POINT AVERAGE THAN DOES THE TYPICAL NONWINNER. THIS ARTICLE WAS PREPRINTED FROM &quot;THE EDUCATIONAL RECORD,&quot; SPRING 1966, 12 PAGES. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012101</dc:identifier>
<dc:title>RESEARCH FINDINGS ON THE ACADEMIC ADMINISTRATION INTERNSHIP PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Problems</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Indexes</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>VAN VLIET, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Amherst)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Massachusetts Univ., Amherst. Office of Institutional Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFICIENCY OF ADMINISTERING OFF-CAMPUS HOUSING AND UNIVERSITY-OWNED APARTMENTS WAS GREATLY INCREASED WITH THE USE OF KEYSORT. THE KEYSORT PRINCIPLE IS DESCRIBED, AND THE PROCEDURES INVOLVED IN RENTAL LISTINGS AND APARTMENT APPLICATIONS ARE DETAILED. KEYSORT HAS THE FOLLOWING ADVANTAGES--(1) IT PROVIDES THE RIGHT INFORMATION TO THE RIGHT CLIENTS IN A MATTER OF SECONDS, (2) IT REQUIRES ONLY A SMALL STAFF TO SERVE A LARGER NUMBER OF CLIENTS, (3) IT FULFILLS THE SAME FUNCTION AS MORE COMPLEX DATA PROCESSING EQUIPMENT AT A MODEST INITIAL COST, (4) IT ELIMINATES ROUTINE ADMINISTRATIVE WORK, (5) IT PROVIDES A PERMANENT RECORD OF EVENTS AND SUBSEQUENT ACTIONS, AND (6) IT ALLOWS STATISTICAL DATA TO BE EASILY OBTAINED AND USED. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012102</dc:identifier>
<dc:title>KEYSORT - AN AID TO UNIVERSITY HOUSING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Graduate Students</dc:subject>
<dc:subject weight='MAJOR'>Guidance</dc:subject>
<dc:subject>Operations Research</dc:subject>
<dc:subject>Research Assistants</dc:subject>
<dc:subject weight='MAJOR'>Research Utilization</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject weight='MAJOR'>Specialists</dc:subject>
<dc:creator scheme='personal author'>MILES, MATTHEW B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PLANNING IS NEEDED TO BEST UTILIZE EDUCATIONAL RESEARCH. EFFORT IS REQUIRED FOR THE MASTERY OF RESEARCH UTILIZATION PROCESSES FOR TWO BASIC POPULATIONS--(1) THE UTILIZATION SPECIALIST SITED IN FIELD SETTINGS AND (2) THE NEW RESEARCHER AS HE MOVES THROUGH HIS GRADUATE TRAINING. THE FOLLOWING RESEARCH-RELATED SPECIALIST ROLES ARE PRESENTLY UNDERCONCEPTUALIZED AND UNDERMANNED--(1) THE EDUCATIONAL DEVELOPMENT SPECIALIST, (2) THE FIELD TESTER, (3) THE QUALITY CONTROL MAN (ASSESSOR OF INSTALLED EDUCATIONAL PRACTICES), (4) THE CHANGE AGENT OR CATALYST, AND (5) THE COUNTY AGENT (STYLED AFTER AGRICULTURAL LINKAGE). GRADUATE STUDENTS ARE NOT BEING PROPERLY TRAINED IN SUCH ROLE BEHAVIORS AS (1) CONSTRUCTION OF DATA-COLLECTION TOOLS FOR PRACTITIONER USE, (2) SITUATION-FOCUSED INFORMATION  RETRIEVAL, (3) DIAGNOSTIC RESEARCH AND FEEDBACK, (4) SELF-STUDY FACILITATION (RESEARCH BY THE EDUCATOR ON HIS OWN SYSTEM), (5) TRAINING FOR RESEARCH UTILIZATION, AND (6) FACILITATION OF THE DIFFUSION OF PRACTICES (DISSEMINATION OF INNOVATION). GRADUATE EDUCATION IN THE FUTURE WILL HAVE TO INVOLVE FIELD RESEARCH AND CLEAR CONCEPTUALIZATION OF RESEARCH UTILIZATION PROCESSES WITHIN EDUCATIONAL SYSTEMS. THIS PAPER WAS PREPARED FOR THE AERA/PDK JOINT STUDY GROUP ON THE TRAINING OF RESEARCH WORKERS FOR EDUCATION. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012103</dc:identifier>
<dc:title>TRAINING FOR RESEARCH UTILIZATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-04</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:18</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bachelors Degrees</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject weight='MAJOR'>Feedback</dc:subject>
<dc:subject weight='MAJOR'>Higher Education</dc:subject>
<dc:subject>Masters Degrees</dc:subject>
<dc:subject>Mathematical Models</dc:subject>
<dc:subject weight='MAJOR'>Population Trends</dc:subject>
<dc:creator scheme='personal author'>REISMAN, ARNOLD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MATHEMATICAL MODEL IS DEVELOPED TO STUDY THE PRODUCTION OF DOCTORAL, MASTER&apos;S, AND BACHELOR&apos;S DEGREES AND THEIR FEEDBACK INTO HIGHER EDUCATION. FEEDBACK IS DETERMINED BY A SET OF &quot;BASIC BALANCE EQUATIONS&quot; WHICH STATE THAT THE TOTAL RATE OF FLOW INTO A CATEGORY LESS THE RATE OF OUTFLOW IS EQUAL TO THE RATE OF ACCUMULATION OR GROWTH IN A GIVEN CATEGORY. FACULTY DEGREE MIX RELATIONS AND LEAD-LAG RELATIONS ARE ALSO DETERMINED BY SETS OF EQUATIONS. THE PRODUCTS OF BACHELOR&apos;S, MASTER&apos;S, AND DOCTORAL DEGREES ARE SHOWN TO BE FUNCTIONS OF HIGH SCHOOL GRADUATES WHO CHOSE TO GO ON TO COLLEGE, THE AVAILABILITY OF FACULTY AND PHYSICAL PLANT, COSTS, AND A SET OF INTANGIBLE SOCIETAL AND ECONOMIC FACTORS. THE MODEL IS GENERAL AND CAN BE AGGREGATED OR DEAGGREGATED TO SUIT PARTICULAR PROBLEMS.  THIS ARTICLE IS A REPRINT FROM &quot;SCIENCE,&quot; VOLUME 153, NUMBER 3731, JULY 1, 1966 AND IS AVAILABLE FROM THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, 1515 MASSACHUSETTS AVE., N.W., WASHINGTON, D.C. 20005. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012104</dc:identifier>
<dc:title>HIGHER EDUCATION--A POPULATION FLOW FEEDBACK MODEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:19</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Charts</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject weight='MAJOR'>Curriculum</dc:subject>
<dc:subject>Decision Making</dc:subject>
<dc:subject weight='MAJOR'>Educational Improvement</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject weight='MAJOR'>Higher Education</dc:subject>
<dc:subject>Information Systems</dc:subject>
<dc:subject weight='MAJOR'>Institutions</dc:subject>
<dc:subject>Intergroup Relations</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject weight='MAJOR'>Systems Analysis</dc:subject>
<dc:creator scheme='personal author'>REISMAN, ARNOLD</dc:creator>
<dc:creator scheme='personal author'>TAFT, MARTIN I.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A UNIFIED APPROACH TO THE ANALYSIS AND SYNTHESIS OF THE FUNCTIONS AND OPERATIONS IN EDUCATIONAL INSTITUTIONS IS PRESENTED. SYSTEMS ANALYSIS TECHNIQUES USED IN OTHER AREAS SUCH AS CRAFT, PERT, CERBS, AND OPERATIONS RESEARCH ARE SUGGESTED AS POTENTIALLY ADAPTABLE FOR USE IN HIGHER EDUCATION. THE MAJOR OBJECTIVE OF A SCHOOL IS TO ALLOCATE AVAILABLE RESOURCES IN SUCH A WAY AS TO MAXIMIZE THE DIFFERENCE IN POTENTIAL BETWEEN ENTERING AND LEAVING STUDENTS. THIS OBJECTIVE IS USED IN DEVELOPING SUCH GENERALIZED SYSTEMS AS CURRICULUM. TWO ORIENTATIONS ARE USED IN GENERALIZED SYSTEMS--(1) CONTROL VOLUME ANALYSIS (ANALYSIS OF THE INPUTS AND OUTPUTS TO AND FROM A FIXED VOLUME OF SPACE) AND (2) CONTROL MASS ANALYSIS (FOLLOWING THE PROGRESS OF A PARTICULAR STUDENT THROUGH THE EDUCATIONAL  INSTITUTION). CHOICE OF ORIENTATION DEPENDS UPON THE TYPE OF STUDENT UNDER STUDY, THE LEVEL OF AGGREGATION, AND THE QUESTIONS TO BE ANSWERED. THIS SYSTEMS APPROACH IMPLIES--(1) THE INTRASYSTEM RELATIONSHIPS AND THE INTERRELATIONSHIPS BETWEEN THE SYSTEM AND ITS ENVIRONMENT ARE POTENTIALLY MANAGEABLE, UNDERSTANDABLE, AND CONTROLLABLE, (2) THE UNIVERSITY CAN EVALUATE THE EFFECT OF PARTICULAR PROPOSALS UPON EVERYTHING ELSE THAT TAKES PLACE IN THE UNIVERSITY, (3) ADMINISTRATIVE OR FACULTY DECISIONS CAN BE TESTED QUICKLY AND EFFICIENTLY, (4) AREAS IN NEED OF RESEARCH CAN BE IDENTIFIED, (5) SUBSYSTEMS CAN BE READILY HANDLED, (6) EXISTING AND EXPANDING SYSTEMS CAN BE REDESIGNED, (7) DISCIPLINARY BOUNDARIES TEND TO BREAK DOWN, AND COMMUNICATION TENDS TO INCREASE, AND (8) AN ADAPTIVE MECHANISM IS  PROVIDED WHICH MOVES THE REAL SYSTEM TOWARDS IMPROVEMENT. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012105</dc:identifier>
<dc:title>THE EDUCATIONAL INSTITUTION AS A SYSTEM--A PROPOSED GENERALIZED PROCEDURE FOR ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:21</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Algorithms</dc:subject>
<dc:subject weight='MAJOR'>Computer Oriented Programs</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Development</dc:subject>
<dc:subject weight='MAJOR'>Learning Theories</dc:subject>
<dc:subject weight='MAJOR'>Mathematical Models</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject weight='MAJOR'>Sequential Learning</dc:subject>
<dc:subject>Simulation</dc:subject>
<dc:subject>Students</dc:subject>
<dc:creator scheme='personal author'>REISMAN, ARNOLD</dc:creator>
<dc:creator scheme='personal author'>TAFT, MARTIN I.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MATHEMATICAL MODEL OF ESTABLISHED AND INDUSTRIALLY VALIDATED LEARNING AND FORGETTING THEORIES IS OUTLINED, AND A COMPUTER-EXECUTED HEURISTIC ALGORITHM FOR SELECTING THE BEST SCHEDULE FOR SUBJECT PRESENTATION IS GIVEN. FUNDAMENTAL PARAMETERS OF THE MODEL INCLUDE EDUCATION POTENTIAL, TYPE OF SUBJECT MATTER, TYPE OF LEARNER, TEACHING METHODS, AND NUMBER OF TIMES A GIVEN SUBJECT HAS BEEN TAUGHT OR REINFORCED. THE SIMULATION MODEL (1) OFFERS A UNIFIED APPROACH TO CURRICULUM PLANNING, (2) ALLOWS THE LEARNER TO BE MADE AN INTEGRAL INPUT TO CURRICULUM PLANNING, (3) FOCUSES ATTENTION ON MAJOR VARIABLES CONNECTED WITH CURRICULUM RESEARCH AND OFFERS A PARTICULAR FUNCTIONAL RELATIONSHIP BETWEEN THESE VARIABLES, AND (4) REPRESENTS A DETAILED PLAN OF ACTION. THE MODEL&apos;S GREATEST SIGNIFICANCE  LIES IN ITS PRESENTATION OF AN EXPLICIT CONCEPTUAL FRAMEWORK WHICH CAN BE TESTED, VERIFIED, IMPROVED, OR REJECTED. THE COMPUTER PROGRAM IS WRITTEN IN FORTRAN IV. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012106</dc:identifier>
<dc:title>TOWARDS BETTER CURRICULA THROUGH COMPUTER SELECTED SEQUENCING OF SUBJECT MATTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Environment</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Instructional Improvement</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Models</dc:subject>
<dc:creator scheme='personal author'>WITTROCK, M.C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EVALUATION OF CONTINGENCIES BETWEEN INSTRUCTIONAL VARIABLES AND THEIR MULTIPLE EFFECTS PROVIDES AN IMPORTANT INSTRUMENT FOR SECURING KNOWLEDGE ABOUT THE PROCESS OF EVALUATION. BEFORE KNOWLEDGE ABOUT INSTRUCTION CAN BE DEVELOPED, IT IS NECESSARY TO DEVELOP KNOWLEDGE ABOUT THE EVALUATION OF INSTRUCTION. INSTRUCTIONAL EVALUATION CAN BE IMPROVED IF THREE PROBLEM AREAS ARE OBSERVED--(1) EVALUATION SHOULD BE MADE OF INSTRUCTIONAL VARIABLES, NOT COMPLEX INSTRUCTIONAL TREATMENTS, (2) EVALUATION SHOULD BE MADE OF INTERACTIONS BETWEEN INSTRUCTION AND CONTEXTS, NOT ONLY PRIMARY EFFECTS, AND (3) EVALUATION SHOULD BE MADE OF THE EFFECTS OF INSTRUCTION, NOT THE EFFECTIVENESS OF INSTRUCTION. AFTER CONSIDERING THESE FACTORS, THE EVALUATION RESEARCHER CAN INTRODUCE, FOR EXAMPLE, TWO DIFFERENT  MATHEMATICS CURRICULUMS INTO SEVERAL SCHOOLS AT RANDOM. ANALYSIS CAN THEN BE MADE BETWEEN THE INDEPENDENT VARIABLES (INSTRUCTIONAL AND CONTEXTUAL) AND THE DEPENDENT VARIABLES (THE EFFECTS OF INSTRUCTION). THIS PERMITS ASSESSMENT OF INSTRUCTIONAL EFFECTIVENESS AS WELL AS IDENTIFICATION OF SOME OF THE INSTRUCTIONAL AND CONTEXTUAL VARIABLES DIFFERING ACROSS TREATMENTS. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012107</dc:identifier>
<dc:title>THE EXPERIMENT IN RESEARCH ON EVALUATION OF INSTRUCTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Clearinghouses</dc:subject>
<dc:subject>College Faculty</dc:subject>
<dc:subject>Computer Oriented Programs</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Services</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Personnel Selection</dc:subject>
<dc:subject>Placement</dc:subject>
<dc:subject>Professional Associations</dc:subject>
<dc:creator scheme='personal author'>ARNSTEIN, GEORGE E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Manpower and Talent Clearinghouse</eric:keywords>
<eric:keywords>NEA SEARCH</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Association for Higher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SYSTEM, MANPOWER, AND TALENT CLEARINGHOUSE (MATCH), IS PROPOSED AS A SINGLE MECHANISM FOR BRINGING TOGETHER EMPLOYERS AND WOULD-BE EMPLOYEES IN HIGHER EDUCATION. THIS SYSTEM WOULD CONSIST OF A LIST OF VACANCIES AND THEIR DESCRIPTORS, A LIST OF CANDIDATES AND THEIR QUALIFICATIONS, AND A LINKAGE TO UNITE THEM. INITIALLY, THE LINKAGE WOULD CONSIST OF A PERIODICAL BULLETIN OF ACADEMIC VACANCIES WHICH WOULD EVENTUALLY BE CONVERTED TO A COMPUTERIZED SYSTEM. THIS SYSTEM OF MATCHING JOBS TO MEN AND MEN TO JOBS WOULD HAVE MANY ADVANTAGES OVER THE PRESENT DECENTRALIZED METHOD. IT WOULD, FOR EXAMPLE, PERMIT OBJECTIVE MATCHING WHILE STILL ALLOWING FINAL DECISIONS TO BE MADE BY THE INDIVIDUALS INVOLVED. IT IS PROPOSED THAT MATCH BE FINANCED WITH FEDERAL FUNDS. DESIRED CHARACTERISTICS  INCLUDE COMPREHENSIVENESS, OPENNESS, FINANCIAL SECURITY AND STABILITY, CONFIDENCE-ENGENDERING SUPPORT, FLEXIBILITY, NONEVALUATIVENESS, AND A COMPUTER BASIS. THIS DOCUMENT IS AVAILABLE AS NEA STOCK NUMBER--721-18838 FROM THE ASSOCIATION FOR HIGHER EDUCATION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, 68 PAGES, $2.00. (HW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012108</dc:identifier>
<dc:title>DESIGN FOR AN ACADEMIC MATCHING SERVICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Utilization</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>KRAHMER, EDWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Dakota (Grand Forks)</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota Univ., Grand Forks.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A RESEARCH REPORT WITH GENERAL APPEAL TO CLASSROOM TEACHERS SERVED AS THE BASIS FOR AN ATTITUDE EVALUATION SURVEY COMPARING THE COMPREHENSION OF RESEARCH BY TEACHERS AND BY EDUCATIONAL RESEARCHERS. MAJOR GOALS OF THE STUDY WERE TO DETERMINE AREAS OF RESEARCH PROCEDURES AND TERMINOLOGY WHERE TEACHERS MOST NEED ASSISTANCE AND TO DEVELOP PROCEDURES FOR DISSEMINATING RESEARCH RESULTS TO TEACHERS IN A FORM UNDERSTANDABLE TO THEM. RESPONSES FROM 167 SMALL TOWN AND RURAL TEACHERS WERE COMPARED WITH RESPONSES FROM 151 MEMBERS OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (AERA). QUESTIONNAIRE ITEMS REFERRED TO METHODS OF SAMPLING AND DATA GATHERING, RELIABILITY, VALIDITY, AND DATA ANALYSIS. AERA MEMBERS WERE MORE INCLINED TO INDICATE THAT THERE WAS &amp;quot;INSUFFICIENT INFORMATION&amp;quot; UPON  WHICH TO BASE A RESPONSE. TEACHERS WERE MORE INCLINED NOT TO RESPOND TO CERTAIN ITEMS. ON ALL QUESTIONS THERE WAS A HIGHER PERCENTAGE OF EDUCATORS RESPONDING &amp;quot;DO NOT UNDERSTAND.&amp;quot; CHI SQUARE FINDINGS FOR THE 41 QUESTIONNAIRE ITEMS INDICATED THAT THERE WERE STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN EDUCATORS AND RESEARCHERS IN ATTITUDES TOWARD AND COMPREHENSION OF VARIOUS RESEARCH PROCEDURES AND TERMINOLOGY. DIFFERENCES WERE ALSO DETERMINED BETWEEN EDUCATORS WHEN GROUPED BY SEX, POSITION, EXPERIENCE, DEGREE, AND SIZE OF SCHOOL ENROLLMENT. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK, FEBRUARY 17, 1967). (JK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012109</dc:identifier>
<dc:title>TEACHERS&apos; LACK OF FAMILIARITY WITH RESEARCH TECHNIQUES AS A PROBLEM FOR EFFECTIVE RESEARCH DISSEMINATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Faculty</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Indexes</dc:subject>
<dc:subject>Measurement</dc:subject>
<dc:subject>Professional Education</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>PIELE, PHILIP</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oregon (Eugene)</eric:keywords>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>ERIC Clearinghouse on Educational Management, Eugene, OR.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DOCUMENTS IN THE HIGHER EDUCATION COLLECTION ARE INDEXED BY SUBJECT AND NUMBER. PART I OF THE INDEX CONTAINS A WORD LIST COMPILED FROM INDEX TERMS GENERATED FROM THE 1,000 DOCUMENTS IN THE COLLECTION. PART II IS A SEQUENTIAL LISTING OF EACH DOCUMENT WITH A COMPLETE BIBLIOGRAPHICAL CITATION FOR EACH DOCUMENT. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012110</dc:identifier>
<dc:title>NUMBER AND SUBJECT INDEX OF SELECTED DOCUMENTS ON HIGHER EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ancillary School Services</dc:subject>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Practices</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Graduate Students</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Researchers</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Teacher Shortage</dc:subject>
<dc:creator scheme='personal author'>SIEBER, SAM D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Columbia Univ., New York, NY. Bureau of Applied Social Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE AUTHOR STATES FOUR MAJOR PROBLEMS THAT PLAGUE EDUCATIONAL RESEARCH--ISOLATION FROM THE LIBERAL ARTS AND SCIENCES, PRESSURES FROM SCHOOLS, CHRONIC SHORTAGE OF SCHOOL PRACTITIONERS, AND THE POOR QUALITY OF GRADUATE STUDENTS IN EDUCATION. FOUR POLICY IMPLICATIONS RESULT FROM THE FAILURE OF THE EDUCATIONAL RESEARCH FIELD TO RECRUIT ENOUGH QUALIFIED PERSONNEL WITH A MAJOR COMMITMENT TO RESEARCH--(1) MORE RESEARCHERS FROM THE BEHAVIORAL SCIENCES NEED TO BE RECRUITED AND TRAINED FOR WORK IN EDUCATION, (2) NEED FOR SOMETHING WORTHY OF DEVELOPMENT AND DISSEMINATION CAN ONLY BE MET WITH A LARGER AND BETTER QUALIFIED BODY OF EDUCATIONAL RESEARCHERS, (3) THE DEMAND FOR SCHOOL PRACTITIONERS REQUIRES THE EARLY IDENTIFICATION AND ENCOURAGEMENT OF RESEARCH TALENT AND THE FREEING OF THE BEST  RESEARCHERS FROM TRADITIONAL TEACHING OBLIGATIONS, AND (4) SUFFICIENT FUNDS MUST BE OFFERED TO ATTRACT THE BETTER STUDENTS IN OTHER DEPARTMENTS. A NUMBER OF RECOMMENDATIONS FOR FEDERAL ACTION ARE MADE. (HM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012111</dc:identifier>
<dc:title>EDUCATIONAL RESEARCH MANPOWER--PROJECTED NEEDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>19</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>DANIELSON, RICHARD H.</dc:creator>
<dc:creator scheme='personal author'>MILLER, DONALD Y.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Board of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COLLECTION OF PAPERS WAS PRESENTED AT AN INSTITUTE AT KENT STATE UNIVERSITY IN APRIL 1964. VOCATIONAL EDUCATION AND WORK-STUDY PROGRAMS FOR EDUCABLE MENTALLY HANDICAPPED PUPILS ARE DISCUSSED IN RELATION TO THE FUNCTIONS OF THE VOCATIONAL REHABILITATION ADMINISTRATION, THE ESTABLISHMENT AND ADMINISTRATION OF A PROGRAM, PLANNING THE CURRICULUM, FORMING COMMUNITY RELATIONSHIPS, AND THE EVALUATION, PLACEMENT, AND FOLLOWUP OF STUDENTS. EACH OF THREE OHIO WORK-STUDY PROGRAMS (DAYTON, SYLVANIA, AND WARREN) IS DESCRIBED FROM THE POINTS OF VIEW OF AN ADMINISTRATOR, A PRINCIPAL, AND A COORDINATOR. A 58-ITEM BIBLIOGRAPHY IS INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012112</dc:identifier>
<dc:title>WORK-STUDY FOR SLOW LEARNERS IN OHIO, SELECTED TRAINING MATERIALS FOR USE IN OHIO INSTITUTES ON WORK-STUDY PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>106</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Multiple Disabilities</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Rehabilitation Programs</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Statistical Surveys</dc:subject>
<dc:subject>Vocational Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>RUMFORD, JOHN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Vocational Rehabilitation Administration (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NUMBER OF MENTALLY HANDICAPPED PERSONS REHABILITATED THROUGH STATE VOCATIONAL REHABILITATION AGENCIES INCREASED EACH YEAR FROM 1958 TO 1963. MENTALLY HANDICAPPED REHABILITANTS WERE YOUNGER THAN THOSE WITH OTHER DISABILITIES. THERE WERE MORE MALE THAN FEMALE, AND MORE WHITE THAN NEGRO MENTALLY HANDICAPPED REHABILITANTS, ALTHOUGH THE PROPORTION OF NEGRO REHABILITANTS WAS RISING. IN ADDITION TO FURTHER AGE, SEX, AND RACE DATA, THE REPORT INCLUDES DATA CONCERNING CLIENTS&apos; DEPENDENCY STATUS, MOBILITY, REFERRAL, SUPPORT, PUBLIC ASSISTANCE, EARNINGS, WORK STATUS, LENGTH OF REHABILITATION, SERVICES RECEIVED AND THEIR COST, STATUS FOR OLD AGE AND SURVIVORS&apos; DISABILITY INSURANCE, HISTORY PRECEDING REHABILITATION, AND OCCUPATION AT CLOSURE. THE SAME TYPE OF INFORMATION IS PROVIDED FOR  CLIENTS WITH MENTAL RETARDATION AS A SECONDARY DISABILITY. INFORMATION IS PRESENTED IN DISCUSSION AND TABULAR (TABLES, GRAPHS, MAPS) FORM. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (JZ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012113</dc:identifier>
<dc:title>SELECTED CHARACTERISTICS OF THE MENTALLY RETARDED CLIENTS REHABILITATED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Child Care</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Community Resources</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Emotional Disturbances</dc:subject>
<dc:subject>Gifted</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Medical Services</dc:subject>
<dc:subject>Mental Disorders</dc:subject>
<dc:subject>Mental Health</dc:subject>
<dc:subject>Mental Health Clinics</dc:subject>
<dc:subject>Mental Health Programs</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Prevention</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Psychiatric Hospitals</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Welfare Agencies</dc:subject>
<dc:creator scheme='personal author'>SEGAL, JULIUS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NATIONAL INSTITUTE OF MENTAL HEALTH ACTIVITIES REPRESENTING EIGHT MAJOR PROGRAMS OF THE INSTITUTE ARE DESCRIBED IN TERMS OF MEETING THE NEEDS OF NORMAL CHILDREN IN NORMAL ENVIRONMENTS, PROVIDING EARLY TREATMENT OF MENTAL AND EMOTIONAL DISORDERS IN CHILDHOOD, AND DEVELOPING TREATMENT AND REHABILITATION PROGRAMS FOR SEVERELY DISTURBED CHILDREN. INCLUDED ARE RESULTS OF BASIC RESEARCH, APPLIED STUDIES, SMALL LABORATORY EXPERIMENTS, AND LONG-RANGE CLINICAL INVESTIGATIONS. TRAINING PROGRAMS FOR PROFESSIONAL PERSONNEL, THE ROLE OF THE COMMUNITY MENTAL HEALTH CENTER, INFORMATION PROGRAMS IN CHILD MENTAL HEALTH, AND FUTURE TASKS ARE DISCUSSED. A LIST OF 153 REFERENCES IDENTIFIES THE SOURCES OF INFORMATION, GIVING TITLES OF PROJECTS, NAMES OF PROJECT DIRECTORS, AND INSTITUTIONS WHERE THE  WORK WAS DONE. THIS DOCUMENT IS ALSO AVAILABLE AS PUBLIC HEALTH SERVICE PUBLICATION NUMBER 1396 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C., 20402, FOR $0.40. (JW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012114</dc:identifier>
<dc:title>MENTAL HEALTH OF CHILDREN, THE CHILD PROGRAM OF THE NATIONAL INSTITUTE OF MENTAL HEALTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Camping</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Day Camp Programs</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Recreational Activities</dc:subject>
<dc:creator scheme='personal author'>GINGLEND, DAVID</dc:creator>
<dc:creator scheme='personal author'>GOULD, KAY</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Association for Retarded Children, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EMPHASIS IS PLACED ON MENTAL HEALTH, PHYSICAL DEVELOPMENT AND COORDINATION (BOTH MOTOR AND MUSCULAR), SOCIAL ADJUSTMENT, AND LANGUAGE AND INTELLECTUAL DEVELOPMENT. SECTIONS ARE DEVOTED TO ORGANIZATION OF A DAY CAMPING PROGRAM, SELECTING THE STAFF AND THE CAMPERS, THE DAY CAMP IN OPERATION, DAY CAMPING AS A TRAINING PERIOD, CAMP RELATIONS WITH THE HOME AND THE COMMUNITY, AND EVALUATION. INCLUDED ARE SAMPLES OF A CAMP BUDGET, STAFF RESPONSIBILITIES, COMMUNICATIONS TO PARENTS, AND APPLICATION AND PROGRESS REPORT FORMS. AN 18-ITEM BIBLIOGRAPHY IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN CAMPING ASSOCIATION, BRADFORD WOODS, MARTINSVILLE, INDIANA, FOR $0.25. (JZ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012115</dc:identifier>
<dc:title>DAY CAMPING FOR THE MENTALLY RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Classroom Design</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>EVANS, DON F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SAN FRANCISCO SOCIAL COMPETENCY SCALE</eric:keywords>
<eric:keywords>California (Stockton)</eric:keywords>
<eric:keywords_geo>California (Stockton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stockton Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCHEDULES IN CHART FORM FOR TRAINABLE CHILDREN IN ORIENTATION, PRIMARY, AND INTERMEDIATE GROUPS SHOW TOPIC AREAS AND ACTIVITIES ALONG WITH INSTRUCTIONAL MATERIALS AND SUGGESTIONS. AT THE TERMINAL-SECONDARY LEVEL, THE VOCATIONAL PROGRAM IS DISCUSSED AND DAILY SCHEDULES AND WEEKLY UNITS FOR YEARLY PLANNING ARE PRESENTED. TOPIC AREAS, ACTIVITIES, INSTRUCTIONAL MATERIALS, AND SUGGESTIONS ARE OUTLINED FOR TERMINAL-SECONDARY UNITS ON HOMEMAKING AND GOOD GROOMING. THE SAN FRANCISCO SOCIAL COMPETENCY SCALE WHICH EVALUATES SELF-HELP, INITIATIVE-RESPONSIBILITY, SOCIAL SKILLS, AND COMMUNICATION IS INCLUDED. THE GUIDE ALSO INCLUDES SAMPLE STUDENT EVALUATION FORMS AND LISTS OF SUGGESTED FACILITIES, EQUIPMENT, AND INSTRUCTIONAL MATERIALS. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012116</dc:identifier>
<dc:title>CURRICULUM GUIDE--TRAINABLE RETARDED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>133</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Art</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Handicrafts</dc:subject>
<dc:subject>Handwriting</dc:subject>
<dc:subject>Intermediate Grades</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Numbers</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:creator scheme='personal author'>MOLLOY, JULIA S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Orchard School for Retarded Children IL</eric:keywords>
<eric:keywords>Illinois (Skokie)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PROGRAM INCORPORATES THE TRAINING NEEDS OF THE SEVERELY RETARDED CHILD IN A LOGICAL, PSYCHOLOGICAL SEQUENCE TO PROVIDE THE CHILD WITH THE OPPORTUNITY TO GROW PHYSICALLY, EMOTIONALLY, INTELLECTUALLY, AND SPIRITUALLY IN ORDER THAT ADEQUATE SELF-CARE, SOCIAL ADJUSTMENT, GOOD PLANNING OF LEISURE TIME, AND SATISFYING USEFULNESS MAY BE REALIZED FOR LIVING COMFORTABLY AT HOME OR IN AN INSTITUTION. THE CHARACTERISTICS, IDENTIFICATION, AND PLACEMENT OF TRAINABLE CHILDREN AS WELL AS THE PHILOSOPHY, PURPOSE, AND OPERATION OF THE SPECIAL CLASS FOR TRAINABLES ARE DISCUSSED. BACKGROUND INFORMATION, TEACHING TECHNIQUES, SEQUENCE OF ACTIVITIES, AND MATERIALS ARE PRESENTED FOR TEACHING ARTS AND CRAFTS, HANDWRITING AND LANGUAGE DEVELOPMENT, MUSIC, NUMBERS, PHYSICAL EDUCATION AND PLAY, AND  READING. PROGRAMS FOR PRESCHOOL, KINDERGARTEN, PRIMARY, JUNIOR INTERMEDIATE, AND SENIOR INTERMEDIATE STUDENTS OUTLINE OBJECTIVES, MANAGEMENT, AND MATERIALS FOR PHYSICAL, SOCIAL, EMOTIONAL, AND INTELLECTUAL GROWTH. A PROGRAM FOR YOUNG ADULTS IS OUTLINED. LESSON PLANS WITH SAMPLE FORMS ARE PRESENTED. A DETAILED CHART FOR RECORDING PROGRESS LISTS PHYSICAL, EMOTIONAL, SOCIAL, INTELLECTUAL, AND SPIRITUAL LEVELS OF DEVELOPMENT. SAMPLES OF 10 REPORT FORMS ARE INCLUDED. ANNOTATIONS ARE INCLUDED ALONG WITH A 23-ITEM BIBLIOGRAPHY. THIS DOCUMENT WAS PUBLISHED BY THE JOHN DAY CO., 62 WEST 45TH STREET, NEW YORK, NEW YORK 10036, 122 PAGES, $3.50. (JZ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012117</dc:identifier>
<dc:title>TRAINABLE CHILDREN, CURRICULUM AND PROCEDURES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject weight='MAJOR'>Audiovisual Instruction</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Films</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Media Research</dc:subject>
<dc:subject>Methods Research</dc:subject>
<dc:subject weight='MAJOR'>Mild Mental Retardation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject weight='MAJOR'>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GOLDSTEIN, EDWARD</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USE OF SOUND FILMS IN THE EDUCATION OF EDUCABLE MENTALLY HANDICAPPED (EMH) ADOLESCENTS WAS EXAMINED IN AN EXPERIMENTAL STUDY. THE HISTORY OF SPECIAL EDUCATION METHODS FOR EMH STUDENTS IS REVIEWED FROM THE LATE 18TH CENTURY THROUGH CURRENT TEACHING PRACTICES. INDIVIDUAL REVIEWS OF 14 RESEARCH STUDIES AND REPORTS ON THE USE OF EDUCATIONAL FILMS ARE INCLUDED. THE AUTHOR&apos;S STUDY INVOLVED THREE EXPERIMENTAL AND TWO CONTROL GROUPS OF EMH STUDENTS WHO DID NOT DIFFER SIGNIFICANTLY ON IQ SCORE, CHRONOLOGICAL AGE, OR SEX. RECORDED DIFFERENCES AMONG GROUPS (NOT ANALYZED STATISTICALLY) EXISTED IN ETHNIC ORIGIN, SOCIOECONOMIC STATUS, SENSORY DEFECTS, AND YEARS IN SPECIAL CLASSES. ALL GROUPS HAD CLASSROOM INSTRUCTION ON HANDLING FOOD AND EATING-UTENSILS. IN ADDITION, EXPERIMENTAL GROUPS  VIEWED A RELATED SOUND FILM AS AN INTRODUCTION (GROUP E-1), AS A CENTRAL THEME (GROUP E-2), OR AS A SUMMARY (GROUP E-3) TO THE LESSON. EXPERIMENTAL GROUPS AND ONE CONTROL GROUP (C-1) WERE GIVEN A PRETEST. ALL GROUPS WERE GIVEN A POST-TEST. A T-TEST OF MEANS OF POST-TEST SCORES OF THE TWO CONTROL GROUPS WAS NOT SIGNIFICANT AND THIS INDICATED THAT PRETESTING DID NOT INFLATE THE POST-TEST SCORE. AN ANALYSIS OF VARIANCE SHOWED SIGNIFICANT INTERACTION BETWEEN GROUPS AND CONDITIONS. GROUP E-3 SHOWED THE GREATEST IMPROVEMENT AND GROUP C-1, THE LEAST. A MATRIX OF T-TESTS BETWEEN GROUPS SHOWED GROUPS E-1 AND E-3 WERE SIGNIFICANTLY SUPERIOR TO GROUP C-1 IN DEGREE OF IMPROVEMENT. GROUP E-2 WAS NOT SIGNIFICANTLY SUPERIOR. THE AUTHOR CONCLUDES THAT SELECTED SOUND FILMS CONTAINING CONCRETE INFORMATION  CAN PROFITABLY BE USED AS SUMMARIES TO SPECIFIC LESSONS. THE APPENDIX INCLUDES FORMS USED AND DATA ON SUBJECTS, AS WELL AS A 51-ITEM BIBLIOGRAPHY. THIS BOOK WAS PUBLISHED BY CHARLES C. THOMAS, 301-327 EAST LAWRENCE AVENUE, SPRINGFIELD, ILLINOIS 62703, 111 PAGES, $5.25. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012118</dc:identifier>
<dc:title>SELECTIVE AUDIO-VISUAL INSTRUCTION FOR MENTALLY RETARDED PUPILS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:42</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>DAUTERMAN, WILLIAM L.</dc:creator>
<dc:creator scheme='personal author'>SUINN, RICHARD M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Stanford)</eric:keywords>
<eric:keywords_geo>California (Stanford)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Stanford Univ., CA. School of Medicine.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS TEST WAS DEVELOPED TO MEASURE THE INTELLIGENCE OF BLIND ADOLESCENTS AND ADULTS. SIX HUNDRED AND THIRTY BLIND SUBJECTS 14 YEARS OF AGE AND OLDER WERE USED IN REFINING AND STANDARDIZING THE NONVERBAL, PERFORMANCE OHWAKI-KOHS BLOCK DESIGN TEST FOR USE BY BLIND INDIVIDUALS IN THE UNITED STATES. RESULTS INDICATED STATISTICALLY SIGNIFICANT CORRELATIONS AT THE .001 LEVEL BETWEEN THE STANFORD-KOHS AND WECHSLER ADULT INTELLIGENCE TEST AND BETWEEN THE STANFORD-KOHS AND OHWAKI-KOHS TESTS. ON A RETEST OF 50 SUBJECTS, A TEST-RETEST RELIABILITY COEFFICIENT OF .86 WAS REPORTED. TABLES PRESENT BIOGRAPHICAL DATA CORRELATIONS AND TEST INTERCORRELATIONS. THE CONSTRUCTION OF TEST MATERIALS IS EXPLAINED. TEST MANUALS WILL APPEAR AS PART 2 AND PART 3 OF THE FINAL REPORT. (KH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012119</dc:identifier>
<dc:title>STANFORD-OHWAKI-KOHS TACTILE BLOCK DESIGN INTELLIGENCE TEST FOR THE BLIND. PART ONE-FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>74</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Handicap Identification</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Tests</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Vision</dc:subject>
<dc:subject>Vision Tests</dc:subject>
<dc:subject>Visual Discrimination</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>SAVITZ, ROBERTA A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMERICAN OPTICAL KINDERGARTEN CHART</eric:keywords>
<eric:keywords>Stycar Vision Tests</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>ALLEN PICTURE CARDS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Children&apos;s Bureau (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>USING A SAMPLE OF 94 CHILDREN (31 TO 54 MONTHS OLD), THIS STUDY COMPARED EIGHT VISION SCREENING PROCEDURES FOR YOUNG CHILDREN IN THE ABILITY TO TEST FOR SEVERAL VISUAL FUNCTIONS, AND PREFERENCE AMONG THEM BY CHILDREN. THE SUBJECTS WERE ORIGINALLY TESTED USING THE EIGHT SCREENING TESTS, AND 6 MONTHS LATER 40 OF THE CHILDREN WERE RETESTED FOR CHANGES IN VISUAL ACUITY AND EYE DOMINANCE DURING THE INTERIM PERIOD. RESULTS INDICATED THAT THE RELATIVE SCREENING ABILITY OF THE PROCEDURES WAS UNDETERMINED FOR THE VISUAL FUNCTIONS OF VISUAL ACUITY, MUSCLE BALANCE, AND COLOR PREFERENCE, DUE TO NONTESTABILITY OF SIGNIFICANT NUMBERS OF THE SUBJECTS. THE RESULTS INDICATED THAT EYE DOMINANCE COULD BE ESTABLISHED. THE CONCLUSION SUGGESTS THAT PRESCHOOL CHILDREN 30 MONTHS OF AGE AND OVER CAN BE  SCREENED, ALTHOUGH 50 PERCENT MAY BE NONSTABLE. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.45. (KH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012120</dc:identifier>
<dc:title>VISION SCREENING OF THE PRESCHOOL CHILD, REPORT OF A STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Custodian Training</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>CARSON, ESTHER</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>HAYWARD</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alameda County School Dept., Hayward, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>WRITTEN AS A RESULT OF THE 1960-61 SCHOOL YEAR WORK EXPERIENCE PROGRAM IN SPECIAL EDUCATION, THIS HANDBOOK DESCRIBES A COURSE DESIGNED FOR ACADEMICALLY SLOW HIGH SCHOOL STUDENTS LEARNING THE SKILLS OF CUSTODIAL WORK. ILLUSTRATED AND WRITTEN IN SIMPLE LANGUAGE, THE HANDBOOK SERVES AS A COURSE GUIDE AND AS INFORMATION TO PROSPECTIVE EMPLOYERS ON THE TRAINING WHICH GRADUATES OF THE COURSE HAVE COMPLETED. TOPICS DISCUSSED ARE PERSONAL HABITS, COOPERATION, EQUIPMENT AND SUPPLIES, SCHEDULING, CLEANING TECHNIQUES, LIFTING TECHNIQUES, FIRE EXTINGUISHING, FLAG CARE, AND TERMINOLOGY. THIS DOCUMENT IS AVAILABLE FROM THE ALAMEDA COUNTY SCHOOL DEPARTMENT, 224 WEST WINTON AVENUE, HAYWARD, CALIFORNIA 94544. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012121</dc:identifier>
<dc:title>TRAINING THE CUSTODIAN&apos;S ASSISTANT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Behavior</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject weight='MAJOR'>Child Rearing</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject weight='MAJOR'>Handicapped Children</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject weight='MAJOR'>Parents</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Recreation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:creator scheme='personal author'>AYRAULT, EVELYN WEST</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED AS A GUIDE FOR PARENTS OF HANDICAPPED CHILDREN, THIS BOOK PROVIDES INFORMATION ON TYPES OF HANDICAPS AND THE AIMS AND TECHNIQUES OF TREATMENT, THERAPY, AND EDUCATION. SPECIFIC RECOMMENDATIONS TO HELP PARENTS RAISE A HANDICAPPED CHILD ARE DISCUSSED. BEHAVIOR PROBLEMS, PARENT ATTITUDES, DAILY PROBLEMS, AND RECREATION ARE EXAMINED IN DETAIL AND ILLUSTRATED BY CASE STUDIES. INCLUDED ARE CHARTS LISTING EACH STATE&apos;S PROVISIONS FOR SPECIAL EDUCATION, VOCATIONAL REHABILITATION, STATE CARE, AND STATE AID. ADDRESSES ARE GIVEN FOR NATIONAL AND STATE AGENCIES SERVING HANDICAPPED CHILDREN. THIS BOOK WAS PUBLISHED BY G.P. PUTNAM&apos;S SONS, 200 MADISON AVENUE, NEW YORK, NEW YORK 14305, 318 PAGES, $5.95. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012122</dc:identifier>
<dc:title>YOU CAN RAISE YOUR HANDICAPPED CHILD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:48</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>CAPPELLO, JOSEPH F.</dc:creator>
<dc:creator scheme='personal author'>SHAPIRO, ARTHUR</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Jersey (Hightstown)</eric:keywords>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>East Windsor Township School District, Hightstown, NJ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED TO HELP TEACHERS PREPARE RETARDATES FOR EMPLOYMENT, THIS GUIDE PRESENTS EMPLOYMENT ORIENTATION UNITS ON FINDING A JOB, HOLDING A JOB, AND PROTECTING WORKERS. UNITS ABOUT RELATED AREAS ARE TAXES, INSURANCE, BANKING, BUDGETING, THE FAMILY, REPRODUCTION, AND THE GROWING UP PROCESSES. EACH UNIT CONTAINS AN OUTLINE OF CURRICULUM CONTENT, SUGGESTED CLASSROOM ACTIVITIES INCLUDING ARTS AND CRAFTS AND TRIPS, RELATED RESOURCE MATERIALS, AND WAYS TO EVALUATE STUDENT LEARNING. A 130-ITEM BIBLIOGRAPHY INCLUDES BOOKS, PAMPHLETS, FILMS, AND FILMSTRIPS. THIS DOCUMENT IS ALSO AVAILABLE FROM EAST WINDSOR SCHOOL DISTRICT, HIGHTSTOWN, DEPARTMENT OF SPECIAL EDUCATION, NEW JERSEY, FOR $2.00. (VO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012123</dc:identifier>
<dc:title>EMPLOYMENT ORIENTATION AND RELATED FIELDS, A CURRICULUM GUIDE. FOR TEACHERS OF HIGH SCHOOL AGE EDUCABLES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>88</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academically Handicapped</dc:subject>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Special Classes</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:type></dc:type>
<eric:keywords>CALIFORNIA ADMINISTRATIVE CODE TITLE 5</eric:keywords>
<eric:keywords>California (Fresno)</eric:keywords>
<eric:keywords>CALIFORNIA EDUCATION CODE</eric:keywords>
<eric:keywords_geo>California (Fresno)</eric:keywords_geo>
<eric:keywords_law>California Education Code</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Fresno County Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOR EACH EXCEPTIONALITY AREA, THIS DOCUMENT OUTLINES A STATEMENT OF LEGISLATIVE INTENT, SERVICES AVAILABLE THROUGH THE OFFICE OF THE COUNTY SUPERINTENDENT OF SCHOOLS, INITIATION OF A DISTRICT PROGRAM, CONSTRUCTION OF A DISTRICT PROGRAM, IMPLEMENTION AND PROSECUTION OF A DISTRICT PROGRAM, AND EVALUATION OF A DISTRICT PROGRAM. THE APPENDIX CHARTS SALIENT POINTS IN THE STATE LEGISLATIVE CODES AND LISTS SOURCES OF INFORMATION AND SERVICES. (GB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012124</dc:identifier>
<dc:title>GUIDANCE HANDBOOK FOR SPECIAL EDUCATION, A PLAN FOR INITIATING, BUILDING, IMPLEMENTING, AND CONDUCTING PROGRAMS FOR EXCEPTIONAL CHILDREN WITH GUIDELINES FOR FOLLOWING LEGAL REQUIREMENTS AND DEVELOPING DISTRICT PHILOSOPHY AND OBJECTIVES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>87</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ancillary Services</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:creator scheme='personal author'>JONES, PHILIP R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Champaign)</eric:keywords>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords_geo>Illinois (Champaign)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Champaign Community Unit School District 4, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ANALYSIS OF THE ADMINISTRATIVE STRUCTURE OF THE CHAMPAIGN SPECIAL SERVICES PROGRAM OUTLINES THE RELATIONSHIP OF THE DIRECTOR OF SPECIAL EDUCATION TO SCHOOL PERSONNEL, COMMUNITY AGENCIES, PARENTS, AND CHILDREN. THE RELATIONSHIP BETWEEN SPECIAL SERVICES PERSONNEL AND REGULAR SCHOOL PERSONNEL IS SHOWN. THE PROGRAMS FOR EACH EXCEPTIONALITY ARE DESCRIBED IN TERMS OF IDENTIFICATION AND SPECIAL NEEDS OF CHILDREN, REFERRAL PROCEDURES, ELIGIBILITY REQUIREMENTS, CLASS SIZES, AND RESPONSIBILITIES OF STAFF. THE SCHOOL SOCIAL WORK PROGRAMS AND PSYCHOLOGICAL SERVICES ARE DESCRIBED. ADDITIONAL SECTIONS PROVIDE INFORMATION ON THE OCCUPATIONAL EXPLORATIONS PROGRAM FOR THE SOCIALLY MALADJUSTED, THE PREVOCATIONAL PROGRAM FOR VOCATIONALLY HANDICAPPED STUDENTS, THE HEADSTART PROGRAM, AND VISION  AND HEARING SCREENING. COPIES OF REFERRAL, HISTORY, AND CONFERENCE FORMS ARE INCLUDED. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012125</dc:identifier>
<dc:title>THE SPECIAL SERVICES PROGRAM IN THE CHAMPAIGN SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Certification</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>State Standards</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:subject>Therapists</dc:subject>
<dc:creator scheme='personal author'>MACLEARIE, ELIZABETH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STANDARDS FOR THE ORGANIZATION, ADMINISTRATION, AND EVALUATION OF A SCHOOL PROGRAM FOR SPEECH- AND HEARING-HANDICAPPED CHILDREN HAVE BEEN ADOPTED BY THE OHIO STATE BOARD OF EDUCATION. THIS PUBLICATION PRESENTS THESE STANDARDS AND THE RESPONSIBILITIES OF THE STATE SUPERVISOR, THE COORDINATOR, THE PRINCIPAL, THE CLASSROOM TEACHER, AND THE SPEECH AND HEARING THERAPIST. THE QUALIFICATIONS AND CERTIFICATION REQUIREMENTS OF SPEECH AND HEARING THERAPISTS, AS WELL AS THERAPISTS&apos; RELATIONSHIPS WITH SCHOOL PERSONNEL AND THE COMMUNITY, ARE DISCUSSED. GUIDELINES FOR SELECTION AND SCHEDULING OF STUDENTS, PLANNING THE INSTRUCTIONAL PROGRAM, AND RECORDS AND REPORTING ARE PRESENTED. LISTS OF AGENCIES IN THE FIELD OF SPEECH AND HEARING ARE INCLUDED AS IS THE CODE OF ETHICS OF THE OHIO SPEECH AND  HEARING ASSOCIATION. (FL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012126</dc:identifier>
<dc:title>THE OHIO PLAN FOR CHILDREN WITH SPEECH AND HEARING PROBLEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>78</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Communication (Thought Transfer)</dc:subject>
<dc:subject weight='MAJOR'>Deafness</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>Handicapped Children</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Home Instruction</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject weight='MAJOR'>Lipreading</dc:subject>
<dc:subject weight='MAJOR'>Partial Hearing</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:creator scheme='personal author'>HASPIEL, GEORGE S.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LESSONS DESIGNED TO ASSIST TEACHERS AND PARENTS IN TEACHING SYNTHETIC LIPREADING TO HARD-OF-HEARING ELEMENTARY AGE CHILDREN ARE GROUPED INTO PRIMARY AND INTERMEDIATE LEVELS. EACH LESSON PLAN IS BASED ON THE PREVIOUS LESSON AND INCLUDES SEVERAL RELATED SPECIFIC ACTIVITIES. INSTRUCTIONS ABOUT MATERIALS, PROCEDURE, AND THE EXACT SENTENCES TO BE USED ARE GIVEN. THE APPENDIXES CONTAIN A TEST OF LIPREADING AND SUGGESTIONS FOR ADDITIONAL LESSONS. THIS BOOK WAS PUBLISHED BY THE EXPRESSION COMPANY, MAGNOLIA, MASSACHUSETTS 01930, 175 PAGES, $3.00. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012127</dc:identifier>
<dc:title>A SYNTHETIC APPROACH TO LIP READING, MATERIALS FOR THE CHILD OF GRADE SCHOOL AGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:58:56</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Activities</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Graduates</dc:subject>
<dc:subject>Hearing Aids</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Leisure Time</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Social Relations</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Special Schools</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:creator scheme='personal author'>JUSTMAN, JOSEPH</dc:creator>
<dc:creator scheme='personal author'>MOSKOWITZ, SUE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Brooklyn)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York City Board of Education, Brooklyn, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE OF 129 ITEMS (MOSTLY MULTIPLE CHOICE OR SHORT ANSWER) WAS SENT TO FORMER STUDENTS WHO WERE GRADUATED BETWEEN 1908 AND 1958 FROM THE SCHOOL FOR THE DEAF (JUNIOR HIGH SCHOOL 47 MANHATTAN) IN NEW YORK CITY. THE QUESTIONNAIRE GATHERED INFORMATION ON FAMILY BACKGROUND, SCHOOL HISTORY, OCCUPATION, HEARING AND SPEECH, LEISURE TIME ACTIVITIES, AND SOCIAL RELATIONSHIPS. RESPONSES RECEIVED FROM 646 GRADUATES ARE COMPILED IN 70 TABLES. RESULTS INDICATE THAT THE AVERAGE GRADUATE HAS AN ADEQUATE JOB, LIKES HIS JOB, HAS BOTH DEAF AND HEARING FRIENDS AND FELLOW EMPLOYEES, HAS IMPROVED IN SPEECH AND LIPREADING, COMMUNICATES WITH OTHERS, AND LIKES LEISURE TIME ACTIVITIES SIMILAR TO THOSE OF HEARING PEOPLE. RECENT GRADUATES APPEAR TO BE BETTER ADJUSTED THAN OLDER GRADUATES.  (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012128</dc:identifier>
<dc:title>A FOLLOW-UP STUDY OF GRADUATES OF THE SCHOOL FOR THE DEAF. STUDIES OF CHILDREN WITH PHYSICAL HANDICAPS, NUMBER 7.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>85</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Behavior Problems</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Clinical Diagnosis</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Hearing Therapy</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Medical Case Histories</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>KASTEIN, SHULAMITH</dc:creator>
<dc:creator scheme='personal author'>TRACE, BARBARA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Agnosia</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HISTORY OF A CHILD WITH BEHAVIOR AND LANGUAGE DISORDERS IS WRITTEN BY THE MOTHER IN CONJUNCTION WITH A SPEECH PATHOLOGIST. WRITTEN FROM A PROFESSIONAL VIEWPOINT, THE CASE HISTORY PRESENTS MEDICAL, EDUCATIONAL, PHYSICAL, AND SOCIAL DEVELOPMENTS AS THEY OCCURRED FROM BIRTH TO 11 YEARS OF AGE. TESTING PROCEDURES AND RESULTS, DIAGNOSIS, AND THERAPEUTIC TECHNIQUES ARE PRESENTED. MOST OF THE THERAPY WAS PERFORMED BY THE MOTHER UNDER THE GUIDANCE OF THE SPEECH PATHOLOGIST. THE CHILD&apos;S DRAWINGS ON THE GOODENOUGH DRAW-A-MAN TEST AND THE BENDER-GESTALT TEST ARE REPRODUCED. A LIST OF MATERIALS USED IN THE TRAINING PROGRAM IS INCLUDED, AS WELL AS A 27-ITEM BIBLIOGRAPHY. THIS BOOK WAS PUBLISHED BY CHARLES C. THOMAS, 301-327 EAST LAWRENCE AVENUE, SPRINGFIELD, ILLINOIS 62703, 192 PAGES,  $6.75. (HK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012129</dc:identifier>
<dc:title>THE BIRTH OF LANGUAGE, THE CASE HISTORY OF A NON-VERBAL CHILD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Speech Handicaps</dc:subject>
<dc:subject weight='MAJOR'>Stuttering</dc:subject>
<dc:creator scheme='personal author'>ROBINSON, FRANK B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS THE FIRST OF TWO ARTICLES GIVING PARENTS AND TEACHERS PERTINENT INFORMATION ABOUT STUTTERING, EXAMPLES OF KINDS OF STUTTERING BEHAVIOR, AND AN EXPLANATION OF POSSIBLE CAUSAL FACTORS. STUDIES HAVE SHOWN THAT STUTTERING DOES NOT INDICATE LOW INTELLIGENCE, IS NOT CAUSED BY ORGANICALLY DEFECTIVE SPEECH MECHANISMS, AND APPEARS TO BE CAUSED BY A COMBINATION OF CONDITIONS RATHER THAN ONE FACTOR. STUTTERING SEEMS TO RUN IN FAMILIES AND, AFTER AGE 8 OR 9, IS SELDOM ENTIRELY OUTGROWN. SHYNESS IS MORE OFTEN A RESULT, RATHER THAN A CAUSE OF STUTTERING. ALTHOUGH STUTTERING USUALLY BEGINS BETWEEN THE AGES OF 3 AND 7, IT MAY APPEAR ANYTIME. POSSIBLE CAUSES ARE FAULTY NEUROMUSCULAR DEVELOPMENT, EMOTIONAL PRESSURES, AND DIFFICULTY IN LEARNING LANGUAGE RULES AND LARGE NUMBERS OF WORDS  NECESSARY IN EARLY LANGUAGE DEVELOPMENT. THIS ARTICLE WAS PUBLISHED IN &quot;HEARING AND SPEECH NEWS,&quot; VOLUME 34, NUMBER 4, JULY 1966. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012130</dc:identifier>
<dc:title>WHAT PARENTS AND TEACHERS SHOULD KNOW ABOUT CHILDREN WHO STUTTER, PART I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject weight='MAJOR'>Lesson Plans</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject weight='MAJOR'>Speech Therapy</dc:subject>
<dc:subject weight='MAJOR'>Stuttering</dc:subject>
<dc:creator scheme='personal author'>SIMPSON, BESSIE C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE PRESENTS SPECIFIC THERAPY IDEAS FOR SPEECH CLINICIANS TO USE WITH STUTTERERS. THE INTRODUCTION DISCUSSES PREVENTION OF STUTTERING, ORGANIZATION AND PLANNING OF THERAPY, SPEECH RULES, SPEECH EVALUATION, AND TERMINATION OF THERAPY. TWENTY-THREE THERAPY PLANS ARE DESCRIBED FOR EACH OF THREE LEVELS. LEVEL 1 IS FOR CHILDREN FROM KINDERGARTEN TO GRADE 2 AND EMPHASIZES THE HOME AND FAMILY, STORY TELLING, DRAMATICS, AND ACTIVITIES DESIGNED TO INCREASE CONFIDENCE. LEVEL 2 IS USED FOR GRADES 3 TO 5, WITH PLANS FOCUSING ON CHANGING ATTITUDES, FEELINGS, AND BEHAVIOR. THE THIRD LEVEL, FOR GRADES 6 TO 8, EMPHASIZES VOCABULARY BUILDING. APPENDIXES PRESENT ADDITIONAL MATERIAL TO AID THE SPEECH THERAPIST, INCLUDING A SAMPLE CASE HISTORY FORM, TESTING PROGRAM, CONFERENCE PROCEDURES,  SUGGESTED MATERIALS, AND A 16-ITEM BIBLIOGRAPHY. THIS DOCUMENT IS AVAILABLE FROM THE INTERSTATE PRINTERS AND PUBLISHERS, INC., DANVILLE, ILLINOIS 61832, 201 PAGES, $3.25. (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012131</dc:identifier>
<dc:title>STUTTERING THERAPY--A GUIDE FOR THE SPEECH CLINICIAN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Abstract Reasoning</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Cognitive Tests</dc:subject>
<dc:subject>Comparative Testing</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:creator scheme='personal author'>RUBIN, EDMUND JOSEPH.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROVERBS TEST</eric:keywords>
<eric:keywords>WECHSLER ADULT INTELLIGENCE SCALE</eric:keywords>
<eric:keywords>KAHN TEST OF NEW YORK CITY</eric:keywords>
<eric:keywords_test>Wechsler Adult Intelligence Scale</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Foundation for the Blind, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>HYPOTHESIZING THAT CONGENITALLY BLIND ADULTS WOULD SCORE LOWER ON TESTS OF ABSTRACTION THAN ADVENTITIOUSLY BLIND OR SIGHTED ADULTS, THIS STUDY TESTED 25 CONGENITALLY BLIND, 25 ADVENTITIOUSLY BLIND, AND 25 SIGHTED SUBJECTS. THE WECHSLER ADULT INTELLIGENCE SCALE (WAIS) VOCABULARY TEST WAS ADMINISTERED TO EACH GROUP AND RESULTS SHOWED NO SIGNIFICANT DIFFERENCE IN INTELLECTUAL LEVEL AMONG THE GROUPS. SUBJECTS WERE TESTED BY THE WAIS SIMILARITIES TEST, THE PROVERBS TEST, THE KAHN TEST OF SYMBOL ARRANGEMENT, AND THE NUMBER SERIES COMPLETION TEST. MEAN SCORES FOR THE CONGENITALLY BLIND WERE THE LOWEST OF THE THREE GROUPS IN THREE OF THE FOUR TESTS OF ABSTRACTION, THEREBY SUPPORTING THE HYPOTHESIS. ON THE NUMBER SERIES COMPLETION TEST, THE ADVENTITIOUSLY BLIND GROUP SCORED SIGNIFICANTLY  BELOW THE SIGHTED GROUP, PERHAPS BECAUSE OF THE IMPORTANCE OF VISUAL IMAGERY ON THIS TEST. RESULTS REVEALED THE AGE OF ONSET OF BLINDNESS AS AN IMPORTANT FACTOR IN THE INTERPRETATION OF TEST SCORES. INCLUDED IS A 79-ITEM BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN FOUNDATION FOR THE BLIND, 15 WEST 16TH STREET, NEW YORK 11, NEW YORK, FOR $0.90. (DF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012132</dc:identifier>
<dc:title>ABSTRACT FUNCTIONING IN THE BLIND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>64</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Anatomy</dc:subject>
<dc:subject weight='MAJOR'>Audiology</dc:subject>
<dc:subject>Audiometric Tests</dc:subject>
<dc:subject>Auditory Tests</dc:subject>
<dc:subject weight='MAJOR'>Auditory Training</dc:subject>
<dc:subject>Clinical Diagnosis</dc:subject>
<dc:subject>Ears</dc:subject>
<dc:subject weight='MAJOR'>Hearing Impairments</dc:subject>
<dc:subject>Hearing (Physiology)</dc:subject>
<dc:subject weight='MAJOR'>Hearing Therapy</dc:subject>
<dc:subject>Lipreading</dc:subject>
<dc:subject>Medical Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Partial Hearing</dc:subject>
<dc:subject>Pathology</dc:subject>
<dc:subject>Prevention</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:creator scheme='personal author'>O&apos;NEILL, JOHN J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASIC INFORMATION ABOUT TESTING, DIAGNOSING, AND REHABILITATING THE HARD OF HEARING IS OFFERED IN THIS INTRODUCTORY TEXT. THE PHYSICS OF SOUND, AUDITORY THEORY, ANATOMY AND PATHOLOGY OF THE EAR, AND DIAGNOSTIC ROUTINES ARE DISCUSSED. A CHAPTER ON AURAL REHABILITATION INCLUDES AN OVERVIEW OF LIPREADING AND AUDITORY TRAINING TECHNIQUES FOR ADULTS AND CHILDREN. THE PERSONALITIES, ACADEMIC ACHIEVEMENT POTENTIALS, AND ABILITIES OF THE HARD OF HEARING TO LEARN SPEECH AND LANGUAGE ARE TREATED. GENERAL INFORMATION ON THE PRINCIPLES OF HEARING CONSERVATION AND PREVENTION OF HANDICAP FROM HEARING LOSS IS PRESENTED. INCLUDED IS INFORMATION ON REFERRAL SOURCES FOR DIAGNOSIS AND REHABILITATION. THIS DOCUMENT WAS PUBLISHED BY PRENTICE-HALL, INC., ENGLEWOOD CLIFFS, NEW JERSEY, 146 PAGES, $4.95.  (DN)</dc:description>
<dc:identifier scheme='eric_accno'>ED012133</dc:identifier>
<dc:title>THE HARD OF HEARING. PRENTICE-HALL FOUNDATIONS OF SPEECH PATHOLOGY SERIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cleft Palate</dc:subject>
<dc:subject>Clinical Diagnosis</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:creator scheme='personal author'>BENSEN, JACK F.</dc:creator>
<dc:creator scheme='personal author'>WHITE, FRAZER D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>BZOCH DIAGNOSTIC ARTICULATION TEST</eric:keywords>
<eric:keywords>Florida (Miami)</eric:keywords>
<eric:keywords>SOUTH FLORIDA CLEFT PALATE CLINIC</eric:keywords>
<eric:keywords_geo>Florida (Miami)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MULTIDISCIPLINARY APPROACH TO CHILDREN WITH CLEFT PALATES IS DESCRIBED. THE SOUTH FLORIDA CLEFT PALATE CLINIC, REPRESENTING NINE PROFESSIONAL SPECIALTIES, MEETS WEEKLY TO SEE SIX OR SEVEN CASES. SPEECH PERFORMANCE IS RECORDED ON SIX DIAGNOSTIC, DATA COLLECTING FORMS WHICH PROVIDE A BASIS FOR RECORDING CLINICAL JUDGMENTS. PROGNOSIS AND RECOMMENDATIONS ARE MADE. THE SPEECH DEVELOPMENT SEQUENCE POSTULATED BY DR. KENNETH BZOCH IS USED AS THE MODEL FOR EVALUATION OF CLEFT PALATE SPEECH AT THE CLINIC. THIS PAPER WAS PRESENTED TO THE FLORIDA COUNCIL FOR EXCEPTIONAL CHILDREN (JANUARY 20, 1967). (EB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012134</dc:identifier>
<dc:title>COMPREHENSIVE EVALUATIVE TECHNIQUES FOR THE CHILD WITH A CLEFT PALATE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-20</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Blindness</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Handicapped Children</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Sensory Experience</dc:subject>
<dc:subject>Skills</dc:subject>
<dc:subject>Travel Training</dc:subject>
<dc:subject>Visually Handicapped Mobility</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, GEORGE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan School for the Blind, Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>UNITS, ACTIVITIES, LESSON PLANS, AND RESOURCE MATERIALS TO HELP ELEMENTARY TEACHERS REINFORCE INSTRUCTION IN BASIC PRE-CANE MOBILITY AND ORIENTATION SKILLS ARE PRESENTED. APPENDIXES INCLUDE A DEFINITION OF TERMS, AN ORIENTATION AND MOBILITY CHECKLIST WITH TEACHER INSTRUCTIONS, SUGGESTIONS FOR GUIDING BLIND INDIVIDUALS, AND SUGGESTED SUMMER ACTIVITIES IN ORIENTATION AND MOBILITY SKILLS FOR PRIMARY AND INTERMEDIATE BLIND CHILDREN. A 97-ITEM BIBLIOGRAPHY IS INCLUDED, ALONG WITH LISTS OF INSTRUCTIONAL MANUALS AND RECORDS. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012135</dc:identifier>
<dc:title>PRE-CANE MOBILITY AND ORIENTATION SKILLS FOR THE BLIND, CURRICULUM GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>60</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Job Placement</dc:subject>
<dc:subject weight='MAJOR'>Mental Retardation</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject weight='MAJOR'>Sheltered Workshops</dc:subject>
<dc:subject weight='MAJOR'>Special Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Directors</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:subject weight='MAJOR'>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>FREY, ROGER M.</dc:creator>
<dc:creator scheme='personal author'>KOLSTOE, OLIVER P.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CHARACTERISTICS AND NEEDS OF THE MENTALLY HANDICAPPED AND THE ORGANIZATION OF A 4-YEAR HIGH SCHOOL WORK-STUDY PROGRAM FOR THESE STUDENTS ARE DESCRIBED FOR TEACHERS AND WORK-STUDY SUPERVISORS. THE PROGRAM INCLUDES WORK AND RELATED STUDY THROUGH THREE STAGES OF EXPERIENCE--PREVOCATIONAL TRAINING WHICH PROVIDES VOCATIONAL INFORMATION AND EXPERIENCE IN SHELTERED WORK CONDITIONS, JOB TRYOUT, AND SUPERVISED VOCATIONAL PLACEMENT. AN ADJUSTED ACADEMIC PROGRAM THAT IS COORDINATED WITH THE VOCATIONAL PROGRAM IS EXPLAINED. APPENDIXES INCLUDE A SUGGESTED CURRICULUM FOR A 4-YEAR PROGRAM AND SAMPLE EMPLOYER FORMS FOR PROGRESS, EVALUATION, AND JOB ANALYSIS. THIS BOOK WAS PUBLISHED BY THE SOUTHERN ILLINOIS UNIVERSITY PRESS, 600 WEST GRAND, CARBONDALE, ILLINOIS 62901, 186 PAGES, $5.00.  (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012136</dc:identifier>
<dc:title>A HIGH SCHOOL WORK-STUDY PROGRAM FOR MENTALLY SUBNORMAL STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:12</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject weight='MAJOR'>Hospital Schools</dc:subject>
<dc:subject weight='MAJOR'>Hospitalized Children</dc:subject>
<dc:subject weight='MAJOR'>Physical Disabilities</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject weight='MAJOR'>State Standards</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>ESBJORNSON, ROBERT R.</dc:creator>
<dc:creator scheme='personal author'>KNIPE, EDYTHE M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Jersey State Dept. of Education, Trenton.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS NEWSLETTER DESCRIBES THE NEW JERSEY PROGRAM FOR INSTRUCTION OF PHYSICALLY HANDICAPPED HOSPITALIZED CHILDREN IN TERMS OF INTERACTION BETWEEN THE HOSPITAL INSTRUCTIONAL PROGRAM AND THE REGULAR SCHOOL, THE RELATIONSHIP BETWEEN THE HOSPITAL INSTRUCTIONAL PROGRAM AND THE MEDICAL PROGRAM, NEW JERSEY STATE REGULATIONS, CRITERIA FOR SELECTION OF TEACHERS, PHYSICAL FACILITIES, AND A CONSULTATION RESOURCE. THIS NEWSLETTER WAS PUBLISHED AS &quot;THE EXCHANGE,&quot; VOLUME 9, NUMBER 1, MAY 1965. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012137</dc:identifier>
<dc:title>HOSPITAL CLASSES FOR THE PHYSICALLY HANDICAPPED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Auditory Evaluation</dc:subject>
<dc:subject>Auditory Tests</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Deafness</dc:subject>
<dc:subject>Hearing Aids</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Multiple Disabilities</dc:subject>
<dc:subject>Parent Education</dc:subject>
<dc:subject>Partial Hearing</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Psychological Evaluation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>State Standards</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:creator scheme='personal author'>HARTWIG, J. WILLIAM</dc:creator>
<dc:creator scheme='personal author'>JONES, CHRISTINA C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Dept. of Education, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SPECIAL EDUCATION INFORMATION IS SUPPLIED FOR SCHOOL ADMINISTRATORS, PRINCIPALS, TEACHERS, AND OTHER SCHOOL PERSONNEL RESPONSIBLE FOR PROVIDING SERVICES FOR HEARING-IMPAIRED CHILDREN IN OHIO. THIS BOOKLET IS DIVIDED INTO FOUR PARTS. PART 1 IS CONCERNED WITH ORGANIZATIONAL STRUCTURE AND ADMINISTRATION OF SPECIAL EDUCATION FOR AURALLY HANDICAPPED AND TEACHER CERTIFICATION. PART 2 IS DEVOTED TO EVALUATION OF THE DEAF CHILD, ADDITIONAL HANDICAPS, HEARING AIDS, AND PARENT EDUCATION. PART 3 DISCUSSES EDUCATIONAL ISSUES IN ADMINISTERING A PROGRAM FOR HEARING IMPAIRED CHILDREN. PART 4 SUPPLIES PROGRAM AND CERTIFICATION STANDARDS, FORMS FOR ADMISSION, REFERRAL, AND EVALUATION, AND INFORMATION ABOUT EIGHT AGENCIES SERVING THE DEAF AND HARD OF HEARING. (MW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012138</dc:identifier>
<dc:title>OHIO&apos;S PROGRAM FOR HEARING HANDICAPPED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>111</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Aphasia</dc:subject>
<dc:subject>Case Studies</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Communication Problems</dc:subject>
<dc:subject>Hearing Impairments</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Handicaps</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Minimal Brain Dysfunction</dc:subject>
<dc:subject>Neurological Impairments</dc:subject>
<dc:subject>Rehabilitation</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:creator scheme='personal author'>RAPPAPORT, SHELDON R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pathway School PA</eric:keywords>
<eric:keywords>Pennsylvania (Norristown)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SYMPOSIUM WAS HELD AT THE PATHWAY SCHOOL TO ESTABLISH WORKING DEFINITIONS OF APHASIC AND BRAIN-INJURED CHILDREN. BASIC NEEDS WERE IDENTIFIED AND PROGRAMS WERE INDICATED WHICH WOULD RESULT IN HABILITATION. THE PARTICIPANTS AGREED THAT SPECIALIZED EDUCATIONAL PROGRAMS DESIGNED TO MEET SPECIFIC NEEDS ARE NECESSARY, AND WELL-TRAINED, SYMPATHETIC TEACHERS WHO ARE CAPABLE OF MAINTAINING A HIGHLY STRUCTURED ATMOSPHERE ARE REQUIRED. THE PROGRAMS FOR APHASIC AND BRAIN-INJURED CHILDREN DIFFER. THE STRUCTURED PROGRAM FOR THE APHASIC CHILD IS CONSTRUCTED AROUND SPEECH AND LANGUAGE, WHEREAS THE CLASSROOM TEACHING MATERIALS AND CURRICULUM FOR THE BRAIN-INJURED CHILD ARE DESIGNED TO AID EGO DEVELOPMENT. THE AUTHOR FEELS THAT PSYCHOTHERAPY IS FREQUENTLY NEEDED FOR THE BRAIN-INJURED CHILD BUT  SELDOM FOR THE APHASIC CHILD. PUBLIC PRESSURE TO CARE FOR THESE CHILDREN IS BEING FELT. FOUR CASE HISTORIES AND A 35-ITEM BIBLIOGRAPHY ARE INCLUDED. THIS DOCUMENT WAS PUBLISHED BY THE LIVINGSTON PUBLISHING COMPANY, NARBERTH, PENNSYLVANIA, 128 PAGES, $2.00. (MW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012139</dc:identifier>
<dc:title>CHILDHOOD APHASIA AND BRAIN DAMAGE--A DEFINITION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Articulation (Speech)</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Diagnostic Tests</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Kindergarten Children</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Screening Tests</dc:subject>
<dc:subject>Speech Handicaps</dc:subject>
<dc:subject>Speech Therapy</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:creator scheme='personal author'>TEMPLIN, MILDRED C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis. Inst. of Child Development .</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ATTEMPT WAS MADE TO DETERMINE WHETHER THE MEASURED ARTICULATION PERFORMANCE OF KINDERGARTEN CHILDREN COULD PREDICT WHICH CHILDREN WOULD DEVELOP SATISFACTORY ARTICULATION AND WHICH CHILDREN WOULD CONTINUE TO MISARTICULATE AND NEED SPEECH THERAPY BY THE SECOND GRADE. IN 1960, 2,150 PREKINDERGARTEN AND KINDERGARTEN CHILDREN WERE GIVEN A PICTURE ARTICULATION TEST AND AN IMITATION ARTICULATION TEST. IN 1962, THE CHILDREN WERE TESTED WITH AN IMITATION ARTICULATION TEST, THE SPENCER ARTICULATION TEST, AND AN INTELLIGIBILITY RATING. FOR EACH OF THESE TESTS A CUTOFF SCORE WAS SET TO IDENTIFY APPROXIMATELY THE SAME PERCENTAGE OF CHILDREN FROM THE TEST GROUP AS WERE RECEIVING SPEECH THERAPY IN ELEMENTARY SCHOOLS. RESULTS SHOWED THE PERCENTAGE OF GIRLS IDENTIFIED BY ALL THREE TESTS WAS  SMALLER THAN THE PERCENTAGE OF BOYS. THE 1962 IMITATION ARTICULATION TEST PREDICTION WAS SATISFACTORY FOR BOYS AND GIRLS, BUT SOMEWHAT BETTER FOR GIRLS. THE 1962 SPENCER ARTICULATION TEST PREDICTION WAS SATISFACTORY FOR BOYS AND GIRLS, BUT GENERALLY BETTER FOR THE BOYS. PREDICTION ON THE 1962 INTELLIGIBILITY RATING WAS NOT SATISFACTORY. THE HYPOTHESIS WAS NOT SUPPORTED THAT FEWER CHILDREN SCORING INCONSISTENTLY ON THE 1960 TESTS WOULD NEED SPEECH THERAPY IN 1962 THAN CHILDREN WHO SCORED CONSISTENTLY IN 1960. INCLUDED ARE 24 REFERENCES. (MY)</dc:description>
<dc:identifier scheme='eric_accno'>ED012140</dc:identifier>
<dc:title>THE IDENTIFICATION OF KINDERGARTEN CHILDREN LEAST LIKELY TO SHOW SPONTANEOUS IMPROVEMENT IN SPEECH SOUND ARTICULATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>84</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Athletics</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Physical Education</dc:subject>
<dc:subject>Physical Fitness</dc:subject>
<dc:subject>Psychomotor Skills</dc:subject>
<dc:subject>Social Adjustment</dc:subject>
<dc:creator scheme='personal author'>GOHEEN, ROYAL L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>AAHPER Youth Fitness Test</eric:keywords>
<eric:keywords>LATCHAW MOTOR ACHIEVEMENT TEST</eric:keywords>
<eric:keywords>COWELL SOCIAL ADJUSTMENT INDEX</eric:keywords>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords>Massachusetts (Waverley)</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Boston Univ., MA. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THREE PHYSICAL EDUCATION PROGRAMS, SKILL-ORIENTED, PLAY- ORIENTED, AND FREE-PLAY ORIENTED WERE DEVELOPED. THESE PROGRAMS WERE EXAMINED, INITIALLY, BY SEVEN EXPERTS AND THEN SUBJECTED TO A PILOT STUDY. THE REVISED PROGRAMS WERE TAUGHT BY RESEARCH ASSISTANTS TO SIX EXPERIMENTAL GROUPS WHICH INCLUDED 82 BOYS AT TWO STATE SCHOOLS FOR THE MENTALLY RETARDED. THE INSTRUCTIONAL PERIOD WAS 39 CLASS HOURS (13 WEEKS) IN DURATION, EXCLUSIVE OF TIME TAKEN FOR PURPOSES OF EVALUATION. THE PROGRAMS WERE EVALUATED ON THE BASIS OF PRETESTS AND POST-TESTS WHICH ASCERTAINED ACHIEVEMENT LEVELS IN ITEMS RELATING TO PHYSICAL FITNESS, MOTOR ABILITY, AND SOCIAL ADJUSTMENT. MAJOR CONCLUSIONS WERE THAT (1) THE SKILL-ORIENTED GROUPS AT BOTH SCHOOLS INDICATED SIGNIFICANT IMPROVEMENT IN A GREATER NUMBER OF  TEST ITEMS THAN DID THE OTHERS, (2) THESE SAME TWO GROUPS INDICATED A MORE UNIFORM IMPROVEMENT IN MOTOR ABILITY ITEMS, (3) THE SKILL-ORIENTED GROUP AT ONE SCHOOL INDICATED SIGNIFICANTLY BETTER PERFORMANCES THAN THE OTHER GROUPS AT THAT SCHOOL IN THE PULL-UPS AND VOLLEYBALL WALL VOLLEY, AND (4) BOTH THE SKILL-ORIENTED AND FREE-PLAY GROUPS AT THIS SCHOOL WERE SIGNIFICANTLY BETTER THAN THE PLAY-ORIENTED GROUP IN THE BASKETBALL WALL PASS. A MAJOR RECOMMENDATION WAS THAT A SKILL-ORIENTED PHYSICAL EDUCATION PROGRAM, SIMILAR TO THE ONE DEVELOPED IN THIS STUDY, BE UTILIZED FOR EDUCABLE MENTALLY RETARDED BOYS.</dc:description>
<dc:identifier scheme='eric_accno'>ED012141</dc:identifier>
<dc:title>THE DEVELOPMENT AND EVALUATION OF THREE TYPES OF PHYSICAL EDUCATION PROGRAMS FOR EDUCABLE MENTALLY RETARDED BOYS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>264</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Moderate Mental Retardation</dc:subject>
<dc:subject>Records (Forms)</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Special Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Baltimore City Public Schools, MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TRAINABLE PROGRAM IS DISCUSSED IN TERMS OF CONTENT, SCHEDULING, PLANNING, AND RECORDS. PROGRAM CONTENT IS OUTLINED UNDER THE MAIN CATEGORIES OF BASIC HABITS AND ATTITUDES, CLASSROOM ACTIVITIES, SENSE TRAINING ACTIVITIES, SOCIAL LIVING ACTIVITIES, HEALTH-SAFETY-SCIENCE, MUSIC ACTIVITIES, AND HANDICRAFT ACTIVITIES. SCHEDULING A DAILY PROGRAM IS DISCUSSED AND A SAMPLE DAILY SCHEDULE IS PROVIDED. TYPES OF PLANS AND PLANBOOKS ARE ANALYZED. SIX SAMPLE UNITS ARE OUTLINED BY CONTENT AND ILLUSTRATIVE ACTIVITIES--(1) MYSELF, (2) WORKING WITH OTHERS - MYSELF IN THE GROUP, (3) UNDERSTANDING THE SCHOOL ENVIRONMENT, (4) UNDERSTANDING THE HOME ENVIRONMENT, (5) UNDERSTANDING COMMUNITY SERVICES AND FACILITIES, AND (6) HOLIDAYS. INFORMATION IS ALSO PROVIDED ON ANECDOTAL RECORDS, PARENTAL  CONFERENCES, PROGRESS REPORTS, AND YEARLY PUPIL DEVELOPMENT SUMMARIES. (CG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012142</dc:identifier>
<dc:title>TEACHER&apos;S GUIDE FOR THE TRAINABLE PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Doctoral Programs</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Methods Courses</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>MACALLISTER, ARCHIBALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>MACALLISTER REPORT</eric:keywords>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SPEECH SUMMARIZES THE REACTIONS OF THE MACALLISTER REPORT, &amp;quot;THE PREPARATION OF COLLEGE TEACHERS OF MODERN LANGUAGES,&amp;quot; A 1963 STUDY SPONSORED BY THE MODERN LANGUAGE ASSOCIATION AND FUNDED BY THE U.S. OFFICE OF EDUCATION. DISCUSSED ARE THE VIEWS OF CRITICS WHO THOUGHT THE REPORT WENT TOO FAR IN ITS SUGGESTED REFORMS, PROGRAMS, AND INNOVATIONS AND THOSE WHO THOUGHT IT DID NOT ADVOCATE ENOUGH. IN ADDITION, A SUMMARY IS GIVEN OF THE POSITIVE RESULTS THAT WERE PRODUCED DIRECTLY OR INDIRECTLY BY THE REPORT, INCLUDING CONFERENCES ON TEACHER QUALIFICATIONS AND SEMINARS DEALING WITH THE PREPARATION OF COLLEGE TEACHERS AND COLLEGE TRAINERS OF TEACHERS. THIS SPEECH WAS DELIVERED AT THE STATEWIDE BIENNIAL CONFERENCE OF THE CCFLTA (4TH, SAN FRANCISCO, NOVEMBER 6, 1965) AND WAS PUBLISHED IN  THE &amp;quot;FOREIGN LANGUAGE NEWSLETTER OF CALIFORNIA,&amp;quot; DECEMBER 1965. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012143</dc:identifier>
<dc:title>RECENT DEVELOPMENTS IN THE PREPARATION OF COLLEGE TEACHERS IN THE WAKE OF THE MACALLISTER REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Language Learning Levels</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Program Improvement</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:creator scheme='personal author'>RYDER, FRANK G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDIANA</eric:keywords>
<eric:keywords>INDIANA UNIVERSITY</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED SPECIFICALLY AS A SET OF GUIDELINES FOR THE UNIVERSITY SCHOOL OF INDIANA UNIVERSITY AND OTHER SCHOOLS IN THE STATE INTERESTED IN PROGRAM DEVELOPMENT, THIS COMMITTEE REPORT CONTAINS PRINCIPLES AND RECOMMENDATIONS FOR IMPROVING FOREIGN LANGUAGE CURRICULUMS AND TEACHER TRAINING. MAJOR SECTIONS IN PART I DEAL WITH THE GOALS OF FOREIGN LANGUAGE LEARNING, APPROACHES TO INSTRUCTION, GROUPING PRACTICES WITHIN A VARIED-LEVEL SEQUENCE, EXPERIMENTAL PROGRAMS, ADVANCED PLACEMENT PROGRAMS, INSTRUCTIONAL MATERIALS AND DEVICES, PROGRAM ADMINISTRATION, DEVELOPMENT OF CONTINUITY AND LEVELS, AND FLES STUDY. PART II DISCUSSES RECOMMENDATIONS FOR IMPROVING TEACHER PREPARATION, PRACTICE TEACHING, AND CERTIFICATION PROCEDURES. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012144</dc:identifier>
<dc:title>FOREIGN LANGUAGE CURRICULUM REPORT, SUMMARY OF RECOMMENDATIONS AND IMPLICATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-05-23</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Gains</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:creator scheme='personal author'>BREGA, EVELYN</dc:creator>
<dc:creator scheme='personal author'>NEWELL, JOHN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:keywords>MLA COOPERATIVE FOREIGN LANGUAGE TESTS</eric:keywords>
<eric:keywords>MASSACHUSETTS</eric:keywords>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF EXPOSURE TO FRENCH IN THE ELEMENTARY GRADES (FLES) ON LATER LANGUAGE PROFICIENCY AND PERFORMANCE IN FRENCH COURSES IN HIGH SCHOOL WAS EVALUATED. ONE GROUP OF 17 HAD BEEN GIVEN ABOUT 1 HOUR A WEEK OF AUDIOLINGUAL TRAINING BEGINNING IN GRADE 3. THE OTHER GROUP OF 15 BEGAN FRENCH IN GRADE 9. BOTH GROUPS WERE ADMINISTERED THE MLA COOPERATIVE FOREIGN LANGUAGE TEST (LEVEL M) WHICH SAMPLES ACHIEVEMENT IN SPEAKING, READING, WRITING, AND COMPREHENSION. THE FLES GROUP PERFORMED SIGNIFICANTLY BETTER ON ALL FOUR OF THE MLA TESTS. SINCE THE FLES TRAINING EMPHASIZES SPEAKING AND LISTENING, IT WAS NOT SUPRISING THAT THE FLES GROUP WAS SUPERIOR ON THESE TESTS. IT IS SIGNIFICANT THAT THE FLES GROUP WAS ALSO SUPERIOR ON TESTS OF READING AND WRITING, ALL OF WHICH LENDS SUPPORT TO THE  VALUE OF FLES TRAINING ON LATER PERFORMANCE IN HIGH SCHOOL FRENCH. BECAUSE OF THE SMALL NUMBER OF SUBJECTS AND BECAUSE THE MEAN IQ FOR THE FLES GROUP (141) WAS SIGNIFICANTLY HIGHER THAN THE MEAN IQ FOR THE REGULAR GROUP (128), GENERALIZATION FROM THESE FINDINGS IS LIMITED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (FEBRUARY 1965) AND IS REPRINTED FROM &amp;quot;THE FRENCH REVIEW,&amp;quot; VOLUME 39, NUMBER 3, DECEMBER 1965. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012145</dc:identifier>
<dc:title>COMPARISON OF PERFORMANCE BY &amp;quot;FLES&amp;quot; PROGRAM STUDENTS AND REGULAR FRENCH III STUDENTS ON MODERN LANGUAGE ASSOCIATION TESTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Associative Learning</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Second Language Learning</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Vocabulary Development</dc:subject>
<dc:subject weight='MAJOR'>Word Frequency</dc:subject>
<dc:creator scheme='personal author'>JONES, R. M.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IT IS GENERALLY ADMITTED THAT THE VOCABULARY OF A FOREIGN LANGUAGE IS MORE EASILY LEARNED IF IT IS ORGANIZED IN COHERENT SEMANTIC GROUPS AROUND &quot;SITUATIONS&quot; OR &quot;CENTERS OF INTEREST.&quot; WHAT IS NEEDED IS A LOGICAL AND NON-ARBITRARY TAXONOMY OF SITUATIONS. WE DISTINGUISH, FIRST, OPEN AND CLOSED SITUATIONS. CLOSED SITUATIONS (FOR EXAMPLE, DAYS OF THE WEEK) REPRESENT AN ANALYSIS OF REALITY THAT BEARS DEFINITE FEATURES RECOGNIZABLE BY ALL THE USERS OF A LANGUAGE. IN CONTRAST, AN OPEN SITUATION (FOR EXAMPLE, THE HOUSE) IS VIRTUALLY UNLIMITED, LACKS PRE-ESTABLISHED ORGANIZATION, AND VARIES FROM INDIVIDUAL TO INDIVIDUAL. WITHIN CLOSED SITUATIONS ONE DETECTS A FURTHER DICHOTOMY BETWEEN POSITIONED AND UNPOSITIONED FRAMES. THE MONTHS OF THE YEAR CONSTITUTE A SITUATION WITH A POSITIONED FRAME,  SO THAT BY NAMING 1 MONTH WE KNOW EXACTLY WHAT MONTH FOLLOWS IT. COLORS OFFER AN UNPOSITIONED FRAME, AS THEY ARE GENERALLY USED APART FROM ANY SET ORDER. IN PREPARING VOCABULARY FOR SITUATIONAL TEACHING, IT IS PROPER NOT ONLY TO ORGANIZE SUBJECTIVE &quot;OPEN&quot; SITUATIONS ACCORDING TO AGE AND INTEREST, BUT ALSO TO TAKE ADVANTAGE OF THE FACT OF CLOSED SITUATIONS IN THE EARLY STAGES OF LANGUAGE LEARNING. THIS ARTICLE WAS PUBLISHED IN THE &quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&quot; VOLUME 4, NUMBER 3, SEPTEMBER 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012146</dc:identifier>
<dc:title>SITUATIONAL VOCABULARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:28</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Contrastive Linguistics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject weight='MAJOR'>Language Research</dc:subject>
<dc:subject weight='MAJOR'>Phonetic Analysis</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject weight='MAJOR'>Statistical Data</dc:subject>
<dc:subject weight='MAJOR'>Stress (Phonology)</dc:subject>
<dc:creator scheme='personal author'>DELATTRE, PIERRE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON OF ENGLISH, GERMAN, SPANISH, AND FRENCH SYLLABLE-LENGTH DATA SHOWS THAT THE EFFECT OF STRESS AND OF PLACE IN THE SENSE-GROUP VARIES MARKEDLY AMONG THESE LANGUAGES, WHEREAS THE EFFECT OF SYLLABLE TYPE (CLOSED/OPEN) HAS A NEARLY IDENTICAL RATIO IN ALL FOUR. AMONG THE THREE LANGUAGES WITH VARIABLE INTENSITY AND PLACE OF STRESS, THE DIFFERENCES OF LENGTH BETWEEN STRESSED AND UNSTRESSED SYLLABLES ARE ALWAYS THE WIDEST IN ENGLISH, AND THE NARROWEST IN SPANISH, WITH GERMAN INTERMEDIARY. THE SAME CAN BE SAID OF DIFFERENCES OF LENGTH BETWEEN FINAL AND NONFINAL SYLLABLES. VOWEL INTENSITY VARIATIONS CORRELATE WITH SYLLABLE LENGTH VARIATIONS IN ENGLISH, GERMAN, AND SPANISH, BUT NOT IN FRENCH, WHERE THE VOWEL OF A FINAL STRESSED SYLLABLE IS SOMEWHAT LESS INTENSE THAN THAT OF A  NONFINAL UNSTRESSED ONE. IN THE THREE LANGUAGES WITH VARIABLE PLACE OF STRESS. FINAL UNSTRESSED SYLLABLES ARE, ON THE AVERAGE, AS LONG AS--BUT LESS LOUD THAN--NONFINAL STRESSED ONES. (STATISTICAL DATA ARE PRESENTED IN 18 TABLES AND ONE FIGURE.) THIS ARTICLE WAS PUBLISHED IN THE &quot;INTERNATIONAL REVIEW OF APPLIED LINGUSTICS IN LANGUAGE TEACHING,&quot; VOLUME 4, NUMBER 3, SEPTEMBER 1966. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012147</dc:identifier>
<dc:title>A COMPARISON OF SYLLABLE LENGTH CONDITIONING AMONG LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject weight='MAJOR'>College Language Programs</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject weight='MAJOR'>Curriculum Development</dc:subject>
<dc:subject>Laboratory Equipment</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject weight='MAJOR'>Modern Language Curriculum</dc:subject>
<dc:subject weight='MAJOR'>Surveys</dc:subject>
<dc:subject weight='MAJOR'>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MULLIGAN, JOHN J.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>APPROXIMATELY 80 AMERICAN FOREIGN LANGUAGE TEACHERS AND SPECIALISTS OFFERED THEIR OPINIONS AND PREDICTIONS OF WHAT THE STATE OF FOREIGN LANGUAGE LEARNING AND TEACHING WOULD BE LIKE IN THE COLLEGES IN THE 1975 TO 1985 PERIOD, PARTICULARLY IN TERMS OF THE ELEMENTARY AND INTERMEDIATE LEVELS, THE LANGUAGE LABORATORY AND ELECTRONICS, AND THE TEACHER. THEY AGREED THAT THE INCOMING COLLEGE FRESHMAN, WITH A BACKGROUND OF 4 TO 6 YEARS IN ONE FOREIGN LANGUAGE, WILL ENTER UPON THE STUDY OF A SECOND FOREIGN LANGUAGE AIDED BY A LIVE TEACHER, APPLIED LINGUISTICS, AUDIOLINGUAL TEXTS, AND AN INDIVIDUALIZED, PROGRAMED, SELF-INSTRUCTION, SELF-LEARNING SERIES. HOWEVER, HE MAY INSTEAD CONTINUE WITH THE SAME LANGUAGE IN AN ADVANCED CONVERSATION, COMPOSITION, LITERATURE, AND CIVILIZATION PROGRAM, WITH  A SOCIOLOGICAL-ANTHROPOLOGICAL APPROACH COMPETING WITH AESTHETIC-CENTERED LITERATURE COURSES. IN THE LANGUAGE LABORATORY, EACH BOOTH WITH A CENTRALIZED AUDIO-LINGUAL-VISUAL COLOR RECEIVER WILL BE AIDED BY COMPUTERIZED DEVICES, LIGHT SCOPES, DIAL SYSTEMS, POCKET-SIZED TV SETS, BATTERY TAPE RECORDERS, AND FILM. THE LANGUAGE AND RESIDENCE HOUSES ON CAMPUS WILL HAVE CLOSED CIRCUIT BROADCASTING. THE TEACHER HIMSELF, KNOWLEDGEABLE NOT ONLY IN LANGUAGE AND LITERATURE BUT ALSO IN APPLIED LINGUISTICS, WILL GENERATE PEDAGOGICAL PRINCIPLES AND SYSTEMS COMMENSURATE WITH ADVANCES IN THE WORLD OF ELECTRONICS. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012148</dc:identifier>
<dc:title>SOME THOUGHTS ON THE TEACHING AND LEARNING OF FOREIGN LANGUAGES IN THE 1975-85 PERIOD.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:32</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Contrastive Linguistics</dc:subject>
<dc:subject>Diction</dc:subject>
<dc:subject weight='MAJOR'>English</dc:subject>
<dc:subject weight='MAJOR'>Intonation</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject weight='MAJOR'>Language Research</dc:subject>
<dc:subject>Learning Problems</dc:subject>
<dc:subject>Second Language Learning</dc:subject>
<dc:subject weight='MAJOR'>Spanish</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:creator scheme='personal author'>BERUMEN, ALFREDO</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS MADE TO CONFIRM CERTAIN OBSERVATIONS ABOUT SPANISH INTONATION PATTERNS, ESPECIALLY THOSE THAT PRESENT A STRIKING CONTRAST WITH ENGLISH INTONATION PATTERNS. TWENTY-FIVE SPANISH SENTENCES ILLUSTRATING PARTICULAR INTONATION PATTERNS WERE PREPARED, AND 25 STUDENTS, WHO HAD HAD AN AVERAGE OF FOUR SEMESTERS IN SPANISH, RECORDED THEM. THE RESULTS OF THE EXPERIMENT NOT ONLY CONFIRMED THE INITIAL IDEAS ABOUT SPANISH INTONATION, BUT ALSO MADE IT POSSIBLE TO ARRANGE BY FREQUENCY THE PATTERNS THAT SEEMED TO BE LESS PERCEPTIBLE TO AMERICAN STUDENTS. THEY FAILED TO PERCEIVE, AND THEREFORE DID NOT STRESS, SUCH TONIC ELEMENTS AS THE FORMS OF &quot;SER,&quot; INDEFINITE ARTICLES, THE IMPERSONAL &quot;HAY,&quot; THE AUXILIARY IN PERFECT TENSES, SUBJECT PRONOUNS (ESPECIALLY THIRD PERSON), AND THE ADVERBS&quot;NO,&quot;&quot;YA,&quot; AND &quot;MUY.&quot; ON THE OTHER HAND THEY SEEMED TO PERCEIVE AS TONIC SUCH ATONIC ELEMENTS AS THE FIRST OF TWO CONSECUTIVE CONJUNCTIVE PRONOUNS, THE ADJECTIVES &quot;NUESTRO&quot; AND &quot;VUESTRO,&quot;&quot;MI&quot; AND &quot;TU&quot; IMPLYING CONTRAST, AND THE FIRST WORD IN SUCH PHRASES AS &quot;EL QUE&quot; AND &quot;EL DE.&quot; (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012149</dc:identifier>
<dc:title>NOTES ON SPANISH INTONATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:33</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Research</dc:subject>
<dc:subject>Learning Theories</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocabulary</dc:subject>
<dc:creator scheme='personal author'>PIMSLEUR, PAUL</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:keywords>OHIO STATE UNIVERSITY</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A POSSIBLE SOLUTION FOR PROBLEMS OF MEMORY IN FOREIGN LANGUAGE LEARNING IS THE &amp;quot;GRADUATED INTERVAL RECALL,&amp;quot; A PROCEDURE FOR AIDING STUDENTS TO REMEMBER THE VOCABULARY AND STRUCTURES THEY HAVE LEARNED. WHEN A NEW WORD IS LEARNED, THE PROCESS OF FORGETTING BEGINS AT ONCE AND PROCEEDS VERY RAPIDLY. IF THE STUDENT IS REMINDED OF THE WORD BEFORE HE HAS COMPLETELY FORGOTTEN IT, HIS CHANCES OF REMEMBERING WILL INCREASE. AFTER EACH SUCH RECALL, IT WILL TAKE HIM LONGER AND LONGER TO FORGET THE WORD AGAIN. THUS, A SMALL NUMBER OF RECALLS, IF PROPERLY SPACED, CAN BRING ABOUT RETENTION OVER A LONG PERIOD. THOUGH THE SAME SCHEDULE OF RECALL CANNOT BE USED FOR ALL STRUCTURES AND WORDS, IT IS POSSIBLE TO APPLY THE FINDINGS OF EXPERIMENTAL PSYCHOLOGY IN FORMULATING A BASIC SCHEDULE WHICH CAN  THEN BE ADAPTED TO EACH CIRCUMSTANCE. THIS ARTICLE WAS PUBLISHED IN &amp;quot;MODERN LANGUAGE JOURNAL,&amp;quot; VOLUME 51, NUMBER 2, FEBRUARY 1967. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012150</dc:identifier>
<dc:title>A MEMORY SCHEDULE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Faculty</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Methods Teachers</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>SMITH, GEORGE E.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>DePauw Univ., Greencastle, IN.</dc:creator>
<dc:creator scheme='institution'>Indiana Univ., Bloomington.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN A 4-WEEK SEMINAR SPONSORED BY THE INDIANA LANGUAGE PROGRAM AND DEPAUW UNIVERSITY, ADVANCED TRAINING IN NEW DEVELOPMENTS IN FOREIGN LANGUAGE INSTRUCTION AND TEACHER PREPARATION WAS PROVIDED FOR 25 INDIANA COLLEGE LANGUAGE TEACHERS OF FRENCH AND SPANISH WHOSE RESPONSIBILITIES IN THEIR HOME INSTITUTIONS INCLUDED SOME PHASE OF TEACHER PREPARATION. THE REPORT OF THAT SEMINAR GIVES INFORMATION ABOUT FACULTY, PARTICIPANTS, AND PROCEDURES. IT CONTAINS SUMMARIES AND ANALYSES OF ALL COURSES AND LECTURES, AND PRESENTS RECOMMENDATIONS ON TEACHING METHODS FOR LANGUAGE, LITERATURE, AND CULTURE, ON TESTING AND ARTICULATION, AND ON ORGANIZATIONAL MATTERS FROM THE ELEMENTARY LEVEL THROUGH FUTURE SEMINARS FOR COLLEGE TRAINERS OF TEACHERS. APPENDIXES INCLUDE INFORMATION ON THE SEMINAR&apos;S  SCHEDULE, RESULTS OF A QUESTIONNAIRE ON LINGUISTICS DISTRIBUTED TO PARTICIPANTS, A COPY OF THE MLA&apos;S RESOLUTIONS CONCERNING THE PROBLEMS OF TEACHER EDUCATION, AND A PROPOSED SURVEY COURSE FOR 3D YEAR COLLEGE SPANISH DETAILING CULTURAL INFLUENCES, AUTHORS, AND LITERARY WORKS FOR SPAIN AND SPANISH AMERICA. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012151</dc:identifier>
<dc:title>SEMINAR ON FOREIGN LANGUAGE TEACHER PREPARATION FOR COLLEGE TEACHERS (DEPAUW UNIVERSITY, JUNE 15 TO JULY 10, 1964). FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-10-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>MUELLER, THEODORE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Pittsburgh)</eric:keywords>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROGRAMED LEARNING BASED ON CONTRASTIVE LINGUISTIC ANALYSIS CAN BE USED TO OVERCOME THE PREDICTABLE ERRORS MADE BY STUDENTS LEARNING A SECOND LANGUAGE. THE PROGRAM, WITH A LEARNING SEQUENCE ARRANGED SO THAT STUDENTS WILL AVOID MAKING ERRORS, CAN PROVIDE PRACTICE IN THE MECHANICS OF THE LANGUAGE, BUT IT HAS LIMITATIONS, FOR A STUDENT CANNOT ENGAGE IN COMMUNICATION WITH A MACHINE. THE TEACHER MUST SUPPLY THE CONDITIONS AND SITUATIONS IN WHICH STUDENTS, IN SMALL GROUPS, CAN NOT ONLY APPLY WHAT THEY HAVE LEARNED IN THE PROGRAMED PHASE, BUT ALSO COMMUNICATE AND CONVERSE WITH OTHER SPEAKERS OF THE FOREIGN LANGUAGE. THIS PAPER WAS READ AT THE SPRING CONFERENCE OF THE PSMLA (UNIVERSITY OF PITTSBURGH, MAY 14, 1966) AND WAS PUBLISHED IN &amp;quot;THE BULLETIN OF THE PENNSYLVANIA STATE MODERN  LANGUAGE ASSOCIATION,&amp;quot; VOLUME 45, NUMBER 1, DECEMBER 1966. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012152</dc:identifier>
<dc:title>THE LANGUAGE INSTRUCTOR AND TEACHING MACHINES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:creator scheme='personal author'>EVERETT, AARON B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Antioch College OH</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO CIRCUMVENT LARGE ENROLLMENTS AND A TEACHER SHORTAGE, UTILIZE MODERN EQUIPMENT, AND STILL RETAIN PERSONAL CONTACT WITH INDIVIDUAL STUDENTS, INSTRUCTORS AT ANTIOCH COLLEGE DESIGNED A NEW PROGRAM FOR FRENCH I, II, AND III CLASSES. THE CORE OF THE COURSE WAS A SET OF 39 FILMS WITH SCRIPTS WHICH SERVED AS A BASIS FOR CONVERSATIONS. ALL STUDENTS FROM THE THREE COURSES MET TOGETHER TO VIEW THE FILMS AND SLIDES, SING POPULAR SONGS, AND PARTICIPATE IN GROUP GRAMMAR PATTERN DRILLS. A SYLLABUS OUTLINED MINIMUM READING REQUIREMENTS FOR EACH LEVEL. INDIVIDUAL ORAL WORK OCCURRED IN SMALL CONVERSATION GROUPS SUPERVISED BY FACULTY MEMBERS ASSISTED BY UPPERCLASS STUDENTS WHO HAD SPENT A YEAR IN FRANCE. BECAUSE EACH STUDENT IN THE EXPERIMENTAL COURSE WAS PERMITTED TO PROCEED AT HIS OWN PACE AND  ACTUALLY DEVISE HIS OWN COURSE BASED ON HIS INTEREST, ABILITY, AND MOTIVATION, STUDENTS WERE FREE TO CHANGE CONVERSATION GROUPS AS THEY PROGRESSED AND WERE ENCOURAGED TO DISCUSS SPECIFIC PROBLEMS IN PRIVATE CONFERENCE WITH AN INSTRUCTOR. COLLEGE ENTRANCE EXAMINATION BOARD TESTS WERE USED TO MEASURE ACHIEVEMENT, WHICH PROVED EQUAL TO OR BETTER THAN THAT OF TRADITIONALLY TAUGHT CLASSES, WHILE THE NEW APPROACH GENERATED MUCH STUDENT INTEREST IN FOREIGN LANGUAGE STUDY. REFER TO FL 000 399 FOR THE SYLLABUS OF THE COURSE. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE TENNESSEE TEACHER,&amp;quot; JANUARY 1967. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012153</dc:identifier>
<dc:title>TRY &amp;quot;CUSTOM FRENCH&amp;quot; - WE DID.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiolingual Skills</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Writing Skills</dc:subject>
<dc:creator scheme='personal author'>BRYAN, MIRIAM M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>EDUCATIONAL TESTING SERVICE</eric:keywords>
<eric:keywords>MODERN LANGUAGE ASSOCIATION</eric:keywords>
<eric:keywords>MLA Cooperative Foreign Language Tests</eric:keywords>
<eric:keywords>National Defense Education Act Title VI</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>New Jersey (Princeton)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act Title VI</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>UNDER TITLE VI OF THE NATIONAL DEFENSE EDUCATION ACT THE MODERN LANGUAGE ASSOCIATION OF AMERICA (MLA) UNDERTOOK IN 1960 TO PREPARE A SERIES OF TESTS IN FRENCH, GERMAN, ITALIAN, RUSSIAN. AND SPANISH FOR USE OF TWO LEVELS--(1) AFTER THE 2D YEAR OF HIGH SCHOOL LANGUAGE STUDY, OR THE SECOND SEMESTER IN COLLEGE, AND (2) AFTER THE 4TH YEAR OF HIGH SCHOOL LANGUAGE STUDY OR THE FOURTH SEMESTER IN COLLEGE. SUPERVISION OF THE PROJECT WAS ENTRUSTED TO OUTSTANDING FOREIGN LANGUAGE TEACHERS, WHO WORKED INITIALLY IN COOPERATION WITH THE EDUCATIONAL TESTING SERVICE (ETS) IN PRINCETON. THE 20 COMMITTEES FORMED PRODUCED A BATTERY OF TESTS, PRE-PRETESTED AS WELL AS PRETESTED, WHICH MEASURE LISTENING, SPEAKING, READING, AND WRITING PROFICIENCY IN EACH OF THE FIVE LANGUAGES. ALTHOUGH THE SCORING  SERVICES OF THE MLA-ETS ARE AVAILABLE, DETAILED INSTRUCTIONS FOR SCORING ACCOMPANY EACH TEST IN ORDER TO ELIMINATE SUCH EXPENSE. THE RESULTS SUGGEST THAT--(1) THE TESTS ARE OF SUITABLY GREATER THAN MIDDLE DIFFICULTY, (2) THE PROGRESSION FROM LEVEL TO LEVEL IS WELL PLANNED, (3) STUDENTS IN TRADITIONAL COURSES SHOW SOME, BUT NOT MARKED, SUPERIORITY IN READING AND WRITING, AND (4) WHILE STUDENTS WITH 2 YEARS OF A LANGUAGE IN HIGH SCHOOL DO ABOUT AS WELL AS THOSE WITH 1 YEAR OF COLLEGE, THOSE WITH 4 YEARS IN HIGH SCHOOL DO SLIGHTLY BETTER THAN THOSE WITH 2 YEARS IN COLLEGE. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE DFL BULLETIN,&amp;quot; VOLUME 6, NUMBER 2, DECEMBER 1960. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012154</dc:identifier>
<dc:title>TESTS WITH A NEW LOOK AND A NEW PURPOSE--THE MLA COOPERATIVE FOREIGN LANGUAGE TESTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Advanced Placement Programs</dc:subject>
<dc:subject>Foreign Culture</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Secondary School Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>CARDUNER, JEAN R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (Ann Arbor)</eric:keywords>
<eric:keywords>National Defense Education Act Language Institutes</eric:keywords>
<eric:keywords_geo>Michigan (Ann Arbor)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INSTITUTE PROGRAM OF ADVANCED TRAINING IN LITERATURE AND CULTURE IN TECHNIQUES FOR PRESENTING THEM IN ADVANCED FRENCH CLASSES IN HIGH SCHOOL IS SUMMARIZED. EMPHASIZING THE UNIQUE FEATURE OF THE INSTITUTE, WHICH WAS THE VIDEOTAPING OF THE MICROTEACHING PERFORMED BY THE PARTICIPANTS WITH FOLLOWUP STUDY AND CRITIQUE OF THE TAPED PERFORMANCE, THE REPORT DESCRIBES COURSES IN PEDAGOGY, LITERATURE, STYLISTICS, AND CIVILIZATION. INCLUDED TOO ARE DESCRIPTIONS OF LECTURES AND EXTRACURRICULAR ACTIVITIES AVAILABLE TO PARTICIPANTS, LISTS OF STAFF AND PARTICIPANTS, CLASS SCHEDULES, AND A SUMMARY OF A PARTICIPANTS&apos; OPINION POLL. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012155</dc:identifier>
<dc:title>NDEA INSTITUTE FOR THE ADVANCED STUDY OF FRENCH LITERATURE AND CULTURE (UNIVERSITY OF MICHIGAN, JUNE 13 TO JULY 23, 1966). FINAL TECHNICAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>FLES</dc:subject>
<dc:subject weight='MAJOR'>Language Research</dc:subject>
<dc:subject weight='MAJOR'>Second Language Learning</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject weight='MAJOR'>Students</dc:subject>
<dc:creator scheme='personal author'>DONOGHUE, MILDRED R.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROJECTS CONDUCTED IN A SAMPLING OF ELEMENTARY SCHOOLS HAVE PROVIDED A POSITIVE ANSWER TO THE CONCERNS OF MANY COMMUNITIES OVER THE VALUE OF FOREIGN LANGUAGE INSTRUCTION IN ELEMENTARY SCHOOLS (FLES). THE RESEARCH PROVED THAT (1) EVEN THOUGH TIME HAD BEEN TAKEN FROM OTHER SUBJECTS, AVERAGE FLES PUPILS GENERALLY PERFORMED AS WELL AS OR BETTER THAN NON-FLES PUPILS, (2) FLES STUDENTS, ENTERING HIGH SCHOOL LANGUAGE CLASSES AT A HIGHER LEVEL THAN OTHERS, PERFORMED BETTER IN ALL SUBJECTS, (3) SUPERIOR STUDENTS WHO RECEIVED SUPPLEMENTARY FLES INSTRUCTION AFTER SCHOOL HOURS BEHAVED IN A MORE MATURE SOCIAL AND EMOTIONAL MANNER THAN THE NON-FLES SUPERIOR STUDENTS, AND (4) FLES PUPILS TENDED TO HAVE POSITIVE ATTITUDES TOWARD THE PEOPLE WHOSE LANGUAGE THEY WERE STUDYING. THIS ARTICLE IS A  REPRINT FROM &quot;HISPANIA,&quot; VOLUME 48, NUMBER 3, SEPTEMBER 1965 AND IS ALSO AVAILABLE FROM THE MATERIALS CENTER, MODERN LANGUAGE ASSOCIATION, NEW YORK, NEW YORK. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012156</dc:identifier>
<dc:title>WHAT RESEARCH TELLS US ABOUT THE EFFECTS OF FLES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 22:59:46</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Lesson Observation Criteria</dc:subject>
<dc:subject>Modern Language Curriculum</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Supervisory Methods</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:creator scheme='personal author'>BRISLEY, LEONARD</dc:creator>
<dc:creator scheme='personal author'>DUHON, DOROTHY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Colorado State Dept. of Education, Denver.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A NEED FOR NEW CRITERIA AND PROCEDURES TO APPRAISE OBJECTIVELY THE COMPETENCIES AND TECHNIQUES OF TEACHERS OF MODERN FOREIGN LANGUAGES HAS RESULTED IN THIS HANDBOOK TO DESCRIBE WAYS OF OBSERVING VARIOUS FACTORS AND DETERMINING THE EFFECTIVENESS OF TEACHING PERFORMANCE. TAKEN INTO ACCOUNT ARE SUCH FACTORS AS THE TEACHER&apos;S ACTIVITIES IN THE CLASSROOM, THE STUDENTS&apos; REACTIONS, THE PHYSICAL CONDITIONS OF THE ENVIRONMENT, THE GENERAL NATURE OF THE CLASS, AND THE EFFECTIVENESS OF THE FOREIGN LANGUAGE PROGRAM. INCLUDED IN THE DOCUMENT ARE BASIC PREMISES ABOUT THE GOALS AND PRINCIPLES OF LANGUAGE TEACHING AND THE LANGUAGE CURRICULUM, AND DISCUSSIONS ABOUT EVALUATING LANGUAGE INSTRUCTION. PART TWO OF THE HANDBOOK DESCRIBES HOW THESE PREMISES WERE USED TO DEVELOP THE CRITERIA, AND GIVES  INFORMATION ABOUT THEIR USE AND APPLICATION. PART THREE PRESENTS A SAMPLE OF THE CRITERIA CHECKLIST. APPENDIXES INCLUDE THE MODERN LANGUAGE ASSOCIATION&apos;S QUALIFICATIONS FOR SECONDARY SCHOOL TEACHERS, A BRIEF OUTLINE OF A 10-YEAR FOREIGN LANGUAGE PROGRAM, A STATEMENT OF POLICY ABOUT FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOL, AND A BIBLIOGRAPHY. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012157</dc:identifier>
<dc:title>EVALUATIVE CRITERIA FOR MODERN FOREIGN LANGUAGE TEACHING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Listening Skills</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LORGE, SARAH W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO INVESTIGATE THE EFFECTS OF THE LANGUAGE LABORATORY ON FOREIGN LANGUAGE LEARNING, THE BUREAU OF AUDIO-VISUAL INSTRUCTION OF NEW YORK CITY CONDUCTED EXPERIMENTS IN 1ST-, 2D-, AND 3D-YEAR HIGH SCHOOL CLASSES. THE FIRST EXPERIMENT, WHICH COMPARED CONVENTIONALLY TAUGHT CLASSES WITH GROUPS HAVING SOME LABORATORY TEACHING, SHOWED THAT GROUPS WITH LABORATORY TRAINING SURPASSED THE NONLABORATORY GROUP IN SPECIFIC SKILLS AT CERTAIN LEVELS. THE SECOND EXPERIMENT DEALT SOLELY WITH LABORATORY GROUPS, WHICH DIFFERED, HOWEVER, IN THE TYPE OF EQUIPMENT USED AND THE TIME ALLOTTED TO LABORATORY PRACTICE. GROUPS HAVING DAILY PRACTICE WITH RECORDING-PLAYBACK EQUIPMENT MADE GREATER GAINS IN SPEECH AND LISTENING COMPREHENSION THAN THOSE HAVING LESS FREQUENT LABORATORY SESSIONS OR USING AUDIOACTIVE  EQUIPMENT. PRONUNCIATION MATERIALS SEEMED MORE EFFECTIVE IN THE DEVELOPMENT OF FLUENCY AND INTONATION THAN &amp;quot;CONVERSATION&amp;quot; TAPES. PRIME FACTORS IN THE EFFECTIVENESS OF LABORATORY WORK WERE THE TEACHER&apos;S ATTITUDE TOWARDS THE VALUE OF THE SESSIONS, HIS DEVELOPMENT OF NEW TECHNIQUES, AND HIS EASE IN HANDLING THE EQUIPMENT. SEVEN CHARTS TABULATE THE FINDINGS OF THE RESEARCH. THIS ARTICLE IS A REVISED FORM OF THE ADDRESS GIVEN AT THE ANNUAL CONVENTION OF THE DEPARTMENT OF AUDIO-VISUAL INSTRUCTION OF THE NATIONAL EDUCATION ASSOCIATION (ROCHESTER, APRIL 22, 9964) AND IS A REPRINT FROM &amp;quot;THE MODERN LANGUAGE JOURNAL,&amp;quot; VOLUME 48, NUMBER 7, NOVEMBER 1964. (GJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED012158</dc:identifier>
<dc:title>LANGUAGE LABORATORY RESEARCH STUDIES IN NEW YORK CITY HIGH SCHOOLS--A DISCUSSION OF THE PROGRAM AND THE FINDINGS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Small Group Instruction</dc:subject>
<dc:creator scheme='personal author'>EVERETT, AARON B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Antioch College OH</eric:keywords>
<eric:keywords>Ohio (Yellow Springs)</eric:keywords>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Antioch Coll., Yellow Springs, OH.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS AT ANTIOCH COLLEGE WHO PARTICIPATED IN A NEW PROGRAM IN FRENCH I, II, AND III RECEIVED THIS COURSE SYLLABUS WHICH EXPLAINS THE OBJECTIVES, METHODS, SCHEDULE OF CLASS ACTIVITIES, AND MINIMUM REQUIREMENTS IN READING FOR EACH LEVEL. THE SYLLABUS EMPHASIZES THE UNIQUE ASPECT OF THE PROGRAM WHICH IS THE HIGHLY INDIVIDUALIZED INSTRUCTION, EACH STUDENT PROCEEDING THROUGH THE COURSE AT HIS OWN PACE ACCORDING TO HIS OWN ABILITY AND MOTIVATION. THE SYLLABUS ANNOUNCES THE FILMS, SLIDES, TAPES, POPULAR SONGS, PATTERN DRILLS, AND INDIVIDUAL CONFERENCES THAT CONSTITUTE THE MATERIALS OF THE COURSE. REFER TO FL 000 315 FOR A DESCRIPTION OF THE PROGRESS AND RESULTS OF THE NEW COURSE. (AS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012159</dc:identifier>
<dc:title>SYLLABUS FOR FRENCH I, II, III. NEW PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LADU, TORA T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Dept. of Public Instruction, Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON AN AUDIOLINGUAL APPROACH TO THE TEACHING OF FOREIGN LANGUAGES, THIS CURRICULUM GUIDE OUTLINES GOALS, METHODS, AND MATERIALS FOR SECONDARY SCHOOL TEACHERS OF SPANISH, FRENCH, AND GERMAN. ONE-THIRD OF THE GUIDE OUTLINES GENERAL PRINCIPLES TO ASSIST THE TEACHER IN MOST PHASES OF LANGUAGE INSTRUCTION. THE REMAINDER OF THE BOOK OFFERS STATEMENTS OF THE MINIMAL ESSENTIALS IN THE THREE LANGUAGES FOR EACH LEVEL OF INSTRUCTION IN A 4-YEAR SEQUENCE. SUGGESTIONS FOR TEACHING PRONUNCIATION, SPEAKING, VOCABULARY, STRUCTURES, READING, WRITING, AND CULTURE ARE INCLUDED. (OC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012160</dc:identifier>
<dc:title>MODERN FOREIGN LANGUAGES, A FOUR-YEAR PROGRAM (GRADES 9-12).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Standards</dc:subject>
<dc:subject>Student Exchange Programs</dc:subject>
<dc:subject>Study Abroad</dc:subject>
<dc:creator scheme='personal author'>CALDWELL, GENELLE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DOVER</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Delaware State Dept. of Public Instruction, Dover.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EXPANSION IN SOME SCHOOLS OF FOREIGN LANGUAGE CURRICULUMS WHICH INCLUDE SOME EXPERIENCE ABROAD BROUGHT ABOUT A COMPILATION OF CRITERIA TO HELP SCHOOLS EITHER ASSESS THE WORTH OF COMMERCIAL PROGRAMS OR ORGANIZE PROGRAMS OF THEIR OWN. IN ADDITION TO AN OVERALL EVALUATION OF A STUDY AND TRAVEL PROGRAM, CRITERIA FOR SELECTING STUDENTS AND CHAPERONES AND FOR JUDGING STUDENT HOUSING ARE GIVEN. ATTACHED ARE BRIEF ACCOUNTS OF EXCHANGE PROGRAMS ORGANIZED BY SCHOOL DISTRICTS IN THE STATE OF DELAWARE, THE TWIN-CITY PROGRAM BETWEEN NEWARK AND LA GARDE-FREINET, FRANCE, AND THE GUNNING BEDFORD EXCHANGE PROGRAM WITH MEXICO CITY. ORGANIZATIONS OFFERING TRAVEL PROGRAMS AND PUBLICATIONS DEALING WITH THE SUBJECT ARE LISTED IN THE APPENDIX. (GC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012161</dc:identifier>
<dc:title>CRITERIA FOR SELECTING PROGRAMS OF FOREIGN STUDY AND TRAVEL ABROAD FOR HIGH SCHOOL STUDENTS OF THE STATE OF DELAWARE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>FLES</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>German</dc:subject>
<dc:subject>Second Language Programs</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>FISHBACK, WOODSON W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED FOR TEACHERS, ADMINISTRATORS, AND SUPERVISORS, THIS BULLETIN PROVIDES GENERAL AND SPECIFIC GUIDELINES FOR ESTABLISHING AND CONDUCTING A FLES PROGRAM. IT DISCUSSES TEACHING TECHNIQUES AND AIDS, CONSIDERATIONS IN INTRODUCING READING AND WRITING, SELF-EVALUATION CRITERIA FOR TEACHERS, AND TOPICS APPROPRIATE AT EACH GRADE LEVEL (K-8). THE SECOND HALF OF THE GUIDE CONSISTS OF SAMPLE TEACHING UNITS FOR GERMAN IN KINDERGARTEN AND GRADES 2 AND 4, AND A MODEL UNIT FOR USING PATTERN DRILLS AND DEVELOPING READING SKILLS. INCLUDED ALSO ARE RESOURCE LISTS FOR TEACHING FRENCH, GERMAN, AND SPANISH. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012162</dc:identifier>
<dc:title>FOREIGN LANGUAGE IN ELEMENTARY SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>65</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Objectives</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Language Guides</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LADU, TORA T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Dept. of Public Instruction, Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OBJECTIVES, TEACHING TECHNIQUES, AND COURSE CONTENT FOR EACH YEAR OF A 4-YEAR PROGRAM OF LATIN INSTRUCTION ARE DISCUSSED IN THIS GUIDE FOR TEACHERS. EMPHASIS IS GIVEN TO THOSE ASPECTS OF THE TRADITIONAL PROGRAM WHICH MAY REQUIRE MODIFICATION IF THE NEWER GOALS IN LATIN INSTRUCTION ARE TO BE ACHIEVED. IN ADDITION TO SUGGESTIONS FOR TEACHING PRONUNCIATION, FORMS, SYNTAX, VOCABULARY, READING, AND WRITING, THE GUIDE CONTAINS PROPOSALS FOR USING ORAL AND WRITTEN TESTS TO EVALUATE LANGUAGE MASTERY, AND TAPE RECORDINGS TO PROVIDE PRACTICE IN ORAL READING, PRONUNCIATION, AND LANGUAGE USAGE. A BIBLIOGRAPHY INCLUDES BACKGROUND READINGS, PERIODICALS, COURSES OF STUDY, DICTIONARIES, WORKS ON WORD STUDY, AND AUDIOVISUAL AIDS. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012163</dc:identifier>
<dc:title>LATIN CURRICULUM GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>42</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject weight='MAJOR'>Course Objectives</dc:subject>
<dc:subject weight='MAJOR'>FLES</dc:subject>
<dc:subject weight='MAJOR'>Language Teachers</dc:subject>
<dc:subject weight='MAJOR'>Program Development</dc:subject>
<dc:subject weight='MAJOR'>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Second Language Programs</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:creator scheme='personal author'>OLMO, FILOMENA PELORD DEL</dc:creator>
<dc:creator scheme='personal author'>OLMO, GUILLERMO DEL</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE LACK OF UNIFORMITY IN TEACHING PRACTICES, COURSE CONTENT, MATERIALS, AND TEACHER PREPARATION HAS HAMPERED ACHIEVEMENT IN FLES PROGRAMS AND PRODUCED MANY UNSTABLE PROGRAMS. THERE IS AN URGENT NEED FOR OBJECTIVES TO BE CLEARLY DEFINED AND CRITERIA TO BE DEVELOPED FOR JUDGING THE EFFECTIVENESS OF SERIOUS FLES PROGRAMS. WITH PROPERLY SEQUENCED LINGUISTIC MATERIALS, EFFECTIVE METHODOLOGY, AND AN AWARENESS BY TEACHERS AND ADMINISTRATORS OF THE LEVEL OF ACHIEVEMENT WHICH SHOULD BE EXPECTED OF THE STUDENTS, CONSIDERABLE IMPROVEMENT COULD BE MADE. RESEARCH IS NEEDED TO AID IN DETERMINING THE AMOUNT OF LANGUAGE TO BE TAUGHT, PRODUCING MATERIALS AND ACHIEVEMENT TESTS, IDENTIFYING METHODS TO BE USED, DESCRIBING TEACHER QUALIFICATIONS, AND DELINEATING THE CONDITIONS THAT SHOULD BE  PROVIDED BY THE ADMINISTRATION. IN ADDITION, THE PROFESSION MUST INVESTIGATE WAYS OF TRAINING FUTURE ELEMENTARY SCHOOL TEACHERS TO ASSUME SOME OF THE FLES TEACHING TASK. THIS ARTICLE WAS PUBLISHED IN &quot;THE DFL BULLETIN,&quot; VOLUME 6, NUMBER 3, MARCH 1967. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012164</dc:identifier>
<dc:title>FLES--IN SEARCH OF DISCIPLINE AND CONTENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>5</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:00:00</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Language Programs</dc:subject>
<dc:subject>Cooperating Teachers</dc:subject>
<dc:subject>Language Proficiency</dc:subject>
<dc:subject>Methods Courses</dc:subject>
<dc:subject>Methods Teachers</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>HUBBARD, LOUISE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TRAINING OF FOREIGN LANGUAGE TEACHERS HAS FAILED TO KEEP PACE WITH THE CHANGE FROM TRADITIONAL TO MODERN METHODS OF LANGUAGE INSTRUCTION IN THE SCHOOLS. TO MAKE COLLEGE PROFESSORS AWARE OF THE QUALIFICATIONS NOW NECESSARY FOR LANGUAGE TEACHERS AND THE NEED TO REDESIGN COLLEGE PROGRAMS, ATTENTION HAS BEEN CALLED TO THE RECENT PROGRESS THE PROFESSION HAS MADE IN DESCRIBING TEACHER QUALIFICATIONS, DEVELOPING PROFICIENCY TESTS, AND ESTABLISHING GUIDELINES FOR TEACHER EDUCATION PROGRAMS. AS A PART OF ANY PLAN TO DEVELOP A MORE REALISTIC PROGRAM, METHODS TEACHERS MUST ACCEPT THE NEW OBJECTIVES AND EMPHASES IN FOREIGN LANGUAGE TEACHING, BECOME PROFICIENT IN THE USE OF THE NEW METHODS AND MATERIALS, AND TRAIN STUDENT TEACHERS TO USE THE MATERIALS EFFECTIVELY. THIS ARTICLE WAS  PUBLISHED IN &amp;quot;THE DFL BULLETIN,&amp;quot; VOLUME 6, NUMBER 3, MARCH 1967. (AM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012165</dc:identifier>
<dc:title>STUDENT TEACHING AND THE FSM FORCE A CHANGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>7</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ability Identification</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Developmental Programs</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Low Ability Students</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>YOUNG, EDWIN A.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:keywords_test>Raven Progressive Matrices</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS UNDER 22 YEARS OF AGE WITH SCHOOL AND COLLEGE ABILITY TESTS SCORES OF 39 OR LESS WERE ENROLLED IN A SPECIAL &amp;quot;BLOCK&amp;quot; PROGRAM OF ENGLISH, PSYCHOLOGY, AND SPEECH. OF 110 STUDENTS IN THE FALL OF 1964, 30 HAD A C AVERAGE OR ABOVE, 91 COMPLETED THE SEMESTER, AND 75 REENROLLED IN THE NEXT TERM. TESTS SHOWED THAT THEY WERE IN THE LOWEST QUARTILE OF THE GENERAL POPULATION IN VERBAL ABILITY AND THEIR NONVERBAL ABILITY WAS ABOUT NORMAL. THEIR JOB POTENTIAL WAS BELOW THE JUNIOR COLLEGE SEMIPROFESSIONAL LEVEL. THEY READ AT ABOUT EIGHTH-GRADE LEVEL AND HAD MAJOR ADJUSTMENT PROBLEMS. AS COMPARED WITH A CONTROL GROUP, THE BLOCK CLASS APPROACH RESULTED IN A MORE FAVORABLE ATTITUDE TOWARD THE COLLEGE, BETTER STUDENT RETENTION, AND A BETTER GPA. HOWEVER, GREAT VARIATIONS WERE NOTED IN THE  GROUP. DETAILED RECOMMENDATIONS ARE GIVEN CONCERNING THE FUTURE NATURE OF THE PROGRAM. TABLES PRESENT DATA ON ABILITY, ACHIEVEMENT, STUDY HABITS, INTERESTS, AND ADJUSTMENT. A BIBLIOGRAPHY IS INCLUDED. (WO)</dc:description>
<dc:identifier scheme='eric_accno'>ED012166</dc:identifier>
<dc:title>AN EXPERIMENTAL PROGRAM FOR &amp;quot;LOW-ABILITY&amp;quot; STUDENTS. SECOND PROGRESS REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>117</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Experimental Curriculum</dc:subject>
<dc:subject>Low Ability Students</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Open Enrollment</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>POWELL, HOPE M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords>SCHOOL AND COLLEGE ABILITY TESTS</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CALIFORNIA&apos;S &amp;quot;OPEN-DOOR&amp;quot; POLICY HAS LED TO AN INCREASE IN THE NUMBER OF LOW-ABILITY STUDENTS IN THE JUNIOR COLLEGES. IN SPRING, 1964, LOS ANGELES CITY COLLEGE BEGAN AN EXPERIMENTAL PROGRAM FOR 64 STUDENTS WHO SCORED BELOW THE 11TH PERCENTILE ON THE SCHOOL AND COLLEGE ABILITY TESTS. FACULTY VOLUNTEERED THEIR SERVICES, AND AN INTEGRATED PROGRAM OF INTRODUCTORY PYSCHOLOGY, REMEDIAL ENGLISH, AND SPEECH WAS IMPLEMENTED. THE RESULTS OF THE FIRST SEMESTER WERE NOT GREAT, BUT PROGRESS WAS EVIDENT AND IT WAS DECIDED TO CONTINUE THE EXPERIMENT IN FALL, 1964, WITH 100 STUDENTS. IN SUMMER, 1965, THE PROGRAM MOVED FROM THE EXPERIMENTAL TO THE OPERATIONAL PHASE. OTHER INSTRUCTORS ESTABLISHED COURSES IN THEIR DEPARTMENTS TO MEET THE NEEDS OF THESE STUDENTS. THE FOCUS OF THE PROGRAM WAS SHIFTED  FROM REMEDIATION TO GENERAL EDUCATION. THOUGH PROGRESS HAS BEEN MADE IN RAISING THE READING LEVEL AND ACADEMIC ABILITY, IT WAS NOT ENOUGH TO ENABLE THE STUDENT TO MOVE INTO A REGULAR COLLEGE PROGRAM. PLANS HAVE BEEN MADE TO EXPAND THE PROGRAM FURTHER. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012167</dc:identifier>
<dc:title>ADMINISTRATIVE PROCEDURES INVOLVED IN STIMULATING, DEVELOPING, AND IMPLEMENTING A CURRICULUM FOR LOW-ABILITY STUDENTS AT LOS ANGELES CITY COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Career Counseling</dc:subject>
<dc:subject>Employment Experience</dc:subject>
<dc:subject>Employment Practices</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Terminal Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MATTESON, RICHARD V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Berkeley)</eric:keywords>
<eric:keywords_geo>California (Berkeley)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Berkeley. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONTRIBUTION OF JUNIOR COLLEGES TO THE SUCCESS OF WORK EXPERIENCES AND ACTIVITIES OF MALE ALUMNI IS INVESTIGATED. INFORMATION WAS GATHERED FROM THE RECORDS OF THREE JUNIOR COLLEGES, QUESTIONNAIRES SENT TO ALUMNI 3 YEARS AFTER THEIR GRADUATION, AND INTERVIEWS HELD WITH A SELECTED NUMBER OF GRADUATES. THE INFORMATION COLLECTED SERVES AS A DEVICE FOR EVALUATING CURRENT COUNSELING PRACTICES AND CURRICULUMS AS THEY RELATE TO POST-GRADUATE EXPERIENCES. IT WAS FOUND THAT THESE JUNIOR COLLEGES DO SERVE THE STUDENT WHO FINDS WORK IMMEDIATELY AFTER GRADUATION, THAT MORE COUNSELING AND GUIDANCE SERVICES ARE NEEDED, THAT MOST STUDENTS FIND EMPLOYMENT LOCALLY, AND THAT MORE SPECIFIC VOCATIONAL TRAINING IS NEEDED. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012168</dc:identifier>
<dc:title>THE JUNIOR COLLEGE PROGRAM OF INSTRUCTION AND THE EMPLOYMENT EXPERIENCES OF GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Nurses</dc:subject>
<dc:subject>Nursing</dc:subject>
<dc:subject>Nursing Education</dc:subject>
<dc:subject>Regional Programs</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>MERCER, CELESTE</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ASSOCIATE DEGREE NURSING PROGRAM IN CALIFORNIA WAS ESTABLISHED IN 1958. THE PROGRAM IS OFFERED IN 32 OF THE STATE&apos;S JUNIOR COLLEGES (80 NATIONALLY) AND ALMOST ONE-THIRD OF ALL CANDIDATES APPLYING FOR NURSE LICENSURE EXAMINATIONS COME FROM THESE SCHOOLS. THE IDEA WHICH LED TO THIS TYPE OF PROGRAM WAS FIRST DEVELOPED BY MILDRED L. MONTAG IN HER DOCTORAL DISSERTATION. THE W.K. KELLOGG FOUNDATION PROVIDED FINANCIAL ASSISTANCE. THIS AND OTHER INFORMATION IS PROVIDED TO HELP PERSONS INTERESTED IN ESTABLISHING SIMILAR PROGRAMS. THIS STUDY NOT ONLY DEALS WITH AN ACCOUNT OF THE STATEWIDE DEVELOPMENT AND COORDINATION OF THE 2-YEAR NURSING EDUCATION PROGRAMS, BUT ALSO POINTS OUT SOME OF THE CRITICAL AREAS TO BE OBSERVED IN PLANNING AND MAINTAINING A SUCCESSFUL PROGRAM. MUCH OF THE  CONTENT IS BASED ON THE FIVE ANNUAL REPORTS TO THE W.K. KELLOGG FOUNDATION. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012169</dc:identifier>
<dc:title>ASSOCIATE DEGREE NURSING EDUCATION PROGRAMS IN CALIFORNIA, 1953-1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Terminal Education</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GLADNEY, MARILYN B.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Americus)</eric:keywords>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords>Scholastic Aptitude Test</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University System of Georgia, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DATA FOR 69 FEMALE TERMINAL-OCCUPATIONAL STUDENTS ENDING THEIR FRESHMAN YEARS IN 1963 AND 1964 ARE ANALYZED AND COMPARED WITH 81 REGULAR FEMALE STUDENTS DURING THE SAME PERIOD. PREDICTION OF FRESHMAN AVERAGE GRADE (PFAG) CAN BE MADE ON THE BASIS OF COLLEGE ENTRANCE EXAMINATION BOARD SCORES (SAT V AND SAT M) AND HIGH SCHOOL AVERAGE FOR REGULAR AND TERMINAL APPLICANTS WITH STANDARD ERRORS OF ESTIMATE OF .42 AND .43 AND MULTIPLE CORRELATIONS OF .73 AND .75, RESPECTIVELY. ANALYSIS OF COVARIANCE INDICATES THAT MALES, REGULAR FEMALES, AND TERMINAL FEMALES AT THE COLLEGE COULD BE COMBINED AND A SINGLE PREDICTION EQUATION USED FOR PFAG. A DERIVATIVE INTEGRAL EQUATION IS MORE EASILY COMPUTED AND ACCURATE WITHIN .2 GRADE POINTS OF THE PREDICTION EQUATION. A PROCEDURE FOR SETTING PFAG  CUTOFF SCORES IS DEMONSTRATED, FOLLOWED BY A YIELD TABLE RESULTING FROM THE USE OF VARIOUS PFAG CUTTING SCORES FOR GEORGIA SOUTHWESTERN APPLICANTS. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012170</dc:identifier>
<dc:title>A COMPARISON OF TERMINAL WITH COLLEGE PARALLEL FEMALES AT GEORGIA SOUTHWESTERN COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-27</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Courses</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Urban Culture</dc:subject>
<dc:subject>Urban Education</dc:subject>
<dc:subject>Urban Improvement</dc:subject>
<dc:subject>Urban Renewal</dc:subject>
<dc:subject>Urban Renewal Agencies</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>KOCH, MOSES S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Maryland (Baltimore)</eric:keywords>
<eric:keywords>Maryland (Essex)</eric:keywords>
<eric:keywords_geo>Maryland</eric:keywords_geo>
<eric:keywords_geo>Maryland (Baltimore)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Baltimore Community Coll., MD.</dc:creator>
<dc:creator scheme='institution'>Essex Community Coll., MD.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE NEED FOR CITY PLANNING PERSONNEL AT THE SUBPROFESSIONAL LEVEL LED TWO JUNIOR COLLEGES IN THE BALTIMORE AREA TO JOIN THIS PROJECT. WRITTEN AT THE END OF THE 2D YEAR OF THE PROGRAM, THE REPORT DESCRIBES AND APPRAISES A 2-YEAR JUNIOR COLLEGE CURRICULUM TO TRAIN URBAN RENEWAL ASSISTANTS. THE POTENTIAL VALUE OF THE URBAN COLLEGE AS A TRAINING INSTITUTION FOR PUBLIC SERVICE CAREERS WAS ATTESTED TO BY THE PROGRAM. THE ATTRITION RATE CONFORMS TO THAT OF MOST COLLEGES, AND FAILURE SEEMS MORE IN ACADEMIC SUBJECTS THAN URBAN DEVELOPMENT COURSES, WITH PART-TIME STUDENTS PERFORMING BEST. THE CURRICULUM CONSISTS OF 17 URBAN DEVELOPMENT, RELATED AND GENERAL EDUCATION COURSES. SPECIFIC COURSE REQUIREMENTS ARE OUTLINED, AND IT IS SUGGESTED THAT COURSES BE EVALUATED FOR OVERLAP. BETTER TIMING  AND A BASIC TEXT IS NEEDED FOR THE SURVEY COURSE. MORE FIELDWORK AND BETTER COORDINATION BETWEEN COMMUNITY AGENCIES AND EDUCATIONAL INSTITUTIONS ENGAGED IN URBAN STUDY PROGRAMS WOULD PROVE VALUABLE. DEVELOPMENT OF THE CURRICULUM IS PRIMARILY DEPENDENT UPON JOB DESCRIPTIONS. THE DIFFICULTY IN RECRUITING STUDENTS LED TO DISCUSSION OF PROMOTION TECHNIQUES. APPENDIXES GIVE JOB AND COURSE DESCRIPTIONS. (DE)</dc:description>
<dc:identifier scheme='eric_accno'>ED012171</dc:identifier>
<dc:title>URBAN DEVELOPMENT ASSISTANT PROJECT. INTERIM REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Faculty Organizations</dc:subject>
<dc:subject>Policy Formation</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>COLLINS, CHARLES C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (El Cajon)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE DEGREE OF OPERATIONAL DEMOCRACY WITHIN A JUNIOR COLLEGE AND, BY EXTENSION, WITHIN ANY SCHOOL OR COLLEGE IS LARGELY DEPENDENT UPON THE KIND OF ORGANIZATIONAL STRUCTURE WHICH IS ESTABLISHED. THE STRUCTURE AND MECHANICS MOST SUPPORTIVE TO THE DEMOCRATIC DEVELOPMENT OF THE COLLEGE AND ITS INSTRUCTIONAL PROGRAM SHOULD HAVE MAXIMAL OPPORTUNITY FOR THE INITIATION OR RECOMMENDATION OF POLICY AND PROCEDURE. HOWEVER, THE ULTIMATE LEGAL AUTHORITY AND RESPONSIBILITY RESTS WITH THE BOARD OF TRUSTEES AND ADMINISTRATIVE OFFICERS. AT GROSSMONT, THE SYSTEM OPERATES THROUGH A STRUCTURE OF STANDING COMMITTEES, COMPOSED PRIMARILY OF INSTRUCTORS AND CHAIRED BY ADMINISTRATORS. THE CURRICULUM AND INSTRUCTION COMMITTEE IS CHAIRED BY THE DEAN OF INSTRUCTION AND IS COMPOSED OF DEPARTMENT CHAIRMEN. THE  GUIDANCE COMMITTEE IS MADE UP OF COUNSELORS. AN ELECTED STUDENT REPRESENTATIVE SITS ON THE ASSEMBLIES AND CULTURAL EVENTS COMMITTEE. THOUGH APPOINTMENTS ARE MADE BY THE COLLEGE PRESIDENT, THE SELECTIONS FOLLOW A LOGICAL PATTERN. THE SIGNIFICANCE OF THE WORK OF THE COMMITTEE STRUCTURE AND ITS DEMOCRATIC OPERATION IS DEMONSTRATED IN THE EXECUTIVE COUNCIL&apos;S DEVELOPMENT OF THE DEPARTMENTAL ADMINISTRATIVE STRUCTURE AND IN THE ESTABLISHMENT OF THE EVALUATION SYSTEM AND CRITERIA BY THE CURRICULUM AND INSTRUCTION COMMITTEE. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012172</dc:identifier>
<dc:title>STRUCTURE AS A DETERMINANT OF DEMOCRATIC ADMINISTRATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Enrollment Projections</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>BETANCOURT, ETHEL RIOS DE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Puerto Rico (San Juan)</eric:keywords>
<eric:keywords_geo>Puerto Rico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Puerto Rico Univ., Rio Piedras.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECENT LEGISLATION IN PUERTO RICO HAS VALIDATED THE 2-YEAR REGIONAL COLLEGE CONCEPT, AND THE CHARACTER OF THE PROGRAM COMBINING LIBERAL ARTS TRANSFER CURRICULUMS AND VOCATIONAL EDUCATION HAS BEEN SET. TO IMPLEMENT THE PLANNING PHASES, THIS STUDY PREDICTS STUDENT ENROLLMENT BY REGION. TWO INDEXES ARE USED TO ESTIMATE STUDENT DEMAND--COLLEGE INTEREST, BASED ON THE NUMBER OF STUDENTS TAKING THE COLLEGE ENTRANCE EXAMINATION BOARD TESTS AND APPLYING FOR ADMISSION AT ONE OF THE FIVE UNIVERSITIES, AND VOCATIONAL TRAINING INTEREST, BASED ON APPLICATIONS TO THE SEVEN VOCATIONAL SCHOOLS. GROWING NUMBERS OF HIGH SCHOOL GRADUATES ARE SEEKING ADDITIONAL EDUCATIONAL OPPORTUNITIES. URBAN CENTRALIZATION OF HIGHER EDUCATION INSTITUTIONS IS CREATING TRANSPORTATION PROBLEMS FOR POTENTIAL STUDENTS  AS WELL AS REGIONAL IMBALANCES. IT IS RECOMMENDED THAT A DIRECTOR BE APPOINTED TO COORDINATE AN IMMEDIATE PROGRAM OF PREPARATION INCLUDING STAFF APPOINTMENTS, ESTABLISHMENT OF SCHOLASTIC STANDARDS, ALLOCATION OF ECONOMIC RESOURCES REQUISITE FOR DEVELOPMENT, AND CURRICULA DESIGNATION. THE DOCUMENT IS WRITTEN IN SPANISH. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012173</dc:identifier>
<dc:title>LOS COLEGIOS REGIONALES, OPORTUNIDADES DE ESTUDIO EN INSTITUCIONES DE NIVEL UNIVERSITARIO. (THE REGIONAL COLLEGES, OPPORTUNITIES FOR STUDY IN UNIVERSITY LEVEL INSTITUTIONS).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-08</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Self Evaluation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>ANDERSON, THOMAS B.</dc:creator>
<dc:creator scheme='personal author'>OLSEN, LEROY C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Flanagan Aptitude Classification Tests</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Personnel and Guidance Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS DESIGNED TO DETERMINE THE RELATIONSHIP BETWEEN THE CONGRUENCE OF SELF AND IDEAL-SELF UTILIZING A Q-SORT AND OCCUPATIONAL CHOICES MADE BY POTENTIAL 4-YEAR COLLEGE STUDENTS IN COMPARISON TO POTENTIAL JUNIOR COLLEGE TERMINAL STUDENTS. POTENTIAL 4-YEAR COLLEGE STUDENTS AND POTENTIAL JUNIOR COLLEGE TERMINAL STUDENTS WERE IDENTIFIED BY STANDARDIZED APTITUDE TESTS. OF THE SAMPLE (N 96), SIX OF THE 4-YEAR POTENTIAL COLLEGE STUDENTS MADE CHOICES IN THE INAPPROPRIATE OCCUPATIONAL AREA, WHILE 12 OF THE POTENTIAL JUNIOR COLLEGE TERMINAL STUDENTS MADE INAPPROPRIATE OCCUPATIONAL AREA CHOICES. SUBJECTS SHOWED A TENDENCY TO CHOOSE OCCUPATIONAL GOALS ABOVE THEIR APTITUDE AS OPPOSED TO SELECTING OCCUPATIONS BELOW THEIR APTITUDE LEVEL. THE RESULTS OF THE STUDY ARE INCONCLUSIVE AND DO  NOT PROVIDE EVIDENCE AS TO WHETHER THE GREATER CONGRUENCE OF THE SUBJECT&apos;S APPRAISED SELF AND IDEAL-SELF IS RELATED TO HIS ABILITY TO MAKE REALISTIC OCCUPATIONAL CHOICES. FURTHER RESEARCH IS INDICATED. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE PERSONNEL AND GUIDANCE JOURNAL,&amp;quot; VOLUME 44, OCTOBER 1965. (AUTHOR/SF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012174</dc:identifier>
<dc:title>CONGRUENCE OF SELF AND IDEAL-SELF AND OCCUPATIONAL CHOICES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Administrator Role</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Leadership Qualities</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>CARSON, J. O.</dc:creator>
<dc:creator scheme='personal author'>SCHULTZ, RAYMOND E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE</eric:keywords>
<eric:keywords_test>Leader Behavior Description Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PRESIDENTS, DEPARTMENT HEADS, AND STUDENT LEADERS FROM 20 PUBLIC 2-YEAR COLLEGES FILLED OUT A QUESTIONNAIRE WHICH INDICATED THEIR PERCEPTIONS OF AND EXPECTATIONS FOR THE LEADERSHIP BEHAVIOR OF THEIR DEANS. THE DEANS THEMSELVES DESCRIBED WHAT THEY THOUGHT TO BE THEIR OWN BEHAVIOR. THE LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE DEVELOPED BY THE PERSONNEL RESEARCH BOARD AT OHIO STATE UNIVERSITY WAS THE FORM EMPLOYED. THE LEADERSHIP BEHAVIOR OF DEANS WAS FREQUENTLY PERCEIVED BY PRESIDENTS DIFFERENTLY FROM THE WAY IT WAS PERCEIVED BY STUDENT LEADERS. THIS DISCREPANCY POINTED TO ROLE CONFLICTS FOR THE DEANS. BOTH THE STUDENT LEADERS AND DEPARTMENT HEADS EXPECTED MORE LEADERSHIP QUALITIES THAN THEY PERCEIVED IN THE DEANS, POINTING TO THE NEED FOR GREATER COMMUNICATION BETWEEN THESE  GROUPS. THIS ARTICLE WAS PUBLISHED IN &amp;quot;THE JOURNAL OF EXPERIMENTAL EDUCATION,&amp;quot; VOLUME 32, NUMBER 4, SUMMER 1964. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012175</dc:identifier>
<dc:title>A COMPARATIVE ANALYSIS OF THE JUNIOR COLLEGE DEAN&apos;S LEADERSHIP BEHAVIOR.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Automation</dc:subject>
<dc:subject>Computers</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Library Equipment</dc:subject>
<dc:subject>Periodicals</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>EYMAN, ELEANOR G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Miami)</eric:keywords>
<eric:keywords_geo>Florida (Miami)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PLAN FOR AN AUTOMATED PERIODICAL SYSTEM DEMONSTRATED THAT AUTOMATED RECORDKEEPING IS DESIRABLE AS WELL AS FEASIBLE. BASED ON AN IBM 1620 COMPUTER (A PUNCHED-CARD READER AND PUNCH, A PAPER-TAPE READER AND PUNCH, A LINE PRINTER AND TWO MAGNETIC DISK DRIVES), THE SYSTEM IS DESIGNED TO GIVE A WEEKLY HOLDINGS PRINTOUT, A WEEKLY CLAIMING REPORT, A MONTHLY RENEWAL LIST, AND A MONTHLY BINDING REPORT. UPON REQUEST, AN ALPHABETICAL TITLE LIST AND A SUBJECT LISTING CAN BE SUPPLIED. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;LIBRARY RESOURCES AND TECHNICAL SERVICES,&amp;quot; VOLUME 10, NUMBER 3, SUMMER 1966. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012176</dc:identifier>
<dc:title>PERIODICALS AUTOMATION AT MIAMI-DADE JUNIOR COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Faculty</dc:subject>
<dc:subject>Faculty Evaluation</dc:subject>
<dc:subject>Faculty Mobility</dc:subject>
<dc:subject>Faculty Recruitment</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>GARRISON, ROGER H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Junior Colleges, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING A 9-MONTH PERIOD, 20 COLLEGES OF VARIED SIZE, ORGANIZATIONAL BASES AND LOCATIONS WERE VISITED AND THE ATTITUDES AND PERCEPTIONS OF 650-700 INSTRUCTORS WERE OBTAINED THROUGH INFORMAL INTERVIEWS. A PATTERN OF GENERAL RESPONSES DEVELOPING FROM THESE OBSERVATIONS RELATES TO FACULTY SELF-IMAGE, ENVIRONMENTAL CONCERNS, AND JOB SATISFACTION. MORE SPECIFIC AREAS OF CONCERN INCLUDE TIME-RELATED PRESSURES, THE NEED FOR INDIVIDUAL AND INSTITUTIONAL FLEXIBILITY, AN IMPROVEMENT IN BOTH VERTICAL AND HORIZONTAL COMMUNICATION LINKAGE WITH PARTICULAR REFERENCE TO PROFESSIONAL NEEDS, INCREASED ATTENTION TO DEVELOPING A PUBLIC AWARENESS OF THE JUNIOR COLLEGE ROLE TO PROMOTE REQUISITE SUPPORT, AND IMPROVEMENT OF PREPARATION FOR COLLEGE TEACHING. THE JUNIOR COLLEGE SETTING IS STUDENT-CENTERED  RATHER THAN SUBJECT-CENTERED AND REQUIRES FRESH, INNOVATIVE THINKING AS WELL AS QUALITY IN TEACHING. A NATIONAL FACULTY ORGANIZATION IS NEEDED IN ORDER TO DEVELOP GUIDELINES AND TO IMPLEMENT PLANNING TO MEET THE EXPRESSED NEEDS, ESPECIALLY THOSE RELATING TO IMPROVED COMMUNICATION WITHIN SUBJECT FIELDS, AMONG ADMINISTRATORS, AND BETWEEN THE VARIOUS LEVELS OF INSTITUTIONS OF HIGHER EDUCATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $2.00. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012177</dc:identifier>
<dc:title>JUNIOR COLLEGE FACULTY--ISSUES AND PROBLEMS, A PRELIMINARY NATIONAL APPRAISAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>99</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Academic Standards</dc:subject>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Articulation (Education)</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Alabama (Auburn)</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Auburn Univ., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>QUESTIONNAIRE RESPONSES FROM 17 STATE UNIVERSITIES AND LAND-GRANT COLLEGES IN THE SOUTHERN REGION WERE OBTAINED TO PERMIT COMPARISON OF PRACTICES AND TO ASSIST IN THE DEVELOPMENT OF AN EQUITABLE POLICY TOWARD TRANSFER CREDIT ACCEPTANCE AT AUBURN. NINE INSTITUTIONS INDICATED THAT NO WORK COMPLETED IN A TERMINAL-TECHNICAL PROGRAM IN A JUNIOR COLLEGE WOULD BE ACCEPTED IN A TRANSFER TO A BACCALAUREATE DEGREE PROGRAM. THOSE INSTITUTIONS WHICH DID INDICATE CONCERN WITH THIS PROBLEM SEEM TO HAVE EVOLVED A POLICY WHEREBY TERMINAL-TECHNICAL WORK IS ACCEPTED IN TRANSFER EITHER ON THE BASIS OF SATISFACTORY SCORES ON PROFICIENCY EXAMINATIONS, ON THE BASIS OF VALIDATION WORK, OR OUTRIGHT, PROVIDED THAT THE STUDENT&apos;S GRADES HAD BEEN SATISFACTORY. IT IS RECOMMENDED THAT THE AUBURN POLICY  REFLECT CONSIDERATION OF THE RELATIONSHIPS BETWEEN THE STUDENT&apos;S PROGRAM AT THE JUNIOR COLLEGE AND THE CURRICULUM TO WHICH HE IS TRANSFERRING. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012178</dc:identifier>
<dc:title>STUDY OF INSTITUTIONAL POLICIES REGARDING ACCEPTANCE OF TRANSFER OF CREDIT FROM TECHNICAL-TERMINAL PROGRAMS IN JUNIOR COLLEGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Administrative Policy</dc:subject>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Legislation</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>FIELDS, RALPH R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Fields (Ralph R.) and Associates, Nyack, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>LEGISLATION IN 1963 AUTHORIZING THE ESTABLISHMENT OF COMMUNITY COLLEGES NECCESSITATED THIS SURVEY TO DETERMINE SUITABLE GEOGRAPHIC AREAS FOR INSTITUTIONAL DEVELOPMENT, TYPE OF PROGRAMS, AND ORGANIZATIONAL FOCUS. OF PARTICULAR CONCERN IS THE RELATIONSHIP OF EXISTING VOCATIONAL-TECHNICAL PROGRAMS AND STATEWIDE ADULT EXTENSION PROGRAMS TO COMMUNITY COLLEGE DEVELOPMENT. AN ANALYSIS OF 12 REGIONS ON A COUNTY-BY-COUNTY BASIS LEADS TO A RANKING OF 26 DISTRICTS WHICH ARE IDENTIFIED AS HAVING CLEAR POTENTIAL FOR INSTITUTIONAL DEVELOPMENT AS RELATED TO NEED, FEASIBILITY, AND COMMUNITY INTEREST. THE INCLUSION OF COMMUNITY COLLEGES AS PART OF THE STATE SYSTEM OF HIGHER EDUCATION, AS OPPOSED TO MORE TRADITIONAL TIES TO SECONDARY EDUCATION, IS INDICATED BY TRENDS TOWARD THE DEMOCRATIZATION OF  HIGHER EDUCATION, THE EQUIVALENCY OF THE FIRST 2 YEARS OF COLLEGE FOR THOSE WORKING TOWARD THE BACCALAUREATE, AND THE WIDENING RANGE OF OCCUPATIONS WHICH REQUIRE COLLEGIATE PREPARATION. SPECIFIC RECOMMENDATIONS FOR ADMISSION AND TUITION POLICY, LOCAL ORGANIZATION AND RESPONSIBILITY, SYSTEM COORDINATION, STATEWIDE PROFESSIONAL STAFF UTILIZATION, FINANCING, AND IMPLEMENTING LEGISLATION ARE DIRECTED TO THE STATE BOARD AS THE RECOMMENDED COORDINATING AGENCY FOR POLICY INITIATION AND PROGRAM DEVELOPMENT. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012179</dc:identifier>
<dc:title>COMMUNITY COLLEGES IN PENNSYLVANIA, A REPORT TO THE STATE BOARD OF EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>339</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Capital Outlay (for Fixed Assets)</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Educational Resources</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Federal Aid</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Coordinating Council for Higher Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE REPORTING COMMITTEE, DIRECTED BY A SENATE CONCURRENT RESOLUTION, HAS INVESTIGATED THE FINANCIAL ROLE OF THE STATE AS IT RELATES TO ASSISTANCE OF JUNIOR COLLEGES IN THE AREA OF CAPITAL CONSTRUCTION. THE CURRENT PROGRAM OF STATE SUPPORT IS REVIEWED, AND A NEW PLAN IS PROPOSED IN WHICH SOME OF THE ELEMENTS OF THE EXISTING PROGRAM ARE TO BE CONTINUED, SOME ARE TO BE DISCONTINUED, SOME ARE TO BE MODIFIED, AND SOME NEW ELEMENTS ARE TO BE ADDED. STEPS IN THE PROPOSED PLAN ARE OUTLINED, PROVIDING FOR LONG-RANGE PLANNING AND REVIEW, PROJECT SUBMISSION PROCEDURES AND REVIEW, AND PLAN SUBMISSION PROCEDURES AND REVIEW. LEGISLATION PURSUANT TO THE RECOMMENDATIONS IN THIS REPORT IS TO BE PREPARED AS SOON AS POSSIBLE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012180</dc:identifier>
<dc:title>SUMMARY OF THE COORDINATING COUNCIL FOR HIGHER EDUCATION&apos;S REPORT ON JUNIOR COLLEGE CAPITAL OUTLAY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Ability</dc:subject>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Academic Aptitude</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Prediction</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>FINCHER, CAMERON</dc:creator>
<dc:type></dc:type>
<eric:keywords>GEORGIA</eric:keywords>
<eric:keywords_geo>Georgia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESULTS ARE REPORTED FOR THE FIRST PHASE OF A LONGITUDINAL STUDY OF APPROXIMATELY 1,600 STUDENTS SEEKING TO TRANSFER IN 1964 FROM SEVEN PUBLIC AND EIGHT PRIVATE JUNIOR COLLEGES. WHILE A 2-YEAR PATTERN OF EDUCATION IS MOST COMMON, ONE-THIRD OF THE STUDENTS SURVEYED ARE SEEKING EARLIER TRANSFER. OVER 90 PERCENT PROPOSE TO TRANSFER TO A SENIOR PUBLIC INSTITUTION. SAT SCORES ARE SIMILAR FOR TRANSFER-SEEKING STUDENTS AT BOTH PUBLIC AND PRIVATE JUNIOR COLLEGES AND DO NOT VARY SIGNIFICANTLY FROM THOSE OF ALL ENTERING JUNIOR COLLEGE STUDENTS IN 1962. HOWEVER, BOTH SAT VERBAL AND MATH SCORES ARE SIGNIFICANTLY LOWER THAN THOSE OF STUDENTS ENTERING PUBLIC SENIOR INSTITUTIONS AS FRESHMEN. WHILE THE HIGH SCHOOL GPA IS A BETTER PREDICTOR OF GRADES IN PUBLIC JUNIOR COLLEGES THAN IN PRIVATE  JUNIOR COLLEGES--MEAN HIGH SCHOOL GRADE AVERAGES ARE SIGNIFICANTLY HIGHER AT THE .01 LEVEL OF CONFIDENCE--COMPARATIVE DATA ON COLLEGE GRADE AVERAGES ARE LESS CLEAR. IT IS CONCLUDED THAT THE SENIOR COLLEGE FRESHMAN HAS AN INITIAL ADVANTAGE OVER THE JUNIOR COLLEGE FRESHMAN AND THAT IN FOLLOWUP STUDIES ADEQUATE CONTROLS MUST BE INCLUDED FOR THE PROPOSED COMPARISON OF TRANSFER PERFORMANCE WITH THE PERFORMANCE OF CONTINUING STUDENTS IN SENIOR INSTITUTIONS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE GEORGIA ASSOCIATION OF COLLEGES (GEORGIA CENTER OF CONTINUING EDUCATION, AUGUST 24, 1966). (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012181</dc:identifier>
<dc:title>STUDENTS SEEKING TRANSFER FROM JUNIOR COLLEGES IN GEORGIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-08-24</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Centers</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Costs</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>WIENS, JACOB H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Mateo)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PERMIT COMPARATIVE ANALYSIS FOR PURPOSES OF EDUCATIONAL PLANNING AT SAN MATEO, FIVE INSTITUTIONS WITH SYSTEMS PROGRAMS ARE EVALUATED ON THE BASIS OF TRIP NOTES. OAKLAND COMMUNITY COLLEGE HAS BEEN COMPLETELY ORGANIZED AROUND THE VOLUNTARY WORK-STUDY LABORATORY APPROACH TO LEARNING. ORAL ROBERTS UNIVERSITY, OKLAHOMA CHRISTIAN COLLEGE, HENRY FORD COMMUNITY COLLEGE, AND MT. SAN JACINTO COLLEGE HAVE ADAPTED NEW PROGRAMS TO EXISTING FACILITIES AND CURRICULUM. THE INTRODUCTION OF PROGRAMED INSTRUCTIONAL MEDIA HAS BEEN ACCOMPANIED BY THE ADDITION OF AUDIOVISUAL EQUIPMENT AND STUDY CARRELS. (THIS EQUIPMENT IS DESCRIBED AND COMPARED.) LIMITATIONS ON FACILITIES AND BUDGET AT SAN MATEO PRECLUDE THE INTRODUCTION OF CARRELS, BUT MODIFICATION OF THE MT. SAN JACINTO PROGRAM APPEARS FEASIBLE  IN TERMS OF TRANSLATION AND COST. STUDENT-FACULTY RATIOS AND FACULTY ORIENTATION TECHNIQUES ARE ALSO IMPORTANT ASPECTS OF PLANNING. AN APPENDIX CONTAINS DESCRIPTIVE MATERIAL ON THE INTRUCTIONAL METHOD USED AT OAKLAND COLLEGE. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012182</dc:identifier>
<dc:title>SYSTEMS APPROACH TO LEARNING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>College Admission</dc:subject>
<dc:subject>College Applicants</dc:subject>
<dc:subject>College Entrance Examinations</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>RAMSEY, ROBERT R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Scholastic Aptitude Test</eric:keywords>
<eric:keywords>RICHMOND</eric:keywords>
<eric:keywords_test>SAT (College Admission Test)</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Virginia State Council of Higher Education, Richmond.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO COMPLY WITH LEGISLATIVE ACTION, THIS STUDY HAS BEEN PREPARED AS THE FIRST PART OF A PROPOSED TWO-PART SERIES DESCRIBING THE CHARACTERISTICS OF COLLEGE FRESHMEN IN VIRGINIA&apos;S PUBLIC INSTITUTIONS OF HIGHER EDUCATION. ADMISSION APPLICATIONS FOR FALL, 1966, WERE RECEIVED FROM 30,996 FRESHMEN. SEVENTY PERCENT OF THE VIRGINIA APPLICANTS WERE IN THE UPPER HALF OF THEIR CLASS, AND 83 PERCENT WERE ACCEPTED. ALTHOUGH OUT-OF-STATE APPLICANTS RANKED HIGHER THAN VIRGINIA APPLICANTS IN CLASS STATUS AND COLLEGE BOARD SCORES, ONLY 43 PERCENT WERE ACCEPTED. TABLES INCLUDE DATA ON IN-STATE AND OUT-OF-STATE APPLICANTS, THE DISTRIBUTION OF 2-YEAR AND 4-YEAR APPLICATIONS AND MULTIPLE APPLICATIONS, CLASS RANK OF APPLICANTS, AND SAT VERBAL AND MATH SCORES OF APPLICANTS. IN ADDITION, THE  ADMISSIONS POLICIES, PROCEDURES, AND MINIMUM REQUIREMENTS OF THE PUBLIC INSTITUTIONS SURVEYED ARE SUMMARIZED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012183</dc:identifier>
<dc:title>VIRGINIA STATE-CONTROLLED INSTITUTIONS OF HIGHER EDUCATION, FALL 1966. STUDENT ADMISSIONS, PART 1.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>131</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Planning</dc:subject>
<dc:subject>Community Development</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Educational Planning</dc:subject>
<dc:subject>Master Plans</dc:subject>
<dc:subject>School Location</dc:subject>
<dc:subject>State Aid</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:subject>State Standards</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington State Board of Education, Olympia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CONDITIONS SUPPORTING THE PROPOSED EXPANSION OF THE COMMUNITY COLLEGE SYSTEM IN WASHINGTON ARE OUTLINED IN THIS SURVEY OF STATE EDUCATIONAL NEEDS. THE HISTORY AND DYNAMIC GROWTH OF THE 2-YEAR COLLEGES ARE DESCRIBED. AT PRESENT, 17 PUBLIC COMMUNITY COLLEGES AND 10 VOCATIONAL CENTERS ARE ESTABLISHED BUT ENROLLMENT ESTIMATES AND INCREASING DEMAND FOR HIGHER EDUCATION LEAD TO A PLAN FOR CREATING NINE ADDITIONAL INSTITUTIONS. AREAS WHICH WOULD QUALIFY FOR INSTITUTIONAL DEVELOPMENT ARE SUGGESTED IN TERMS OF ENROLLMENT NEEDS AND GEOGRAPHICAL LOCATION. STATE ENABLING LEGISLATION IS CITED. A STEP-BY-STEP PROCEDURE FOR IMPLEMENTATION OF THE PLAN IS OUTLINED AND A SYSTEM OF SHARED FUNDING RESPONSIBILITY, PROGRAM COORDINATION, AND UNIFORM STATE SUPPORT IS RECOMMENDED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012184</dc:identifier>
<dc:title>LONG-RANGE PLAN FOR THE DEVELOPMENT OF THE COMMUNITY COLLEGE SYSTEM IN THE STATE OF WASHINGTON.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>54</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Libraries</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning Resources Centers</dc:subject>
<dc:subject>Libraries</dc:subject>
<dc:subject>Library Facilities</dc:subject>
<dc:subject>Library Materials</dc:subject>
<dc:subject>Multimedia Instruction</dc:subject>
<dc:subject>Special Libraries</dc:subject>
<dc:subject>Systems Approach</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>LEE, C. LORAN</dc:creator>
<dc:type></dc:type>
<eric:keywords>Instructional Center Library</eric:keywords>
<eric:keywords>Mount San Jacinto College CA</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FIRST STEP IN USING THE MULTIMEDIA APPROACH IS WRITING OBJECTIVES IN BEHAVIORAL TERMS. THE SECOND STEP INVOLVES THE DETERMINATION OF WHICH MEDIA OR &amp;quot;TOOLS&amp;quot; WILL BEST MEET THE NEEDS OF THE STUDENTS IN ACCOMPLISHING THE SPECIFIC OBJECTIVES. ADMINISTRATORS AT MOUNT SAN JACINTO FELT THAT THE ROLE OF THE LIBRARY IN THIS APPROACH IS TO SERVE THE INSTRUCTIONAL NEEDS OF THE SCHOOL. RESEARCH INTO PLANNING THE NEW LIBRARY REVEALED THE WEAKNESSES OF THE TRADITIONAL LIBRARY. THE INSTRUCTIONAL CENTER LIBRARY (ICL) IS CONCEIVED AS A TOTAL INSTRUCTIONAL RESOURCE CENTER. THE IMPLICATIONS FOR LIBRARY PERSONNEL ARE GREAT. THE LIBRARIAN MUST BE AWARE OF THE PROBLEMS IN TEACHING, HAVE HAD EXPERIENCE IN AUDIOVISUAL WORK, HAVE HAD ADEQUATE LIBRARY TRAINING, AND POSSESS AN APPROPRIATE CREDENTIAL.  THE ICL FACILITIES INCLUDE CARRELS WITH FILMSTRIP PROJECTORS AND TAPE RECORDER, FACULTY OFFICES, CLASSROOMS, SMALL GROUP-DISCUSSION ROOMS, LISTENING STATIONS, AND THE MULTIMEDIA MATERIALS WHICH EACH INSTRUCTOR MUST PRODUCE TO MEET HIS OBJECTIVES. THERE HAVE BEEN WEEKLY AND MONTHLY INSTRUCTIONAL MATERIAL CIRCULATION REPORTS AND A STUDENT AND FACULTY QUESTIONNAIRE TO DETERMINE THE REACTIONS AND SUGGESTIONS FOR IMPROVEMENT. SAMPLES AND ANALYSIS OF THE QUESTIONNARIES ARE INCLUDED IN THE REPORT. (HS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012185</dc:identifier>
<dc:title>THE CHANGING ROLE OF THE LIBRARY ON THE JUNIOR COLLEGE CAMPUS - A CASE STUDY AT MT. SAN JACINTO COLLEGE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>49</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Student Experience</dc:subject>
<dc:subject>Student Reaction</dc:subject>
<dc:subject>Terminal Students</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>STORER, MARJORIE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE WHETHER GRADUATES HAD BEGUN TO REALIZE THEIR ASPIRATIONS AND TO ASSESS THE CONTRIBUTIONS OF CHICAGO CITY COLLEGE (CCC) TO THEIR PRESENT STATUS, DATA FROM A 55 PERCENT RESPONSE TO A QUESTIONNAIRE 15 MONTHS AFTER GRADUATION WERE COMPARED WITH A STUDY CONDUCTED IMMEDIATELY AFTER GRADUATION. THE INVENTORY IDENTIFIES THOSE GRADUATES PRESENTLY ATTENDING A SENIOR INSTITUTION AND RELATES THEIR PRESENT CURRICULUM CHOICES TO THEIR CCC CHOICES. IT ALSO IDENTIFIES THOSE GRADUATES WHO ARE NOT ATTENDING ANY SENIOR INSTITUTION AND RELATES THE RELATIVE CONTRIBUTION OF THEIR CCC CURRICULUM CHOICES TO THEIR PRESENT JOBS. DATA INDICATE A HIGH CORRELATION BETWEEN CCC CURRICULUM CHOICES AND CHOICES BY GRADUATES IN SENIOR INSTITUTIONS. HOWEVER, THE LARGE PERCENTAGE OF NEGATIVE RESPONSES  TO A QUESTION CONCERNING CURRICULUM CHOICE IN RELATION TO SPECIFIC JOB PREPARATION INDICATES A NEED FOR A MORE CRITICAL LOOK AT THE CCC PROGRAM. FOR ARTICULATION PURPOSES, IT IS NOTED THAT 85 PERCENT OF THE 1965 TRANSFER STUDENTS ARE ENROLLED IN 10 INSTITUTIONS. EIGHTY-TWO PERCENT OF THE GRADUATES RESPONDING (565 OF 685) HAVE CONTINUED THEIR EDUCATION ON SOME LEVEL. VOLUNTARY EXPRESSIONS OF OPINION FROM THE GRADUATES ARE APPENDED. (AL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012186</dc:identifier>
<dc:title>A PROFILE OF CHICAGO CITY COLLEGE 1965 GRADUATES, FOLLOW-UP NUMBER 2.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Counseling Services</dc:subject>
<dc:subject>Dropout Rate</dc:subject>
<dc:subject>Dropout Research</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Two Year Colleges</dc:subject>
<dc:creator scheme='personal author'>HILLEARY, HELENA</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Van Nuys)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles Valley Coll., Van Nuys, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A COMPARISON WAS MADE OF THE RESULTS OF A STUDY IN SPRING 1962, OF EVENING STUDENTS WHO WITHDREW FROM CLASSES OFFICIALLY (THE &amp;quot;OCW&amp;quot; GROUP) AND OF A QUESTIONNAIRE STUDY IN THE FOLLOWING YEAR OF THOSE WHO WITHDREW FROM EVENING CLASSES UNOFFICIALLY (THE &amp;quot;UCW&amp;quot; GROUP). STUDENTS IN BOTH GROUPS USUALLY HAD HAD NO PREVIOUS COLLEGE UNITS AND WERE USUALLY WORKING MORE THAN 40 HOURS PER WEEK. A GREATER PERCENTAGE OF THE OCW POPULATION HAD DROPPED CLASSES PREVIOUSLY AND HAD MADE USE OF THE SCHOOL&apos;S COUNSELING SERVICES. GENERALLY, THE OCW GROUP REPORTED HAVING MORE OCCUPATIONAL AND FEWER &amp;quot;PERSONAL-SOCIAL&amp;quot; REASONS FOR ATTENDING SCHOOL. MORE STUDENTS IN THE UCW GROUP EXPRESSED DISSATISFACTION WITH THE COURSE OR THE INSTRUCTOR WHILE MORE IN THE OCW GROUP SAID THEY DROPPED BECAUSE THEY WERE  WORKING OVERTIME. STUDENTS SHOULD BE ENCOURAGED TO MAKE GREATER USE OF THE COUNSELING SERVICES IN ORDER TO DEVELOP MORE REALISTIC ACADEMIC GOALS. (AD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012187</dc:identifier>
<dc:title>A COMPARATIVE STUDY OF OFFICIAL AND UNOFFICIAL CLASS WITHDRAWALS AT LOS ANGELES VALLEY COLLEGE, EVENING DIVISION, SPRING SEMESTER 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-12-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>American Indians</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Handwriting</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Mexican American Education</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Speech</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:creator scheme='personal author'>POTTS, ALFRED M., 2D</dc:creator>
<dc:creator scheme='personal author'>SIZEMORE, MAMIE</dc:creator>
<dc:type></dc:type>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Colorado (Alamosa)</eric:keywords>
<eric:keywords>NEW MEXICO</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>New Mexico</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Adams State Coll. of Colorado, Alamosa.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKSHOP REPORT WAS PREPARED AS A GUIDE FOR TEACHERS OF INDIAN CHILDREN IN THE FOUR CORNERS AREA OF ARIZONA, COLORADO, NEW MEXICO, AND UTAH. A BRIEF DESCRIPTION IS GIVEN OF THE HISTORY AND DEVELOPMENT, UP TO THEIR PRESENT STATUS, OF UTE MOUNTAIN UTES, SOUTHERN UTES, JICARILLA APACHES, PUEBLO INDIANS OF NEW MEXICO, AND NAVAJOS. THE STATED PURPOSES ARE TO PROVIDE TEACHERS WITH INSIGHTS INTO PROBLEMS OF EDUCATING THESE CHILDREN AND TO PROVIDE KNOWLEDGE OF THEIR DIFFERENT CULTURAL BACKGROUNDS, LEARNING AND BEHAVIOR PROBLEMS, AND VALUES. PROBLEMS INHERENT IN THEIR CULTURAL TRANSLATION ARE DISCUSSED TO INDICATE AREAS OF NEEDED UNDERSTANDING, FOREMOST AMONG WHICH IS DEVELOPING THE ABILITY TO COMMUNICATE EFFECTIVELY IN ENGLISH. SEVERAL METHODS FOR TEACHING ENGLISH ARE DESCRIBED,  BOTH FOR BEGINNERS AND FOR UPPER-GRADE STUDENTS. SHORT SECTIONS DISCUSS METHODS OF TEACHING SOCIAL STUDIES, ARITHMETIC, AND SCIENCE. PROBLEMS OF INTELLIGENCE AND ACHIEVEMENT TESTING ARE DISCUSSED. THE PUBLICATION EMPHASIZES THAT THESE CHILDREN SHOULD BE TESTED ONLY WHEN A DEFINITE PURPOSE IS TO BE SERVED AND THEN WITH GREAT CARE, SINCE MOST STANDARDIZED TESTS DO NOT INDICATE ACCURATELY THE CAPABILITIES OF INDIAN CHILDREN. MANY BIBLIOGRAPHIES, REFERENCES, AND TEACHING AIDS ARE GIVEN. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR CULTURAL STUDIES, ADAMS STATE COLLEGE, ALAMOSA, COLORADO 81101. (DD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012188</dc:identifier>
<dc:title>DEVELOPING CURRICULUM FOR INDIAN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>141</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Counseling</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Dictionaries</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Labor</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Psychology</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Rural Education</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Surveys</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Tests</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>POTTS, ALFRED M., 2D</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Alamosa)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Adams State Coll. of Colorado, Alamosa.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>&amp;quot;KNOWING AND EDUCATING THE DISADVANTAGED&amp;quot; IS AN ANNOTATED BIBLIOGRAPHY OF MATERIALS RELATED TO THE EDUCATION OF MIGRANTS OR THE ECONOMICALLY DISADVANTAGED. IT IS ARRANGED BY BOTH TOPIC AND TITLE INDEXES. TOPICS INCLUDE AGRICULTURE, AMERICAN CULTURE, DIRECTORIES, BIBLIOGRAPHIES, GUIDES, HANDBOOKS, ADMINISTRATION AND ORGANIZATION OF EDUCATION, ADULT EDUCATION, CULTURE, EARLY CHILDHOOD EDUCATION, ELEMENTARY EDUCATION, EDUCATIONAL GOALS, HEALTH EDUCATION, HOME ECONOMICS, INDIAN EDUCATION, MIGRANT EDUCATION, PRIMARY EDUCATION, RURAL EDUCATION, SECONDARY EDUCATION, EDUCATION AND GENERAL STATISTICS, TEACHER EDUCATION, VOCATIONAL EDUCATION, GUIDANCE AND COUNSELING, HEALTH, IMMIGRANTS, INDIAN AMERICANS, LABOR, LANGUAGE AND LANGUAGE ARTS, LEGISLATION, MIGRANTS, MINORITY GROUPS, NEGRO  AMERICANS, POVERTY PSYCHOLOGY, PUBLIC RELATIONS, PUERTO RICANS, SOCIOLOGY, SPANISH AMERICANS, AND TESTS AND TESTING. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012189</dc:identifier>
<dc:title>KNOWING AND EDUCATING THE DISADVANTAGED, AN ANNOTATED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>462</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Speech Education</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Units of Study</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:creator scheme='personal author'>CARSTENS, JERALD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Speech Association of America</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Univ., River Falls.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED ON THE HIGH SCHOOL SPEECH EDUCATION RECOMMENDATIONS OF THE WISCONSIN STATE DEPARTMENT OF PUBLIC INSTRUCTION, A STUDY WAS MADE TO INVESTIGATE THE NATURE OF SPEECH EDUCATION IN NORTHWESTERN WISCONSIN SECONDARY SCHOOLS. IT WAS HOPED THAT THE RESULTS COULD BE USED TO IMPROVE NOT ONLY HIGH SCHOOL SPEECH INSTRUCTION, BUT ALSO SPEECH TEACHER EDUCATION CURRICULUMS IN HIGHER EDUCATION. THE SPECIFIC RECOMMENDATIONS INCLUDED ARE THOSE PERTAINING TO THE ROLE OF SPEECH IN THE LANGUAGE ARTS CURRICULUM, TO CERTIFICATION OF SPEECH TEACHERS, AND TO THE GOALS AND CURRICULUM UNITS FOR A REQUIRED HIGH SCHOOL SPEECH COURSE. DATA WERE COLLECTED BY QUESTIONNAIRES SENT TO SPEECH TEACHERS IN EVERY PUBLIC AND PAROCHIAL HIGH SCHOOL IN THE 16 COUNTIES OF NORTHWESTERN WISCONSIN. THE QUESTIONNAIRE IS  INCLUDED IN THIS REPORT. INFORMATION FROM THE 80 RETURNED QUESTIONNAIRES (93 PERCENT OF THE SAMPLE) IS PRESENTED IN TABULATED FORM. THE STUDY CONCLUDED THAT (1) ABOUT 99 PERCENT OF THE SCHOOLS DO NOT HAVE A SPEECH CURRICULUM, (2) ABOUT 66 PERCENT OF THE SCHOOLS DO NOT HAVE AN ELECTIVE SPEECH COURSE OFFERED AT THE UPPER CLASS LEVEL, (3) MOST SCHOOLS LACK THE DIRECTION OF PROPERLY TRAINED SPEECH INSTRUCTORS, AND (4) THE TEACHER EDUCATION INSTITUTIONS SERVING THE HIGH SCHOOLS OF NORTHWESTERN WISCONSIN MUST HELP TO RAISE THE LEVEL OF SPEECH EDUCATION. A SHORT BIBLIOGRAPHY IS INCLUDED. (RB)</dc:description>
<dc:identifier scheme='eric_accno'>ED012190</dc:identifier>
<dc:title>A SURVEY OF SPEECH EDUCATION IN NORTHWESTERN WISCONSIN HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>55</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Disadvantaged Environment</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Self Help Programs</dc:subject>
<dc:creator scheme='personal author'>MCNICKLE, D&apos;ARCY</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL CONFERENCE ON POVERTY IN SOUTHWEST 1965</eric:keywords>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>Arizona (Tucson)</eric:keywords>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Arizona (Tucson)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS SPEECH PREPARED FOR THE 1965 NATIONAL CONFERENCE ON POVERTY IN THE SOUTHWEST (TUCSON, JANUARY 25-26, 1965) MR. MCNICKLE BRIEFLY TRACES THE TREATMENT OF THE AMERICAN INDIAN FROM FOREIGN COLONIZATION TO THE PRESENT. NOT ONLY WERE THE INDIANS DEPRIVED OF AN ENTIRE CONTINENT, BUT THEY LOST ETHNIC, TRIBAL, AND SELF-CONCEPT IDENTIFICATIONS. THEY LEARNED TO DISTRUST MOST FORMS OF HELP BECAUSE OF A LACK OF SINCERITY ON THE PART OF THE HELPER. ALTHOUGH THERE HAS RECENTLY BEEN AN UPSWING IN THE INDIAN&apos;S DESIRE TO PARTICIPATE IN GREATER AMERICAN SOCIETY, THERE IS A STRONG COUNTER-CONSERVATISM INGRAINED THROUGH YEARS OF REBUFF. WHAT THE INDIANS WOULD LIKE IS THE CHANCE, THROUGH SELF-HELP PROGRAMS, TO FIND THEIR OWN EQUILIBRIUM IN AMERICAN SOCIETY, RATHER THAN BEING FORCED TO  ASSIMILATE BY GIVING UP WHAT IS LEFT OF THEIR &amp;quot;INDIAN-NESS.&amp;quot; (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012191</dc:identifier>
<dc:title>INDIANS IN THE LAND OF PLENTY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Antisocial Behavior</dc:subject>
<dc:subject>Democratic Values</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Primary Education</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Student Personnel Services</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>HENDERSON, GEORGE M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>OREGON</eric:keywords>
<eric:keywords>LEBANON</eric:keywords>
<eric:keywords_geo>Lebanon</eric:keywords_geo>
<eric:keywords_geo>Oregon</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE PROVIDES CLASSROOM TEACHERS WITH AN OVERVIEW OF THE CHARACTERISTICS OF CULTURAL AND EDUCATIONAL DEPRIVATION, AND INDICATES HOW THESE CHARACTERISTICS INFLUENCE THE DEPRIVED CHILD&apos;S REACTION TO THE ENTIRE SCHOOL SETTING. SUGGESTIONS ARE GIVEN FOR HELPING THE TEACHER ADJUST TO THE CHILD AND FOR HELPING THE CHILD ADJUST TO THE SCHOOL. A BIBLIOGRAPHY CONCLUDES THE GUIDE. (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012192</dc:identifier>
<dc:title>UNDERSTANDING AND TEACHING THE CULTURALLY DEPRIVED CHILD, AN OVERVIEW GUIDE FOR LEBANON CLASSROOM TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-03</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Cultural Pluralism</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Emotional Development</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Eskimos</dc:subject>
<dc:subject>Intellectual Development</dc:subject>
<dc:subject>Moral Values</dc:subject>
<dc:subject>Social Development</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:creator scheme='personal author'>SIZEMORE, MAMIE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ARIZONA</eric:keywords>
<eric:keywords>NEW MEXICO</eric:keywords>
<eric:keywords>United States (Southwest)</eric:keywords>
<eric:keywords>COLORADO</eric:keywords>
<eric:keywords>OKLAHOMA</eric:keywords>
<eric:keywords>Athapascan (Tribe)</eric:keywords>
<eric:keywords>New Mexico (Taos)</eric:keywords>
<eric:keywords>UTAH</eric:keywords>
<eric:keywords>Adams State College CO</eric:keywords>
<eric:keywords>Colorado (Alamosa)</eric:keywords>
<eric:keywords>ROCKY MOUNTAINS</eric:keywords>
<eric:keywords>ALASKA</eric:keywords>
<eric:keywords>KANSAS</eric:keywords>
<eric:keywords>TEXAS</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:keywords_geo>Arizona</eric:keywords_geo>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Kansas</eric:keywords_geo>
<eric:keywords_geo>New Mexico</eric:keywords_geo>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:keywords_geo>Texas</eric:keywords_geo>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Adams State Coll. of Colorado, Alamosa.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS A COLLECTION OF ARTICLES WRITTEN BY MEMBERS OF THE COLORADO INDIAN EDUCATION WORKSHOP. THE ARTICLES ARE CONCERNED WITH THE PROBLEMS OF SOCIAL, CULTURAL, MORAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF BILINGUAL-BICULTURAL CHILDREN, AS A MEANINGFUL CURRICULUM IS DEVELOPED TO CORRELATE WITH THEIR SOCIAL AND CULTURAL ENVIRONMENT. THE CHILDREN CITED IN THE ARTICLES ARE--NAVAJO, APACHE, PUEBLO, COMANCHE, UTE, ESKIMO, AND SPANISH-AMERICAN. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012193</dc:identifier>
<dc:title>COLORADO INDIAN EDUCATION WORKSHOP PAPERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>81</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Language</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Social Discrimination</dc:subject>
<dc:subject>Sociology</dc:subject>
<dc:subject>Spanish</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:subject>Spanish Culture</dc:subject>
<dc:creator scheme='personal author'>KNOWLTON, CLARK S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>United States (Southwest)</eric:keywords>
<eric:keywords>Nevada (Las Vegas)</eric:keywords>
<eric:keywords>NEW MEXICO</eric:keywords>
<eric:keywords>New Mexico (San Miguel County)</eric:keywords>
<eric:keywords_geo>Nevada (Las Vegas)</eric:keywords_geo>
<eric:keywords_geo>New Mexico</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THIS SPEECH TO THE TEACHERS OF LAS VEGAS, NEW MEXICO, THE AUTHOR REFERS TO THE RICH SPANISH, MEXICAN, AND INDIAN CULTURES AVAILABLE FOR SOCIOLOGICAL STUDY IN NORTHERN NEW MEXICO AND SOUTHWESTERN UNITED STATES. HE BELIEVES THE PLIGHT OF THE INDIANS AND THE SPANISH AMERICAN PEOPLE IS DUE TO DEPRIVATION FROM POLITICAL OFFICE, SOCIOLOGICAL ADVANCEMENT, ECONOMIC SECURITY, EDUCATIONAL SUCCESS, AND FROM LACK OF KNOWLEDGE OF THE GREAT ACHIEVEMENTS IN THEIR OWN HISTORICAL AND CULTURAL BACKGROUNDS. THIS DEPRIVATION RESULTS FROM THE ANGLO-AMERICAN CONTROL AND INFLUENCE IN SCHOOL AND GOVERNMENT. TO PROMOTE THE SPANISH AMERICAN CAUSE, THE AUTHOR PROPOSES A PLAN WHICH IS--(1) TO EVALUATE THE SPANISH AMERICAN HISTORICAL AND CULTURAL ROLES IN THE FUTURE OF THE SOUTHWEST, (2) TO MAKE THE  SPANISH AMERICAN PEOPLE AND ENTIRE NATION AWARE OF THEIR TRAGIC EXPERIENCES, (3) TO AROUSE THE FEDERAL AND STATE GOVERNMENTS SO THAT THE CONDITIONS OF POVERTY, DISCRIMINATION, AND APATHY MAY BE OVERCOME, AND (4) TO INSTRUCT THE BILINGUAL MEXICAN AMERICAN AND SPANISH AMERICAN STUDENTS IN BOTH SPANISH AND ENGLISH. DR. KNOWLTON CONCLUDES BY SAYING THAT THE RESULTANT BETTER EDUCATION WILL ENABLE THESE PEOPLE TO BECOME MORE ACTIVE IN ASSUMING THEIR RIGHTFUL PLACE IN SOCIETY. THIS SPEECH WAS PREPARED FOR THE 1966 TEACHER ORIENTATION (WEST LAS VEGAS, NEW MEXICO CITY SCHOOLS, AUGUST 31, 1966). (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012194</dc:identifier>
<dc:title>SPANISH-AMERICAN SCHOOLS IN THE 1960&apos;S.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Blacks</dc:subject>
<dc:subject weight='MAJOR'>Church Programs</dc:subject>
<dc:subject weight='MAJOR'>Citizenship</dc:subject>
<dc:subject weight='MAJOR'>Mexican Americans</dc:subject>
<dc:subject weight='MAJOR'>Migrant Programs</dc:subject>
<dc:subject weight='MAJOR'>Migrants</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:creator scheme='personal author'>KOCH, WILLIAM H., JR.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BOOK IS A CLOSE-UP VIEW OF THE &quot;LOW-STATUS&quot; AGRICULTURAL WORKER, BASED ON AND BUILT AROUND THREE ACTUAL CASE STUDIES OF THE MIGRANT CITIZENSHIP EDUCATION PROJECT. CONDUCTED UNDER A GRANT TO THE DIVISION OF CHRISTIAN LIFE AND MISSION OF THE NATIONAL COUNCIL OF CHURCHES, THIS PROJECT SUCCEEDED IN ESTABLISHING PRINCIPLES FOR SELF-HELP PROGRAMS THAT COULD BE USED BY ANY COMMUNITY IN WORKING WITH ITS UNDERPRIVILEGED GROUPS. &quot;DIGNITY OF THEIR OWN&quot; PROVIDES PRACTICAL TESTED-IN-ACTION PRINCIPLES TO SERVE AS GUIDEPOSTS FOR THOSE WHO WOULD REACH ACROSS THE BARRIERS THAT SEPARATE THE &quot;LOW- STATUS&quot; PEOPLE FROM THE REST OF SOCIETY. THIS BOOK WAS PUBLISHED BY FRIENDSHIP PRESS, 475 RIVERSIDE DRIVE, NEW YORK, NEW YORK 10027, 190 PAGES, $1.95. (AUTHOR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012195</dc:identifier>
<dc:title>DIGNITY OF THEIR OWN. HELPING THE DISADVANTAGED BECOME FIRST-CLASS CITIZENS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:00:54</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Communications</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Organizational Change</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Staff Orientation</dc:subject>
<dc:subject>Students</dc:subject>
<dc:type></dc:type>
<eric:keywords>Missouri (University City)</eric:keywords>
<eric:keywords>Ford Foundation</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>University City School District, MO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BECAUSE OF GROUNDWORK ACCOMPLISHED IN THE COMPREHENSIVE PROJECT FOR IMPROVEMENT IN LEARNING AND OTHER COMPLEMENTARY FACTORS, THE SCHOOL DISTRICT OF UNIVERSITY CITY, MISSOURI, BELIEVES IT IS IN THE UNIQUE POSITION OF BEING ABLE TO COMPLETELY REVAMP ITS EDUCATIONAL STRUCTURE, RATHER THAN RENOVATING PIECEMEAL THE EXISTING FRAMEWORK, AS IS COMMONLY DONE. THE CREATION OF THE NEW KIND OF SCHOOL SYSTEM WOULD MOVE FORWARD SIMULTANEOUSLY IN FOUR INTERRELATED AREAS--CURRICULUM DEVELOPMENT, SUPPORTIVE ORGANIZATIONAL DEVELOPMENT, EVALUATION METHODOLOGY, AND RESEARCH COMMUNICATION. THE PHILOSOPHICAL GOAL OF THIS NEW SCHOOL WOULD BE TO CREATE AN EDUCATIONAL PROGRAM INTENDED TO AID STUDENTS IN BECOMING RESPONSIBLE, PERCEPTIVE, SELF-DIRECTED, SELF-EDUCATED, AND COMPETENT CITIZENS IN A SOCIETY  WHICH WE CANNOT NOW ENVISION. (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012196</dc:identifier>
<dc:title>ENVISIONING A NEW KIND OF SCHOOL, A PLAN FOR REDESIGNING A TOTAL SCHOOL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>46</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Community</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Facilities</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Rural Schools</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>HARTENBERGER, WALTER L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MONTANA</eric:keywords>
<eric:keywords_geo>Montana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDIVIDUALIZATION OF INSTRUCTION IS A DISTINCT ADVANTAGE OF A SMALL, RURAL HIGH SCHOOL. FIVE FACTORS OPERANT IN INDIVIDUALIZATION ARE THE DIRECT GOAL-CENTERED INFLUENCES OF THE COMMUNITY, TEACHER PREPARATION, THE CLASSROOM ENVIRONMENT, USE OF THE PHYSICAL PLANT, AND OPTIMAL USE OF SCHOOL FUNDS. SPECIFIC INSTRUCTIONAL INNOVATIONS IN MOCCASIN, MONTANA, SCHOOLS ARE CITED. THIS ARTICLE IS A REPRINT FROM &amp;quot;THE COLLEGE OF EDUCATION RECORD,&amp;quot; VOLUME 51, NUMBER 3, DECEMBER 1965. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012197</dc:identifier>
<dc:title>DEVELOPING AN INDIVIDUALIZED INSTRUCTIONAL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Audiovisual Instruction</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Independent Study</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Secondary Schools</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:creator scheme='personal author'>BORDEN, CHARLES</dc:creator>
<dc:creator scheme='personal author'>LLOYD, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>WESTERN STATES SMALL SCHOOLS PROJECT</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada Western States Small Schools Project, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT IS A DOCUMENTATION OF AN INDIVIDUALIZED ENGLISH PROGRAM AT WELLS, NEVADA, DURING THE SCHOOL YEARS 1963-64 AND 1964-65. THE PROCEDURE, THE METHODS, THE OBJECTIVES, THE LESSON ASSIGNMENTS, SAMPLES OF STUDENTS WORK, STUDENT AND PARENT EVALUATION OF THE PROGRAM, AND CONCLUSIONS ARE PRESENTED IN DETAIL. A BIBLIOGRAPHY OF INSTRUCTIONAL MATERIALS IS INCLUDED. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012198</dc:identifier>
<dc:title>ENGLISH IN DEPTH, A PROMISING PRACTICE DEVELOPED BY THE WELLS HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Activities</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Humanities</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Television</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>BROWN, ROBERT M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>PROJECT CUE</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS ONE OF A SERIES OF MEDIA GUIDES SPONSORED BY THE NEW YORK STATE EDUCATION DEPARTMENT UNDER THE CUE SYSTEM. THE ENGLISH HUMANITIES ARE DIVIDED INTO 11 DIFFERENT TOPICS, COVERING AREAS OF COMMUNICATION, VOCABULARY, AND WORLD CULTURE. WITHIN EACH TOPIC IS A SERIES OF SUGGESTED FILM AND TELEVISION SUBJECTS. A DISCUSSION IS GIVEN ON EACH OF THE SUBJECTS INCLUDING A SYNOPSIS, A STATEMENT OF PURPOSE, SUGGESTED PREPARATION OF THE CLASS, THINGS PUPILS SHOULD LOOK AND LISTEN FOR, AND SUGGESTIONS FOR FOLLOWUP ACTIVITIES AND RELATED ACTIVITIES. A LIST OF PRODUCERS AND ADDRESSES IS INCLUDED. THIS DOCUMENT IS A LATER VERSION OF ED 003 785. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012199</dc:identifier>
<dc:title>CUE, ENGLISH HUMANITIES MEDIA GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>220</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cultural Activities</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Grade 9</dc:subject>
<dc:subject>Humanities</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Television</dc:subject>
<dc:subject>Videotape Recordings</dc:subject>
<dc:creator scheme='personal author'>BROWN, ROBERT M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS DOCUMENT IS ONE OF A SERIES OF MEDIA GUIDES SPONSORED BY THE NEW YORK STATE EDUCATION DEPARTMENT UNDER THE CUE SYSTEM. THE HUMANITIES AREAS ARE DIVIDED INTO 11 DIFFERENT TOPICS. WITHIN EACH TOPIC IS A SERIES OF SUGGESTED FILM AND TELEVISION SUBJECTS. A DISCUSSION IS GIVEN ON EACH OF THE SUBJECTS INCLUDING A SYNOPSIS, A STATEMENT OF PURPOSE, SUGGESTED PREPARATION OF THE CLASS, THINGS PUPILS SHOULD LOOK AND LISTEN FOR, AND SUGGESTIONS FOR FOLLOWUP ACTIVITIES AND RELATED ACTIVITIES. A LIST OF PRODUCERS AND THEIR ADDRESSES IS INCLUDED. THIS DOCUMENT IS A LATER VERSION OF ED 003 786. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012200</dc:identifier>
<dc:title>CUE, SOCIAL STUDIES HUMANITIES MEDIA GUIDE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>201</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Consumer Science</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:creator scheme='personal author'>PAOLUCCI, BEATRICE</dc:creator>
<dc:creator scheme='personal author'>THAL, HELEN M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL EDUCATION ASSOCIATION</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE HABITS OF YOUTH BETWEEN THE AGES OF 13 AND 20 AND HOW THIS INFORMATION COULD BE USED TO TEACH CONSUMER FINANCE TO SCHOOL YOUTH ARE PRESENTED IN THIS STUDY. THE INFORMATION IS IN REFERENCE TO THE AMOUNT OF MONEY SPENT, WHAT IS IT SPENT ON, CREDIT GIVEN TO YOUTH, FAMILY FINANCE, AND SAVING PROGRAMS. A SERIES OF QUESTIONS AND ANSWERS ARE PRESENTED TO HELP THE TEACHER FORM A TEACHING OUTLINE. THERE ARE 25 BIBLIOGRAPHIES FOR TEACHERS AND STUDENTS, AND A LIST OF AUDIOVISUAL AIDS. THIS DOCUMENT IS AVAILABLE AS STOCK NUMBER 261-08384 FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 27 PAGES, $0.75. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012201</dc:identifier>
<dc:title>YOUTH AND MONEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Parent School Relationship</dc:subject>
<dc:subject>Parent Teacher Conferences</dc:subject>
<dc:creator scheme='personal author'>PARKER, JACK T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Department of Classroom Teachers (NEA)</eric:keywords>
<eric:keywords>NATIONAL SCHOOL PUBLIC RELATIONS ASSOCIATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE FOR PARENT-TEACHER CONFERENCES PRESENTS DISCUSSIONS OF (1) THE NEED FOR CONFERENCES, (2) WHAT PARENTS WANT TO KNOW, (3) METHODS OF HANDLING GROUP AND INDIVIDUAL CONFERENCES, (4) EVALUATION AND FOLLOWUP PROCEDURES, AND (5) IDEAS WHICH MAKE CONFERENCES MORE PRODUCTIVE. INCLUDED IS A 17-ITEM REFERENCE LIST. THIS DOCUMENT IS AVAILABLE AS STOCK NUMBER 411-12580 FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 36 PAGES, FOR $0.75. (JH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012202</dc:identifier>
<dc:title>CONFERENCE TIME FOR TEACHERS AND PARENTS, A TEACHERS GUIDE TO SUCCESSFUL CONFERENCE REPORTING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1961-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Educational Attitudes</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Orientation</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Rural Urban Differences</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>HALLER, A. O.</dc:creator>
<dc:creator scheme='personal author'>WOLFF, CAROLE ELLIS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Cattell Culture Fair Intelligence Test</eric:keywords>
<eric:keywords>Sixteen Personality Factor Questionnaire</eric:keywords>
<eric:keywords>Michigan (Lenawee County)</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>MSU WORK BELIEFS CHECK LIST</eric:keywords>
<eric:keywords>CALIFORNIA TEST OF PERSONALITY</eric:keywords>
<eric:keywords>OCCUPATIONAL ASPIRATION SCALE</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_test>Cattell Culture Fair Intelligence Test</eric:keywords_test>
<eric:keywords_test>Sixteen Personality Factor Questionnaire</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE AND ITS SUPPLEMENT PRESENT THE RESULTS OF A SURVEY OF DIFFERENCES IN VALUES AND ASPIRATIONS OF BOYS RESIDING ON FARMS, IN RURAL NONFARM AND VILLAGE AREAS, AND IN SMALL URBAN AREAS OF LENAWEE COUNTY, MICHIGAN. THE DATA INCLUDE SEVERAL WORK-RELATED VALUE ORIENTATIONS, AS WELL AS EDUCATIONAL AND OCCUPATIONAL ASPIRATIONS OF THE 17-YEAR OLD SCHOOLBOYS IN 1957. INFORMATION WAS GATHERED BY MEANS OF A QUESTIONNAIRE AND A BATTERY OF TESTS ADMINISTERED BY TRAINED SOCIAL PSYCHOLOGISTS. THE RESULTS CONCLUDE THAT PERSONALITY ORIENTATIONS ARE RELATED TO RESIDENCE. ALSO INCLUDED IS A REVIEW OF THE STATISTICAL METHODOLOGY, PRESENTED WITH LATER RESULTS, WHICH FURTHER SUBSTANTIATE THE PREVIOUS CONCLUSION. THIS ARTICLE IS A REPRINT FROM &amp;quot;RURAL SOCIOLOGY,&amp;quot; VOLUME 27, NUMBER 3, SEPTEMBER  1962 AND WAS PRESENTED AS A PAPER AT THE RURAL SOCIOLOGICAL SOCIETY MEETINGS (PENNSYLVANIA STATE UNIVERSITY, AUGUST 26, 1960). (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012203</dc:identifier>
<dc:title>PERSONALITY ORIENTATIONS OF FARM, VILLAGE, AND URBAN BOYS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1962-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject weight='MAJOR'>Academic Achievement</dc:subject>
<dc:subject weight='MAJOR'>Aspiration</dc:subject>
<dc:subject weight='MAJOR'>Career Choice</dc:subject>
<dc:subject weight='MAJOR'>Education</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Personality</dc:subject>
<dc:subject>Reference Materials</dc:subject>
<dc:subject weight='MAJOR'>Rural Youth</dc:subject>
<dc:creator scheme='personal author'>HALLER, ARCHIBALD O.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE REVIEWS RESEARCH LITERATURE ON EDUCATIONAL AND OCCUPATIONAL CHOICES OF FARM BOYS, AND THE PROCESS BY WHICH THEIR OCCUPATIONAL PERFORMANCE IS INFLUENCED. IT CONCLUDES THAT GEOGRAPHIC ISOLATION AND PLANS REGARDING FARMING INFLUENCE THE NONFARM OCCUPATIONAL SUCCESS OF FARM-REARED YOUTH. THE ARTICLE SUGGESTS PRACTICAL PROGRAMS TO ALLEVIATE THE OCCUPATIONAL PROBLEMS WHICH RURAL YOUTH FACE. THIS ARTICLE IS A REPRINT FROM THE &quot;JOURNAL OF COOPERATIVE EXTENSION,&quot; SUMMER 1966. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012204</dc:identifier>
<dc:title>OCCUPATIONAL CHOICES OF RURAL YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:01:30</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Disease Control</dc:subject>
<dc:subject>Diseases</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Health</dc:subject>
<dc:subject>Research</dc:subject>
<dc:creator scheme='personal author'>SCHOONOVER, ROBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Jacksonville)</eric:keywords>
<eric:keywords>Florida Bureau of Entomology</eric:keywords>
<eric:keywords>Entomological Research Center FL</eric:keywords>
<eric:keywords>Midge Control Laboratory FL</eric:keywords>
<eric:keywords>Florida Bureau of Laboratories</eric:keywords>
<eric:keywords>Florida Bureau of Preventable Diseases</eric:keywords>
<eric:keywords_geo>Florida (Jacksonville)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Florida State Board of Health, Jacksonville.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONTROL OF MOSQUITOES IS A MATTER OF INCREASING CONCERN IN THE STATE OF FLORIDA. A BRIEF DESCRIPTION OF THE LIFE CYCLE, VARIOUS SPECIES, CONTROL, AND DESCRIPTION OF DISEASES TRANSMITTED BY THE MOSQUITO WAS PRESENTED. THE ARTICLE CONCLUDED THAT MOSQUITO CONTROL IS NOT ONLY A HEALTH PROBLEM, BUT ALSO A MATTER OF IMPROVED ECONOMICS IN RELATION TO POPULATION GROWTH. THIS DOCUMENT IS AN ISSUE OF &amp;quot;FLORIDA HEALTH NOTES,&amp;quot; VOLUME 59, NUMBER 5, MAY 1967. (JS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012205</dc:identifier>
<dc:title>MAN, MOSQUITOES AND MICROBES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clubs</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Rural Resettlement</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:subject>Youth Agencies</dc:subject>
<dc:subject>Youth Clubs</dc:subject>
<dc:subject>Youth Programs</dc:subject>
<dc:creator scheme='personal author'>SORENSON, ROY</dc:creator>
<dc:type></dc:type>
<eric:keywords>YOUNG FARMERS OF AMERICA</eric:keywords>
<eric:keywords>AMERICAN FARM BUREAU FEDERATION</eric:keywords>
<eric:keywords>4 H CLUBS</eric:keywords>
<eric:keywords>AMERICAN INSTITUTE OF COOPERATION</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Committee for Children and Youth, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS PAPER PRESENTS THE ORGANIZATIONS, OTHER THAN CHURCHES, WHICH SERVE RURAL YOUTH. IT DESCRIBES PROGRAMS OF SUCH ORGANIZATIONS AS--(1) THE 4-H CLUB WHICH IS THE LARGEST IN VOLUME AND SPREAD, THE FUTURE FARMERS AND YOUNG FARMERS OF AMERICA, THE GRANGE, THE AMERICAN FARM BUREAU FEDERATION, THE AMERICAN INSTITUTE OF COOPERATION, THE FUTURE AND NEW HOMEMAKERS OF AMERICA, THE NATIONAL YOUTH--SERVING AGENCIES SUCH AS BOY SCOUTS, GIRL SCOUTS, CAMP FIRE GIRLS, YMCA, YWCA, AND (2) URBAN GROUPS SUCH AS COMMUNITY CENTERS, BIG BROTHERS, BOYS CLUBS, AND OTHERS. THE MONOGRAPH SAYS THAT AREAS WHICH NEED FURTHER EXPLORATION INCLUDE--(1) COOPERATION BETWEEN YOUTH ORGANIZATIONS AND PROGRAMS DESIGNED TO COPE WITH RURAL YOUTH PROBLEMS, (2) EXTENSION AND ENRICHMENT OF SERVICES TO LOW INCOME  FAMILIES, AND (3) EXPANSION OF AGENCIES AND PROGRAMS FOR RURAL YOUTH WHO HAVE MOVED INTO URBAN AREAS. (SF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012206</dc:identifier>
<dc:title>YOUTH ORGANIZATIONS OTHER THAN CHURCHES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum Enrichment</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>English Curriculum</dc:subject>
<dc:subject>English (Second Language)</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Migrant Employment</dc:subject>
<dc:subject>Migrant Welfare Services</dc:subject>
<dc:subject>Migrant Workers</dc:subject>
<dc:subject>Migrants</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:creator scheme='personal author'>FREEDMAN, MARCIA K.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>National Committee on the Employment of Youth</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Committee for Children and Youth, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SPEECH PREPARED FOR THE NATIONAL CONFERENCE ON PROBLEMS OF RURAL YOUTH IN A CHANGING ENVIRONMENT (SEPTEMBER 1963) REVIEWS PROGRAMS THAT FOCUS ON THE EDUCATIONAL AND EMPLOYMENT PROBLEMS OF DEPRIVED CHILDREN AND YOUTH. IT POINTS OUT THAT COMPENSATORY EDUCATION PROGRAMS ATTEMPT TO IMPROVE THE QUALITY OF EDUCATION WHILE KEEPING THE CHILDREN IN SCHOOL LONGER, AND THE PROGRAMS TO PREPARE YOUTH FOR WORK RANGE FROM JOB ORIENTATION TO LONG-RANGE YOUTH DEVELOPMENT. THE SPEAKER SUGGESTS THAT SOCIAL SERVICES COULD BE HELPFUL TO REDUCE TRANSIENCY AND LOCATE JOBS, AND CONCLUDES THAT IN-MIGRANT PROGRAMS TEND TO DWELL TOO MUCH ON SYMPTOMS RATHER THAN DEAL WITH BASIC QUESTIONS. (SF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012207</dc:identifier>
<dc:title>SOME ASPECTS OF URBAN PROGRAMMING FOR RURAL IN-MIGRANT YOUTH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:subject>Small Schools</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>FORD, PAUL</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>WASHINGTON</eric:keywords>
<eric:keywords>WASHINGTON STATE UNIVERSITY</eric:keywords>
<eric:keywords>PORTLAND</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwest Regional Educational Lab., Portland, OR.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY WAS CONDUCTED AT TWO URBAN HIGH SCHOOLS AND THREE SMALL, REMOTE HIGH SCHOOLS IN THE STATE OF WASHINGTON IN AN EFFORT TO INVESTIGATE STUDENT-TEACHER ACTIVITIES AND RELATIONSHIPS, AND TO EXPLORE, IN DEPTH, ANY EDUCATIONAL ADVANTAGES AND/OR DISADVANTAGES ACCRUING TO THE SMALL HIGH SCHOOL. GENERAL FINDINGS OF THE STUDY INDICATED THAT THERE IS GREATER OPPORTUNITY FOR STUDENT-TEACHER INTERACTION IN A SMALL HIGH SCHOOL, BUT LACK OF FACILITIES AND SUBJECT OFFERINGS HAVE A TENDENCY TO PRODUCE A KIND OF EDUCATIONAL DEPRIVATION IN COMPARISON WITH THE LARGER HIGH SCHOOL. THE STUDY RECOMMENDED THAT IT BE DETERMINED WHICH REMOTE HIGH SCHOOLS WERE ABSOLUTELY NECESSARY, THE REST TO BE CONSOLIDATED, AND STATE FUNDS BE MADE AVAILABLE TO BRING THE FACILITIES AND CURRICULAR OFFERINGS OF  THE REMOTE HIGH SCHOOLS MORE IN LINE WITH THOSE OF THE LARGER HIGH SCHOOLS. (BR)</dc:description>
<dc:identifier scheme='eric_accno'>ED012208</dc:identifier>
<dc:title>REMOTE HIGH SCHOOLS--THE REALITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>73</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Learning Readiness</dc:subject>
<dc:subject>Pacing</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teaching Machines</dc:subject>
<dc:creator scheme='personal author'>LANGE, PHIL C.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS HANDBOOK IS TO HELP TEACHERS BECOME EFFECTIVE USERS OF PROGRAMS. IT PRESENTS CHARACTERISTICS, GUIDELINES FOR TEACHING, AND CRITERIA FOR DETERMINING EFFECTIVE PROGRAMS IN THE TEXT. A FILMSTRIP BY THE SAME TITLE, GIVING FIVE CHARACTERISTICS OF A PROGRAM MAY BE USED WITH THE HANDBOOK. A SELECTED BIBLIOGRAPHY OF 70 ITEMS, A LIST OF SOURCES FOR EQUIPMENT, AND A SHORT GLOSSARY OF PROGRAMING TERMS ARE INCLUDED IN THE APPENDIXES. THIS HANDBOOK IS AVAILABLE FROM PUBLICATION SALES, THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 71 PAGES, $0.50. (SF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012209</dc:identifier>
<dc:title>SELECTION AND USE OF PROGRAMED MATERIALS--A HANDBOOK FOR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Attitude Change</dc:subject>
<dc:subject>Economic Research</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employment Experience</dc:subject>
<dc:subject>Family Status</dc:subject>
<dc:subject>Financial Aid Applicants</dc:subject>
<dc:subject>Financial Needs</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>Part Time Employment</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Statistical Data</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Welfare</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>General Aptitude Test Battery</eric:keywords>
<eric:keywords>Project New Hope</eric:keywords>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_test>General Aptitude Test Battery</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Modesto Junior Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT, THE EIGHTH IN A SERIES OF STUDIES ON THE NEW HOPE PROJECT, DISCUSSES THE PROJECT&apos;S EFFECT ON THE WELFARE ROLLS OF STANISLAUS COUNTY, CALIFORNIA. NEW HOPE PROPOSES TO EDUCATE WELFARE RECIPIENTS BY MODIFYING THEIR ATTITUDES AND DEVELOPING SKILLS NECESSARY FOR THEM TO BECOME CONTINUOUSLY EMPLOYED. INSTRUCTION INCLUDES BASIC EDUCATION, VOCATIONAL TRAINING, AND PERSONAL DEVELOPMENT CLASSES. THE INFORMATION AND ENSUING DISCUSSIONS PRESENTED IN THIS REPORT (1) DETERMINE IF THE PROGRAM AFFECTS WELFARE ROLLS IN ANY WAY, (2) SURVEY THE AMOUNTS OF THE FINANCIAL NEEDS OF AND THE WELFARE GRANTS TO TRAINEES BEFORE, DURING, AND AFTER EDUCATION, (3) EXAMINE THE TOTAL AMOUNT THAT THIS PROJECT SAVED PUBLIC FUNDS DURING ITS 1ST YEAR SINCE SOME PARTICIPANTS LEFT THE WELFARE ROLLS AFTER  INSTRUCTION AND OTHERS REDUCED THEIR GRANTS THROUGH PART-TIME WORK, AND (4) IDENTIFY THOSE FACTORS WHICH DIFFERENTIATE INDIVIDUALS WHO LEFT WELFARE ROLLS AFTER TRAINING FROM THOSE WHO STAYED ON. IN PRESENTING THIS INFORMATION, THE REPORT DISCUSSES THE TRAINEES&apos; EDUCATIONAL BACKGROUNDS, EMPLOYMENT EXPERIENCE, FAMILY SIZE, PERFORMANCE ON THE GENERAL APTITUDE TEST BATTERY, AND PREVOCATIONAL TRAINING. (CL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012210</dc:identifier>
<dc:title>DEPLETING WELFARE ROLES--A STUDY OF WELFARE RECIPIENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:subject>Testing Programs</dc:subject>
<dc:creator scheme='personal author'>PEARCE, FRANK C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California Achievement Tests</eric:keywords>
<eric:keywords>California (Modesto)</eric:keywords>
<eric:keywords>Stanislaus County Multioccupational Adult Training</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A DISCUSSION OF TEST VARIABLES AND THE TESTING PROGRAM OF THE PROJECT WAS INITIALLY PRESENTED IN THIS DOCUMENT. CAUTION WAS PARTICULARLY EMPHASIZED IN THE INTERPRETATION OF RESULTS USING STANDARD ACHIEVEMENT TESTS WITH SUBJECTS FROM THE MODESTO MULTI OCCUPATIONAL PROJECT. RECOMMENDATIONS FOR IMPROVED PROGRAM EVALUATION INCLUDED ADDITIONAL CURRICULUM REVISION, IMPROVED TESTING PROCEDURES, AND CHANGES IN TEST CONSTRUCTION. (JS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012211</dc:identifier>
<dc:title>ANALYSIS OF THE TESTING PROGRAM - MDTA PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Books</dc:subject>
<dc:subject>Childrens Literature</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Recreational Reading</dc:subject>
<dc:subject>Textbook Evaluation</dc:subject>
<dc:subject>Textbooks</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Library Association, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SELECTED LIST OF BOOKS TO MEET THE NEEDS OF ADULTS JUST LEARNING TO READ IS PRESENTED. THE LIST IS UNEVEN AND INCOMPLETE IN MANY SUBJECT FIELDS OF KNOWN INTEREST. SECTION 1 INCLUDES TEXTS, WORKBOOKS, AND SUPPLEMENTARY READING TITLES FOR THE BEGINNING READER AT APPROXIMATELY GRADES 1-4 READING LEVELS. SECTION 2 LISTS TEXTS, WORKBOOKS, AND SUPPLEMENTARY RECREATIONAL READING TITLES AT THE INTERMEDIATE READING LEVEL. APPROXIMATELY GRADES 5-7. SECTION 3 MENTIONS CHILDREN&apos;S BOOKS WHICH WILL NOT OFFEND THE ADULT READER IN SUBJECT MATTER, TEXTUAL PRESENTATION, OR ILLUSTRATIONS. IT IS RECOMMENDED, HOWEVER, THAT CHILDREN&apos;S BOOKS BE ELIMINATED FROM USE AS SOON AS POSSIBLE. THE SEARCH FOR SUITABLE MATERIALS IS A CONTINUING PROJECT. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012212</dc:identifier>
<dc:title>BOOKS FOR ADULTS BEGINNING TO READ, A SELECTED LIST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Institutions</dc:subject>
<dc:subject>Black Students</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Reading Ability</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:creator scheme='personal author'>ADAMS, EFFIE KAYE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords>Bishop College TX</eric:keywords>
<eric:keywords>Texas (Dallas)</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:keywords_geo>Texas (Dallas)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY WAS CONDUCTED AT BISHOP COLLEGE, DALLAS, TEXAS, TO EXAMINE THE READING NEEDS OF PROSPECTIVE ELEMENTARY TEACHERS. SCORES ON THE NELSON DENNY READING TESTS, ADVANCED FORM A, ON THE OTIS QUICK SCORING TESTS OF MENTAL ABILITY, GAMMA FORM BM, AND GRADE POINT AVERAGES COVERING 4 YEARS OF COLLEGE WORK WERE ANALYZED FOR 29 NEGRO ELEMENTARY STUDENT TEACHERS. APPROXIMATELY ONE THIRD OF THE SUBJECTS WERE IN THE 30-40 AGE RANGE, AND TWO-THIRDS WERE LESS THAN 25 YEARS OLD. RESULTS INDICATED THAT THE MEAN TOTAL GRADE EQUIVALENT ON THE NELSON DENNY READING TEST FOR THE SAMPLE GROUP TESTED WAS SUFFICIENTLY BELOW THAT OF THE NORMATIVE POPULATION TO JUSTIFY THE ELEMENTARY STUDENT TEACHERS&apos; NEED FOR READING IMPROVEMENT. THE CORRELATION COEFFICIENTS BETWEEN SCORES WAS NOT SIGNIFICANT ENOUGH  TO STATE THAT THESE STUDENT TEACHERS READ AT LEVELS COMMENSURATE WITH THEIR IQ, OR THAT THEIR GRADE POINT AVERAGES WERE COMMENSURATE WITH THEIR READING PERFORMANCE. VARIABLES SUCH AS AGE, SIZE OF HIGH SCHOOL GRADUATING CLASS, AND EDUCATION AND OCCUPATION OF PARENTS DID NOT SEEM TO INFLUENCE THE READING SCORES OF THE SUBJECTS. A SIMILAR STUDY WITH 200 SUBJECTS EQUATED ON THE BASIS OF AGE AND INTELLIGENCE IS PLANNED. A REVIEW OF RELATED LITERATURE AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE ANNUAL MEETING (ST. PETERSBURG, DECEMBER 1, 1966). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012213</dc:identifier>
<dc:title>READING PERFORMANCE OF ELEMENTARY STUDENT TEACHERS IN A DEVELOPING INSTITUTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Students</dc:subject>
<dc:subject>Handwriting</dc:subject>
<dc:subject>Learning Motivation</dc:subject>
<dc:subject>Operant Conditioning</dc:subject>
<dc:subject>Reading Centers</dc:subject>
<dc:subject>Reading Rate</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>WARK, DAVID M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords>Florida (Saint Petersburg)</eric:keywords>
<eric:keywords_geo>Florida (Saint Petersburg)</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota Univ., Minneapolis.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE USES OF OPERANT CONDITIONING TECHNIQUES IN A COLLEGE READING AND STUDY SKILLS CENTER ARE DISCUSSED IN RELATION TO RESEARCH FINDINGS. OPERANT TECHNIQUES WERE USEFUL IN GATHERING DATA ON STUDENT BEHAVIOR AS WELL AS IN INCREASING THE PRECISION OF THE DATA GATHERED. THE EFFECT OF THESE TECHNIQUES ON READING AND HANDWRITING RATE ARE DISCUSSED AND CASE STUDIES ARE PRESENTED. REFERENCES AND SELECTED FIGURES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE (ST. PETERSBURG, DECEMBER 1, 1966). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012214</dc:identifier>
<dc:title>APPLICATION OF OPERANT CONDITIONING IN A COLLEGE READING CENTER.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Adult Education</dc:subject>
<dc:subject>Adult Literacy</dc:subject>
<dc:subject>Adult Programs</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educationally Disadvantaged</dc:subject>
<dc:subject>Employment Problems</dc:subject>
<dc:subject>Federal Aid</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Functional Reading</dc:subject>
<dc:subject>Illiteracy</dc:subject>
<dc:subject>Literacy</dc:subject>
<dc:creator scheme='personal author'>CURRY, ROBERT L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>National Reading Conference (Organization)</eric:keywords>
<eric:keywords>Economic Opportunity Act 1964</eric:keywords>
<eric:keywords_law>Economic Opportunity Act 1964</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROBLEMS CONNECTED WITH THE ELIMINATION OF ILLITERACY IN THE UNITED STATES ARE DISCUSSED IN AN EXAMINATION OF ADULT LITERACY TODAY. THE EFFECT WHICH ILLITERACY HAS ON THE ABILITY OF THE INDIVIDUAL TO ACQUIRE AND RETAIN A JOB IS EXPLAINED, AS ARE THE ECONOMIC, PHYSICAL, MENTAL, EMOTIONAL, AND MORAL REPERCUSSIONS OF ILLITERACY. DEFINITIONS OF FUNCTIONAL LITERACY AND ILLITERACY ARE PROVIDED. PAST EFFORTS TO RAISE LITERACY LEVELS ARE REVIEWED--PROGRAMS PROVIDED BY THE MILITARY DURING THE WAR PERIODS, BY INDIVIDUAL STATES (USUALLY BACKED BY INSUFFICIENT FUNDS), AND BY VOLUNTEER GROUPS OF PEOPLE. CURRENT ADULT BASIC EDUCATION PROGRAMS RESULTING FROM THE ECONOMIC OPPORTUNITY ACT OF 1964 ARE DESCRIBED, ESPECIALLY THOSE LITERACY PROBLEMS STILL IN EXISTENCE. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012215</dc:identifier>
<dc:title>ADULT LITERACY--PROGRESS AND PROBLEMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Content Area Reading</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Guides</dc:subject>
<dc:subject>Reading Diagnosis</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Materials</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>State Curriculum Guides</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>COVEY, CATHERINE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Springfield)</eric:keywords>
<eric:keywords>National Defense Education Act Title III</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Illinois State Office of the Superintendent of Public Instruction, Springfield.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE IMPORTANCE OF ADAPTING READING INSTRUCTION TO EACH CHILD&apos;S NEEDS IS STRESSED IN THIS HANDBOOK FOR TEACHERS OF REMEDIAL READING. INFORMATION IS ORGANIZED AROUND SIX TOPICS--(1) THE NATURE OF THE READING PROCESS, (2) CRITERIA FOR A GOOD ELEMENTARY READING PROGRAM, (3) REMEDIAL READERS, THE SYMPTOMS AND CAUSES (PHYSICAL, INTELLECTUAL, EDUCATIONAL, EMOTIONAL, AND ENVIRONMENTAL), (4) PRINCIPLES AND TECHNIQUES OF DIAGNOSING REMEDIAL READERS, BOTH FORMAL AND INFORMAL PROCEDURES, (5) THE REMEDIAL READING PROGRAM, ITS BASIS, SCOPE, OBJECTIVES, AND PROCEDURES, AND (6) REMEDIAL READING IN THE TOTAL SCHOOL WITH EMPHASIS ON READING IN THE CONTENT AREAS. INCLUDED IN THE APPENDIXES ARE SELECTED ACTIVITIES AND EXERCISES FOR TEACHING READING IN THE ELEMENTARY SCHOOLS, SOME CRITERIA FOR THE  SELECTION AND EVALUATION OF READING MATERIALS, LISTS OF TEACHERS&apos; BOOKS FOR USE WITH REMEDIAL READERS, ADDRESSES OF PUBLISHERS, ESSENTIAL READING MATERIALS FOR EVERY CLASSROOM, AND REMEDIAL READING WORKBOOKS, SUPPLIES, AUDIOVISUAL MATERIALS, SUPPLEMENTARY READERS, AND ENRICHMENT SERIES. SEVERAL ADDITIONAL REFERENCE LISTS, READING INVENTORIES AND CHECKLISTS, AND A LIST OF DIAGNOSTIC READING TESTS ARE GIVEN. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012216</dc:identifier>
<dc:title>READING MANUAL, A GUIDEBOOK FOR ILLINOIS WORKSHOPS IN READING REMEDIATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>80</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Program Effectiveness</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Reading Difficulties</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Summer Schools</dc:subject>
<dc:creator scheme='personal author'>LALIBERTE, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Oakland)</eric:keywords>
<eric:keywords>OFFICE OF ECONOMIC OPPORTUNITY</eric:keywords>
<eric:keywords>Metropolitan Achievement Tests</eric:keywords>
<eric:keywords_geo>California (Oakland)</eric:keywords_geo>
<eric:keywords_test>Metropolitan Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oakland Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT JUNIOR HIGH SUMMER SCHOOL PROGRAM, PARTIALLY FUNDED BY THE U.S. OFFICE OF ECONOMIC OPPORTUNITY AND DESIGNED TO PROVIDE STUDENTS FROM ECONOMICALLY AND CULTURALLY DISADVANTAGED AREAS OPPORTUNITIES FOR IMPROVING THEIR SKILLS IN LANGUAGE ARTS (PARTICULARLY READING) AND ARITHMETIC, WAS EVALUATED AFTER ITS INITIATION IN THE OAKLAND, CALIFORNIA, PUBLIC SCHOOLS IN 1965. THE EVALUATION WAS BASED ON QUESTIONNAIRE SURVEYS OF PARENTS, STAFF MEMBERS, AND STUDENTS AND ON PRE- AND POST-PROJECT TEST DATA ON THE METROPOLITAN READING AND ARITHMETIC TESTS, INTERMEDIATE LEVEL, FORMS AM AND BM (WORD KNOWLEDGE, COMPUTATION, AND PROBLEM SOLVING AND CONCEPTS) FOR THE NEARLY 500 SEVENTH, EIGHTH, AND NINTH GRADERS WHO COMPLETED THE 6-WEEK PROGRAM. ALL PARTICIPATING STUDENTS HAD IQ&apos;S OF 90 OR MORE  AND WERE AT LEAST 12 MONTHS RETARDED IN READING AND ARITHMETIC. A FOLLOWUP STUDY OF A REPRESENTATIVE 20-PERCENT SAMPLE OF THE SUMMER SCHOOL STUDENTS (ALL IN GRADES 8 AND 9) WAS MADE THE FOLLOWING FALL TO DETERMINE THE RESIDUAL EFFECTS OF THE PROGRAM ON ATTENDANCE AND ATTITUDE RECORDS, GENERAL ACHIEVEMENT, READING ACHIEVEMENT, AND STUDENT SELF-RATING AS COMPARED WITH OTHER STUDENTS AND THE PREVIOUS YEAR OF SCHOOL. TABLES, FIGURES, AND COPIES OF THE QUESTIONNARIES ARE INCLUDED IN THE APPENDIXES. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012217</dc:identifier>
<dc:title>EVALUATION OF THE 1965 SECONDARY SUMMER SCHOOL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>53</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>History Instruction</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Readability</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Slow Learners</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>COLETTE, SISTER M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cardinal Stritch Coll., Milwaukee, WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SIXTH VOLUME OF RESEARCH ABSTRACTS PRESENTS REPORTS OF 35 RESEARCH STUDIES COMPLETED BY CANDIDATES FOR THE MASTER&apos;S DEGREE AT THE CARDINAL STRITCH COLLEGE IN 1964. TWENTY-NINE STUDIES ARE CONCERNED WITH READING, AND SIX ARE CONCERNED WITH THE EDUCATION OF THE MENTALLY HANDICAPPED. OF THE READING STUDIES, FIVE PERTAIN TO THE JUNIOR HIGH LEVEL AND INVESTIGATE METHODS OF TEACHING SPELLING, THE EFFECTIVENESS OF THE &amp;quot;SQ3R&amp;quot; METHOD, AND THE ABILITY OF SCHOOL MAGAZINES TO STIMULATE CRITICAL THINKING. SIX THESES PRESENT EVALUATIONS OF INTEGRATED PROGRAMS FOR TEACHING LANGUAGE ARTS, AND SIX REPRESENT STUDIES OF THE EFFECTS OF DIRECTED READING AS A TEACHING METHOD IN THE CONTENT FIELDS. OTHER AREAS INVESTIGATED ARE REINFORCING READING LESSONS WITH FILMSTRIPS, LISTENING PROGRAMS,  PARENTAL ATTITUDES TOWARD READING PROPAGANDA, TEACHING VIRTUE THROUGH STORIES, EVALUATIVE STUDIES OF VARIOUS READING PROGRAMS, AND THE READABILITY OF RELIGIOUS TEXTS FOR GRADES 1 AND 2. STUDIES RELATED TO THE MENTALLY HANDICAPPED REPORT ON PARENTAL ATTITUDES, TEACHER TRAINING PROGRAMS, PROVISIONS FOR SLOW LEARNERS IN ILLINOIS, SPECIAL EDUCATION NEEDS IN ROCKVILLE CENTER, NEW YORK, LANGUAGE DEVELOPMENT IN MONGOLOID CHILDREN, AND SOME APPLICATIONS OF THE MOONEY PROBLEM CHECKLIST TO THE GUIDANCE OF SLOW LEARNING STUDENTS. A SUBJECT INDEX IS PROVIDED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012218</dc:identifier>
<dc:title>RESEARCH ABSTRACTS, VOLUME VI.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>102</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Auditory Perception</dc:subject>
<dc:subject>Child Development</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>ROBERTSON, JEAN E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords>University of Alberta (Canada)</eric:keywords>
<eric:keywords>Alberta (Edmonton)</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>Canada (Edmonton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIFTEEN RESEARCH STUDIES IN CHILD DEVELOPMENT ARE SURVEYED. PARTICULAR EMPHASIS IS GIVEN TO FELDMAN WHO RECOMMENDS A &amp;quot;CODE-FIRST&amp;quot; PROGRAM FOR BEGINNING READING. THE TERM &amp;quot;CODE&amp;quot; REFERS TO THE LETTER SYMBOLS REPRESENTING THE CHARACTERISTIC SPEECH SOUNDS OF ENGLISH. SOME OF THE PROBLEMS IN PERCEPTION AND THE IMPLICATIONS FOR KINDERGARTEN PERCEPTION TRAINING PROGRAMS ARE CONSIDERED ON THE BASIS OF THIS &amp;quot;CODE-FIRST&amp;quot; APPROACH. SPECIFIC SUGGESTIONS FOR ACTIVITIES WHICH WOULD DEVELOP A CHILD&apos;S AUDITORY PERCEPTION ARE DESCRIBED. THE ROLE OF LANGUAGE IN THE DEVELOPMENT OF PERCEPTUAL ACTIVITY IS ALSO DISCUSSED, AND STUDIES OF HOW THE CHILD ACQUIRES SYNTAX ARE REVIEWED. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012219</dc:identifier>
<dc:title>KINDERGARTEN PERCEPTION TRAINING--ITS EFFECT ON FIRST-GRADE READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Vocabulary</dc:subject>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Graphemes</dc:subject>
<dc:subject>Orthographic Symbols</dc:subject>
<dc:subject>Phonemes</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Spelling</dc:subject>
<dc:creator scheme='personal author'>HODGES, RICHARD E.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE SPELLINGS OF ALL MONOSYLLABIC WORDS IN THE CORE VOCABULARY OF AMERICAN ENGLISH WERE ANALYZED TO DETERMINE THE DEGREE OF CORRESPONDENCE BETWEEN A PHONEME AND A SINGLE GRAPHEMIC REPRESENTATION IN THIS SET OF WORDS. A PHONEMIC CLASSIFICATION WAS DEVISED, AND COMPUTER TECHNOLOGY WAS USED TO ANALYZE THE PHONEME-GRAPHEME CORRESPONDENCE OF THESE WORDS IN TWO WAYS--(1) THE SPELLING OF A GIVEN PHONEME ANY PLACE IN MONOSYLLABIC WORDS AND (2) THE SPELLING OF A GIVEN PHONEME IN INITIAL, MEDIAL, AND FINAL POSITION IN MONOSYLLABIC WORDS. SPELLINGS OF EACH PHONEME WERE RANK-ORDERED TO DETERMINE THE ODDS THAT A GIVEN PHONEME WOULD BE REPRESENTED BY A PARTICULAR GRAPHIC SYMBOL AT LEAST 80 PERCENT OF THE TIME IN THE WORDS STUDIED. THE PHONEMES LARGELY RESPONSIBLE FOR THE ORTHOGRAPHY&apos;S FAILURE  TO APPROXIMATE THE ALPHABETIC PRINCIPLE IN MONOSYLLABIC WORDS ARE THE LONG VOWEL PHONEMES AND CERTAIN DIPHTHONGS. KNOWLEDGE OF CONSONANT AND SHORT VOWEL PHONEMES CAN HELP CHILDREN UNDERSTAND THE NATURE OF ORTHOGRAPHY AND APPLY THIS KNOWLEDGE TO SPELLING. ALTHOUGH EDUCATIONAL IMPLICATIONS ARE SUGGESTED, THE STUDY IS FUNDAMENTALLY A DESCRIPTION OF THE ALPHABETIC NATURE OF THE ORTHOGRAPHY OF AMERICAN-ENGLISH WORDS. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 1961). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012220</dc:identifier>
<dc:title>A STUDY OF PHONEME-GRAPHEME CORRESPONDENCE IN MONOSYLLABIC WORDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Interests</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>COLETTE, SISTER M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cardinal Stritch Coll., Milwaukee, WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOURTEEN MASTER&apos;S THESES ON READING AND FOUR ON THE EDUCATION OF THE MENTALLY HANDICAPPED COMPLETED AT THE CARDINAL STRITCH COLLEGE, MILWAUKEE, WISCONSIN, IN 1966 ARE SUMMARIZED IN VOLUME 8 IN A SERIES OF RESEARCH ABSTRACTS. THE READING STUDIES--DEALING WITH KINDERGARTEN, ELEMENTARY, SECONDARY, AND ADULT STUDENTS--ARE FOCUSED ON READINESS TESTING AND READINESS PROGRAMS, READING ACHIEVEMENT, READING INSTRUCTION, STUDENT INTERESTS, TEACHER READING HABITS AND INTERESTS, READING CURRICULUM, ABILITY GROUPING, CRITICAL THINKING, STANDARDIZED READING TESTS, AND SELF-CONCEPTS. SPECIAL ARITHMETIC TEACHING METHODS, SEX DIFFERENCES ACCORDING TO DIFFERENT WECHSLER IQ LEVELS, THE EFFECTS OF HOME ENVIRONMENT ON MENTAL AGE AND ACHIEVEMENT, AND TEACHER ATTITUDES ARE STUDIED IN THE THESES  CONCERNING THE MENTALLY HANDICAPPED. A CUMULATIVE SUBJECT INDEX FOR THE ABSTRACT SERIES IS INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012221</dc:identifier>
<dc:title>RESEARCH ABSTRACTS, VOLUME VIII.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>68</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Bibliotherapy</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Habits</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Vocabulary Development</dc:subject>
<dc:creator scheme='personal author'>COLETTE, SISTER M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Wisconsin (Milwaukee)</eric:keywords>
<eric:keywords_geo>Wisconsin (Milwaukee)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cardinal Stritch Coll., Milwaukee, WI.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIFTEEN MASTER&apos;S THESES ON READING AND 13 ON THE EDUCATION OF THE MENTALLY HANDICAPPED, COMPLETED AT THE CARDINAL STRITCH COLLEGE, MILWAUKEE, WISCONSIN, IN 1965 ARE SUMMARIZED IN VOLUME 7 IN A SERIES OF RESEARCH ABSTRACTS. THE READING STUDIES--DEALING WITH KINDERGARTEN, ELEMENTARY, SECONDARY, AND COLLEGE STUDENTS--ARE FOCUSED ON BIBLIOTHERAPY, READING SKILLS, INDIVIDUAL DIFFERENCES, READING HABITS OF PARENTS, ABILITY GROUPING, READING ACHIEVEMENT, STUDENT AND TEACHER ATTITUDES, THE TEACHING OF READING, CURRICULUM, READING AND LANGUAGE SKILLS, READING CLINICS, READING PROGRAMS, READING TEACHERS, AND VOCABULARY DEVELOPMENT. THE STUDIES ON THE MENTALLY HANDICAPPED ARE CONCERNED WITH ADJUSTMENT, AND INSTITUTIONS, SOCIAL TRAINING, VOCABULARY, VOCATION REHABILITATION, TEACHING  MATERIALS, AND PARENTS OF MENTALLY HANDICAPPED CHILDREN. A CUMULATIVE SUBJECT INDEX FOR THE ABSTRACT SERIES IS INCLUDED. (LS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012222</dc:identifier>
<dc:title>RESEARCH ABSTRACTS, VOLUME VII.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>96</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cerebral Dominance</dc:subject>
<dc:subject>Eye Hand Coordination</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject weight='MAJOR'>Lateral Dominance</dc:subject>
<dc:subject weight='MAJOR'>Neurological Impairments</dc:subject>
<dc:subject weight='MAJOR'>Reading Difficulty</dc:subject>
<dc:subject>Serial Ordering</dc:subject>
<dc:creator scheme='personal author'>ISOM, JOHN B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ASPECTS OF NEUROLOGICAL RESEARCH ARE PRESENTED UNDER THE TOPICS OF NEUROLOGICAL GROWTH AND DEVELOPMENT, CEREBRAL DOMINANCE, &quot;SPLIT-BRAIN&quot; SYNDROME, AND SEQUENCING. THE FIRST TWO AREAS INDICATE THAT ASSESSMENT OF A CHILD&apos;S NEUROLOGICAL DEVELOPMENT MUST TAKE INTO ACCOUNT VARIATION OF RATE AND DEGREE OF DEVELOPMENT, AND THAT THE SIGNIFICANCE OF ABNORMAL NEUROLOGICAL SIGNS IN A CHILD WITH READING DISABILITY MUST BE COMPARED WITH THE FREQUENCY IN A &quot;NORMAL&quot; POPULATION. THE LAST TWO AREAS INDICATE THE COMPLEXITY OF CEREBRAL DOMINANCE AND THAT SEQUENCING AS A STAGE OF DEVELOPMENT MAY CONTRIBUTE TO AN UNDERSTANDING OF READING. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012223</dc:identifier>
<dc:title>NEUROLOGICAL RESEARCH RELEVANT TO READING--1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:02:02</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject weight='MAJOR'>Beginning Reading</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject weight='MAJOR'>Instructional Materials</dc:subject>
<dc:subject weight='MAJOR'>Linguistics</dc:subject>
<dc:subject>Phoneme Grapheme Correspondence</dc:subject>
<dc:subject>Programed Instructional Materials</dc:subject>
<dc:subject>Reading Habits</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject weight='MAJOR'>Reading Materials</dc:subject>
<dc:subject weight='MAJOR'>Reading Programs</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:creator scheme='personal author'>BROWN, JAMES I.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CONTENT OF THE VISUAL-LANGUAGE READING SERIES WHICH CAPITALIZES ON THE COPY MACHINE, OVERHEAD PROJECTOR, AND TRANSPARENCIES IS EXAMINED. THE RATIONALE IS BUILT AROUND THE MINIMIZING OF INITIAL DIFFICULTIES IN LEARNING TO READ, CONTROLLING THE EARLY FORMATION OF DESIRED READING AND WORD-ATTACK HABITS, MEETING A WIDE RANGE OF INDIVIDUAL DIFFERENCES, AND HEIGHTENING THE REACHERS EFFECTIVENESS AND POSITION. INITIAL DIFFICULTIES ARE MINIMIZED BY 1 TO 1 LETTER SOUND RELATIONSHIPS, EXTENSIVE REINFORCEMENT OF THOSE RELATIONSHIPS, INTRODUCTION OF SIGHT WORDS MOST LIKELY TO BE MET IN SUPPLEMENTARY MATERIAL, AND BUILDING OF A MORE EXTENSIVE SIGHT VOCABULARY THAN IS USUAL. DESIRED READING HABITS ARE CONTROLLED BY PROVIDING FOR A STRONG LEFT TO RIGHT ORIENTATION. INDIVIDUAL DIFFERENCES  ARE PROVIDED FOR BY A FUSING OF VISUAL, LINGUISTIC, PROGRAMED, AUDITORY, AND CONTEXTUAL METHODS. THE TEACHER SAVES TIME IN MATERIAL PREPARATION, STUDENTS&apos; ATTENTION IS CONTROLLED, AND EYE CONTACT IS MAINTAINED WITH THE CLASS. THIS PAPER WAS TO BE DELIVERED AT THE INTERNATIONAL READING ASSOCIATION (MAY 4, 1967) (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012224</dc:identifier>
<dc:title>THE RATIONALE OF A NEW VISUAL LINGUISTIC APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:02:04</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Information Theory</dc:subject>
<dc:subject>Language Acquisition</dc:subject>
<dc:subject>Linguistic Theory</dc:subject>
<dc:subject>Perceptual Development</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Processes</dc:subject>
<dc:creator scheme='personal author'>KINGSTON, ALBERT J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Seattle)</eric:keywords>
<eric:keywords_geo>Washington (Seattle)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE WORK OF CERTAIN PSYCHOLOGISTS WHICH MAY HAVE BEARING UPON THE FIELD OF READING, PARTICULARLY IN COGNITION AND DEVELOPMENT, IS SURVEYED AND POSSIBLE APPLICATIONS OF PSYCHOLOGY TO READING ARE SUGGESTED. A WELL FORMULATED PSYCHOLOGY OF READING AND AN ADEQUATE THEORY OF READING HAVE NOT BEEN DEVELOPED. INSTEAD, READING SPECIALISTS HAVE TENDED TO SELECT VARIOUS PSYCHOLOGICAL POSITIONS TO SUPPORT CERTAIN OF THEIR OWN PRACTICES AND BELIEFS. PSYCHOLOGY MAY PROVIDE THE IMPETUS FOR DEVELOPING A THEORY OF READING WHICH MAY IN TURN ALLOW FOR MORE PRECISE RESEARCH IN THE FIELD. THIS PAPER WAS DELIVERED AT THE INTERNATIONAL READING ASSOCIATION CONVENTION (SEATTLE, MAY 1967). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012225</dc:identifier>
<dc:title>THE PSYCHOLOGY OF READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Beginning Reading</dc:subject>
<dc:subject weight='MAJOR'>Integrated Activities</dc:subject>
<dc:subject weight='MAJOR'>Language Arts</dc:subject>
<dc:subject weight='MAJOR'>Language Enrichment</dc:subject>
<dc:subject>Language Experience Approach</dc:subject>
<dc:subject>Language Skills</dc:subject>
<dc:subject weight='MAJOR'>Primary Education</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Verbal Development</dc:subject>
<dc:creator scheme='personal author'>VAN ALLEN, ROACH</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A LANGUAGE-EXPERIENCE PROGRAM INCLUDING SPELLING, LISTENING, READING, WRITING, AND SPEAKING IS DISCUSSED. THE TEACHER HELPS EACH CHILD BECOME INCREASINGLY SENSITIVE TO HIS ENVIRONMENT AND SUCCEED THROUGH A VARIETY OF LANGUAGE EXPERIENCES. TWENTY LANGUAGE EXPERIENCES ARE GROUPED INTO THREE CATEGORIES TO AID THE TEACHER IN SELECTING APPROPRIATE ACTIVITIES. THESE ARE EXTENDING EXPERIENCE TO INCLUDE WORDS, STUDYING THE ENGLISH LANGUAGE, AND RELATING IDEAS OF AUTHORS TO PERSONAL EXPERIENCE. ACTIVITIES ADAPTED TO LARGE GROUPS, SMALL GROUPS, AND INDIVIDUAL WORK ARE LISTED. TWELVE ADVANTAGES OF A LANGUAGE-EXPERIENCE APPROACH ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012226</dc:identifier>
<dc:title>HOW A LANGUAGE-EXPERIENCE PROGRAM WORKS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:02:07</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Grouping (Instructional Purposes)</dc:subject>
<dc:subject>Independent Reading</dc:subject>
<dc:subject>Individualized Programs</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:creator scheme='personal author'>HUNT, LYMAN C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Individualized Reading Program</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A VARIETY OF ARRANGEMENTS, ACTIVITIES, AND GROUPING POSSIBILITIES WITHIN THE CLASSROOM USING THE INDIVIDUALIZED READING PROGRAM (IRP) ARE PRESENTED. SEVERAL MISCONCEPTIONS ABOUT THE INDIVIDUALIZED READING PROGRAM ARE MENTIONED, ESPECIALLY THE NOTION THAT CLASS SUBGROUPS ARE NOT PERMISSIBLE WITHIN THE IRP STRUCTURE AND THAT THE TEACHER-PUPIL CONFERENCE IS THE ONLY KIND OF INTERACTION BETWEEN TEACHER AND PUPIL IN THIS METHOD OF INSTRUCTION. IT IS STRESSED THAT CLASSROOM ORGANIZATION MUST FACILITATE TEACHING AND BE FLEXIBLE, AND THAT QUIET, INDEPENDENT WORK HABITS MUST BE TAUGHT. THE FOLLOWING POSSIBILITIES FOR CLASSROOM ORGANIZATION ARE DISCUSSED--(1) TEACHER TO TOTAL CLASS WHICH INCLUDES, CLASS CONFERENCE FOLLOWING SILENT READING TIME AND BOOK SHARING BY ONE PUPIL WITH TOTAL  CLASS, (2) SUBGROUPING WITHIN THE TOTAL CLASS ACCORDING TO READING LEVELS, ACTIVITIES, PARTICULAR SKILLS TO BE TAUGHT, OR TYPES OF BOOKS READ, AND (3) THE TEACHER-PUPIL CONFERENCE. THIS ADDRESS WAS PRESENTED AT THE ANNUAL CONVENTION OF THE INTERNATIONAL READING ASSOCIATION (12TH, MAY 5, 1967). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012227</dc:identifier>
<dc:title>A GROUPING PLAN CAPITALIZING ON THE INDIVIDUALIZED READING APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Beginning Reading</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Language Enrichment</dc:subject>
<dc:subject>Mental Retardation</dc:subject>
<dc:subject>Parent Influence</dc:subject>
<dc:subject>Parent Responsibility</dc:subject>
<dc:subject>Phonics</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Readiness</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:creator scheme='personal author'>WITTCOFF, HAROLD</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minneapolis Citizens Committee on Public Education, Minn.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COMPILATION OF REPORTS, DISCUSSIONS, AND REVIEWS OF SPECIFIC METHODS OF TEACHING READING IN THE ELEMENTARY GRADES INCLUDES A DESCRIPTION OF THE READING PROGRAM IN MINNEAPOLIS. THE METHODS INCLUDED IN THE REPORT ARE THE PHONIC-FIRST METHOD, THE USE OF BASAL READERS, THE LINGUISTIC APPROACH, THE INITIAL TEACHING ALPHABET, THE LANGUAGE-EXPERIENCE APPROACH, THE PROGRAMED READING APPROACH, AND INDIVIDUALIZED READING. OTHER TOPICS COVERED INCLUDE READING READINESS, PARENT READINESS, AND TEACHING THE CULTURALLY DISADVANTAGED, THE MENTALLY RETARDED, THE BRAIN-INJURED, AND THE GIFTED CHILD. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012228</dc:identifier>
<dc:title>THE TEACHING OF READING, A REPORT OF A STUDY CONDUCTED BY THE CURRICULUM COMMITTEE OF THE MINNEAPOLIS CITIZENS COMMITTEE ON PUBLIC EDUCATION, JUNE, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>181</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Initial Teaching Alphabet</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Supplementary Reading Materials</dc:subject>
<dc:creator scheme='personal author'>MCCRACKEN, ROBERT A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Washington (Olympia)</eric:keywords>
<eric:keywords_geo>Washington</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Washington Office of the State Superintendent of Public Instruction, Olympia.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-YEAR LONGITUDINAL STUDY WAS CONDUCTED TO EVALUATE THE &amp;quot;EARLY-TO-READ I/T/A PROGRAM.&amp;quot; THIRTY-FOUR PUPILS RAMDOMLY ASSIGNED TO ONE FIRST GRADE WERE TAUGHT USING THE &amp;quot;EARLY-TO-READ I/T/A SERIES,&amp;quot; AND 26 PUPILS RANDOMLY ASSIGNED TO ANOTHER FIRST GRADE WERE TAUGHT USING THE &amp;quot;GINN BASIC READERS&amp;quot; AND TRADITIONAL ORTHOGRAPHY (TO). A SUBCONTROL GROUP OF 86 PUPILS WAS SELECTED RANDOMLY FROM THE REMAINING FIRST GRADES AND RECEIVED ONLY INITIAL READINESS TESTING AND FINAL READING ACHIEVEMENT TESTING AT THE END OF GRADES 1 AND 2. TESTS ADMINISTERED WERE THE PREREADING TEST ACCOMPANYING THE SHELDON READING SERIES, A LETTER KNOWLEDGE TEST OF THE ALPHABET, THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC), THE GRAY ORAL READING TEST, THE STANDARD READING INVENTORY, AND THE STANFORD  ACHIEVEMENT TESTS. THERE WERE NO DIFFERENCES AMONG THE GROUPS IN READINESS TO READ. THERE WAS NO SIGNIFICANT DIFFERENCE IN OVERALL READING ACHIEVEMENT BETWEEN THE EXPERIMENTAL AND MAIN CONTROL GROUP AT THE END OF FIRST OR SECOND GRADE WHEN THE READING WAS DONE IN TO. THERE WERE FAIRLY SIGNIFICANT DIFFERENCES BETWEEN BOTH THE EXPERIMENTAL AND SUBCONTROL GROUPS, AND BETWEEN THE CONTROL AND SUBCONTROL GROUPS ON MOST MEASURES OF READING ACHIEVEMENT AT THE END OF FIRST AND SECOND GRADES. THE EXPERIMENTAL GROUP CONSISTENTLY ACHIEVED THE HIGHEST SCORES, AND THE SUBCONTROL GROUP CONSISTENTLY ACHIEVED LOWEST SCORES. THESE AND OTHER RESULTS SEEMED TO INDICATE THAT GOOD TEACHING UNDER TRADITIONAL ORTHOGRAPHY WAS PREFERABLE TO CHANGING THE ALPHABET. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012229</dc:identifier>
<dc:title>A TWO-YEAR LONGITUDINAL STUDY TO DETERMINE THE ABILITY OF FIRST GRADE CHILDREN TO LEARN TO READ USING THE EARLY-TO-READ I/T/A, A RESEARCH SUMMARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Learning Activities</dc:subject>
<dc:subject>Mild Mental Retardation</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Programs</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BLACK, MILLARD H.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Los Angeles City Schools, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN INSTRUCTIONAL BULLETIN TO ASSIST TEACHERS OF THE EDUCABLE MENTALLY RETARDED CHILD IN THE DEVELOPMENT OF READING SKILLS WAS PREPARED FOR THE LOS ANGELES CITY ELEMENTARY SCHOOLS. THE BULLETIN IS DIVIDED INTO FOUR SECTIONS WHICH INCLUDE AN INTRODUCTION, A DISCUSSION OF THE DEVELOPMENTAL SEQUENCE NECESSARY FOR EFFECTIVE READING INSTRUCTION, SUGGESTIONS FOR STIMULATING THE DEVELOPMENT OF THOSE FACTORS, AND SOME PROCEDURES FOR EFFECTIVE READING INSTRUCTION. AN APPENDIX PRESENTS ACTIVITIES FOR DEVELOPING SENSORY PERCEPTION AND DISCRIMINATION, FOR PRACTICING THE SKILLS DEVELOPED IN SPECIFIC READING LESSONS, AND FOR INDEPENDENT PRACTICE OR DRILL. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012230</dc:identifier>
<dc:title>TEACHING THE EDUCABLE MENTALLY RETARDED CHILD TO READ.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>82</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Elementary Education</dc:subject>
<dc:subject weight='MAJOR'>Reading Instruction</dc:subject>
<dc:subject>Reading Material Selection</dc:subject>
<dc:subject weight='MAJOR'>Reading Materials</dc:subject>
<dc:creator scheme='personal author'>OLSEN, HANS C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BEFORE SELECTING MATERIALS TO TEACH READING, A SET OF CONSISTENT AND APPROPRIATE CRITERIA MUST BE DEVISED AND USED TO OBJECTIVELY ANALYZE AVAILABLE MATERIALS. A KNOWLEDGE OF THE CHILDREN, TEACHERS, AND OBJECTIVES AND PATTERN OF THE READING PROGRAM IN THE SCHOOL SYSTEM AIDS THE DETERMINATION OF THE CRITERIA. JUDGMENT MUST THEN BE USED IN SELECTION BECAUSE MATERIALS WILL RARELY FIT ALL THE CHOSEN CRITERIA, AND PRIORITY MUST BE GIVEN TO SOME OF THEM. THERE ARE LITTLE KNOWN CRITERIA WHICH SHOULD BE CONSIDERED--(1) A PROVISION FOR CONTROLLING GRAPHEME-PHONEME CORRESPONDENCE, (2) RECOGNITION OF DIALECT DIFFERENCES, AND (3) AN ATTEMPT TO STIMULATE CHILDREN TO READ WIDELY OUTSIDE OF SCHOOL. CONTRADICTORY CRITERIA WHICH SHOULD BE AVOIDED INCLUDE--(1) GAINING MEANING VERSUS LEANING  GRAPHEME-PHONEME RELATIONSHIP AND (2) CONTROLLED VOCABULARY VERSUS LITERARY QUALITY. (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012231</dc:identifier>
<dc:title>CRITERIA FOR SELECTING MATERIALS TO TEACH READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:02:20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Basic Reading</dc:subject>
<dc:subject>Grade 1</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Language Experience Approach</dc:subject>
<dc:subject>Listening Skills</dc:subject>
<dc:subject>Literature Programs</dc:subject>
<dc:subject>Reading Achievement</dc:subject>
<dc:subject>Reading Improvement</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:creator scheme='personal author'>KELLOGG, RALPH EDWARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Diego)</eric:keywords>
<eric:keywords_geo>California (San Diego)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Diego County Dept. of Education, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A FIRST-GRADE LISTENING SKILLS PROGRAM WAS DESIGNED TO BE TAUGHT AS AN INTEGRAL PART OF THE LANGUAGE ARTS PROGRAM AND TO IMPROVE ACHIEVEMENT IN LISTENING AND READING. THE COMPONENTS AND GUIDELINES FOR THE EXPERIMENT ARE SPECIFIED. THIRTY-THREE CLASSROOMS IN 22 ELEMENTARY SCHOOLS IN SAN DIEGO COUNTY PARTICIPATED. THE TREATMENT GROUPS WERE A TRADITIONAL APPROACH AND AN EXPERIENCE APPROACH. WITHIN EACH TREATMENT GROUP 40 STRUCTURED OR UNSTRUCTURED LITERATURE LISTENING LESSONS OF 20 MINUTES EACH WERE TAUGHT. A POST-TEST ONLY CONTROL DESIGN WAS UTILIZED. ANALYSIS OF VARIANCE WAS USED TO ANALYZE THE DATA. THE PINTNER-CUNNINGHAM PRIMARY INTELLIGENCE TEST, THE STANFORD ACHIEVEMENT TEST, AND THE WRIGHT LISTENING COMPREHENSION TEST WERE ADMINISTERED. TEACHERS EVALUATED THE LESSON PLANS.  THE STRUCTURED PROGRAM WITHIN THE TRADITIONAL GROUP CAUSED A SIGNIFICANT DIFFERENCE IN ALL LISTENING AND READING ACHIEVEMENT FOR BOYS, TIED ONLY IN LISTENING VOCABULARY FOR GIRLS. THE STRUCTURED PROGRAM IN THE LANGUAGE EXPERIENCE GROUP SIGNIFICANTLY AFFECTED TOTAL LISTENING ACHIEVEMENT AND READING VOCABULARY FOR BOTH BOYS AND GIRLS. OTHER RESULTS, CONCLUSIONS, RECOMMENDATIONS, LIMITATIONS, APPENDIXES, TABLES, FIGURES, AND A BIBLIOGRAPHY ARE INCLUDED. (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED012232</dc:identifier>
<dc:title>A STUDY OF THE EFFECT OF A FIRST GRADE LISTENING INSTRUCTIONAL PROGRAM UPON ACHIEVEMENT IN LISTENING AND READING.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>161</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Critical Thinking</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>BARNARD, J. DARRELL</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Society for the Study of Education, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CURRENT DEVELOPMENTS IN SCIENCE EDUCATION ARE REVIEWED IN THIS YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. THE ROLE OF SCIENCE IN OUR CULTURE AND ITS RELATIONSHIP TO THE HUMANITIES AND TO SOCIETY ARE DISCUSSED. THE OBJECTIVES OF SCIENCE TEACHING ARE CONSIDERED FROM THE VIEWPOINTS OF THE RESEARCH SCIENTISTS, THE SCHOOL ADMINISTRATOR, THE COLLEGE DEAN, THE INDUSTRIAL RESEARCHER, AND THE BEHAVIORAL SCIENTIST. A SURVEY OF LEARNING THEORY INCLUDES INFORMATION RELATED TO CONCEPT DEVELOPMENT, CRITICAL THINKING, AND SCIENTIFIC ATTITUDES AND METHODS. THE NATURE OF CREATIVITY, SOCIAL ATMOSPHERE, AND PERSONALITY ARE ANALYZED AS FACTORS INFLUENCING THE CAREER CHOICES OF SCIENTISTS. CHAPTERS DEALING WITH SECONDARY SCHOOL SCIENCE ARE CONCERNED WITH THE EXISTING STATUS AND WITH  THE IMPROVEMENT OF PROGRAMS BY MEANS OF CURRICULUM DEVELOPMENT AND REORGANIZATION THROUGH THE COOPERATIVE EFFORTS OF GOVERNMENT AGENCIES, INDUSTRIAL ORGANIZATIONS, AND PROFESSIONAL GROUPS. CHAPTERS DEALING WITH ELEMENTARY SCHOOL SCIENCE CONSIDER (1) EXISTING PROGRAMS, (2) PROGRAM DEVELOPMENT, AND (3) TEACHING AND EVALUATION. A SECTION ON COLLEGE SCIENCE DESCRIBES CURRENT TRENDS AND TEACHER EDUCATION FOR GENERAL EDUCATION COURSES. SECTIONS ARE DEVOTED ALSO TO (1) CURRICULUM DEVELOPMENT, (2) SUPERVISION, AND (3) FACILITIES, EQUIPMENT, AND INSTRUCTIONAL MATERIALS. CHAPTERS ON TEACHER EDUCATION AND PROFESSIONAL GROWTH CONTAIN INFORMATION ABOUT (1) SCIENCE IN THE GENERAL EDUCATION OF TEACHERS, (2) SUBJECT MATTER COURSES, (3) PROFESSIONAL EDUCATION, AND (4) OPPORTUNITIES FOR INDIVIDUAL  PROFESSIONAL IMPROVEMENT. FINAL CHAPTERS DESCRIBE NEEDED RESEARCH AND PROBLEMS AND ISSUES IN SCIENCE EDUCATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY OF CHICAGO PRESS, 5750 ELLIS AVENUE, CHICAGO, ILLINOIS 60637, FOR $4.50 CLOTH, $3.75 PAPER. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012233</dc:identifier>
<dc:title>RETHINKING SCIENCE EDUCATION, THE FIFTY-NINTH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1960-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>369</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Doctoral Degrees</dc:subject>
<dc:subject>Doctoral Programs</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>RUTHERFORD, F. JAMES</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Science Teachers Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DOCTORAL PROGRAMS IN SCIENCE EDUCATION SHOULD HAVE ADMISSIONS REQUIREMENTS BASED ON ACADEMIC ABILITY, AGE, MATHEMATICS BACKGROUND, AND TEACHING EXPERIENCE. CANDIDATES SHOULD TAKE COURSE WORK EQUIVALENT TO A MASTER&apos;S DEGREE IN ONE AREA OF SCIENCE AND A MINIMUM OF 1 YEAR OF STUDY, INCLUDING LABORATORY, IN THE OTHER MAJOR AREAS. ONE YEAR OF COLLEGE MATHEMATICS, INCLUDING CALCULUS, AND A YEAR OF STATISTICS, INCLUDING RESEARCH DESIGN AND COVARIANT ANALYSIS, SHOULD BE REQUIRED. CANDIDATES SHOULD BECOME FAMILIAR WITH PAST ADVANCES AND CURRENT DEVELOPMENTS IN SCIENCE EDUCATION. SEMINARS OR COURSE WORK SHOULD ALSO BE DEVOTED TO THE HISTORY AND PHILOSOPHY OF SCIENCE AND THE PSYCHOLOGICAL, SOCIOLOGICAL, AND PHILOSOPHICAL FOUNDATIONS OF EDUCATION. CANDIDATES SHOULD BE INVOLVED IN  PROFESSIONAL ACTIVITIES AND EDUCATIONAL RESEARCH DURING A MINIMUM RESIDENCE REQUIREMENT OF 1 YEAR. THE DISSERTATION SHOULD DEMONSTRATE THE CANDIDATE&apos;S ABILITY TO DO INDEPENDENT STUDY AND SHOULD BE REPORTED AT A CONFERENCE OR PUBLISHED. THIS ARTICLE IS PUBLISHED IN &amp;quot;THE SCIENCE TEACHER,&amp;quot; VOLUME 33, NUMBER 7, OCTOBER 1966. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012234</dc:identifier>
<dc:title>GUIDELINES FOR THE DOCTORATE IN SCIENCE EDUCATION, A STATEMENT BY THE ASSOCIATION FOR THE EDUCATION OF TEACHERS IN SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-10-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Research Reviews (Publications)</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>TAYLOR, WAYNE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SECONDARY SCHOOL SCIENCE EDUCATION RESEARCH STUDIES CONDUCTED DURING 1963-65 ARE REVIEWED AND COMPARED WITH THOSE REVIEWED DURING 1961-63. TITLES OF 195 RESEARCH REPORTS WERE OBTAINED FROM PERIODICALS, SERIAL AND NONSERIAL BULLETINS, AND INDEXES. ABSTRACTS OF 125 DOCUMENTS WERE OBTAINED AND REVIEWED BY A COMMITTEE. THE STUDIES WERE CLASSIFIED AS (1) SURVEY AND STATUS, (2) ANALYTICAL AND SURVEY, (3) EXPERIMENTAL, OR (4) CURRICULUM. DURING THE 2-YEAR PERIOD THE NUMBER OF SURVEY AND STATUS AND CURRICULUM STUDIES INCREASED WHILE THE NUMBER OF ANALYTICAL SURVEY AND EXPERIMENTAL STUDIES DECREASED. REVIEWS INCLUDE A SHORT DESCRIPTION OF THE STUDY AND RESULTS OBTAINED. A BIBLIOGRAPHY OF THE STUDIES INCLUDED IN THE REVIEW IS PRESENTED. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012235</dc:identifier>
<dc:title>REVIEW OF RESEARCH STUDIES IN SCIENCE EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>51</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Course Content</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Scientific Methodology</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>GAGNE, ROBERT</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for the Advancement of Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TEXTS OF THREE LECTURES CONSTITUTE THIS BOOKLET. TWO OF THESE LECTURES WERE USED TO SET THE PHILOSOPHICAL AND FUNCTIONAL TONE FOR THE 1963 AND 1964 AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE WRITING CONFERENCES DURING WHICH &amp;quot;SCIENCE--A PROCESS APPROACH&amp;quot; WAS PRODUCED. THE THIRD LECTURE WAS PRESENTED TO TEACHERS WHO WERE PREPARING TO USE &amp;quot;SCIENCE--A PROCESS APPROACH.&amp;quot; THE THREE ADDRESSES DISCUSS THE SAME TOPIC BUT EACH IN A CONTEXT APPROPRIATE TO ITS ORIGINAL PRESENTATION. INCLUDED IS A LIST OF GOALS FOR SCIENCE EDUCATION AND A RATIONALE FOR EMPHASIZING THE PROCESSES OF SCIENCE RATHER THAN PARTICULAR CONTENT. SUPPORT FROM EDUCATIONAL PSYCHOLOGY FOR THIS MODE OF EDUCATION IS GIVEN. THE HIGHLY COMPLEX PROCESSES COMPRISING THE INTELLECTUAL ACTIVITIES OF SCIENTISTS ARE  REDUCED TO SUBUNITS. THE LEAST COMPLEX OF THESE SUBUNITS WOULD BE TAUGHT EARLIEST IN SCHOOL, LATER TO BE INTEGRATED TO FORM MORE COMPLEX PROCESSES. FOR INSTANCE, A CHILD WOULD BEGIN TO LEARN EARLY TO OBSERVE, CLASSIFY, COMMUNICATE, AND MEASURE. IN LATER YEARS, THESE AND OTHER FUNDAMENTAL PROCESS SKILLS WOULD BE USED AS PART OF MORE COMPLEX PROCESSES SUCH AS FORMULATING HYPOTHESES AND DRAWING INFERENCES. FACTS, PRINCIPLES, AND CONCEPTS WERE NOT TO BE ELIMINATED BY USING THIS MODE OF INSTRUCTION RATHER THE OPERATIONS AND PROCESSES OF SCIENCE WOULD BE LEARNED WITHIN THE CONTEXT OF KEY IDEAS FROM SCIENCE. FOR EXAMPLE, &amp;quot;THE DIVERSITY OF LIVING THINGS&amp;quot; IS A KEY IDEA THAT WOULD SERVE AS ONE OF THE VEHICLES FOR TEACHING PROCESSES OF SCIENCE. THIS BOOKLET ALSO DEALS WITH THE GRADE PLACEMENT OF  PROCESS SKILLS AND OFFERS SPECIFIC EXAMPLES OF ACTIVITIES TO TEACH PROCESS SKILLS. THIS DOCUMENT IS AVAILABLE AS AAAS MISCELLANEOUS PUBLICATION 65-8 FROM THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, 1515 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20005, 35 PAGES. (RS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012236</dc:identifier>
<dc:title>THE PSYCHOLOGICAL BASES OF SCIENCE--A PROCESS APPROACH.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Administrator Guides</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Mathematics Materials</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>SCHUBERT, LEO</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Council of Chief State School Officers, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS GUIDE IS DESIGNED TO ASSIST ELEMENTARY AND SECONDARY TEACHERS, SUPERVISORS, AND SCHOOL ADMINISTRATORS IN THE PURCHASE OF SCIENCE AND MATHEMATICS EQUIPMENT. ITEMS ARE LISTED ALPHABETICALLY AND ARE CLASSIFIED AS BASIC, STANDARD, OR ADVANCED. DESCRIPTIONS INCLUDE (1) SCHOOL SUBJECTS IN WHICH THE ITEM IS USED, (2) THE MAJOR USE OF THE EQUIPMENT, AND (3) SPECIFICATIONS. OTHER SECTIONS PROVIDE INFORMATION ABOUT (1) REMODELING OF SCIENCE FACILITIES, (2) SCIENCE COURSE IMPROVEMENT PROJECTS, (3) MOBILE SCIENCE UNITS, (4) IMPROVISED BIOLOGY EQUIPMENT, (5) SEMIMICRO CHEMISTRY EQUIPMENT, (6) EARTH SCIENCE IN THE ELEMENTARY AND SECONDARY SCHOOLS, AND (7) ELECTRICITY AND ELECTRONICS EDUCATION. THIS BOOK WAS PUBLISHED BY GINN AND COMPANY, STATLER OFFICE BUILDING, BOSTON, MASSACHUSETTS, 476  PAGES, $4.60. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012237</dc:identifier>
<dc:title>PURCHASE GUIDE FOR PROGRAMS IN SCIENCE AND MATHEMATICS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Braille</dc:subject>
<dc:subject>Handicapped Students</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Symbolic Learning</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>MALLINSON, GEORGE G.</dc:creator>
<dc:creator scheme='personal author'>MALLINSON, JACQUELINE V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DISCUSSED IS THE DEVELOPMENT AND TESTING OF BRAILLE-TYPE SCIENCE SYMBOLS FOR BLIND SECONDARY SCHOOL SCIENCE STUDENTS. A REVIEW OF SECONDARY SCIENCE TEXTBOOKS, STATE SCIENCE SYLLABUSES, COURSES OF STUDY, AND VOCABULARY LISTS WAS USED TO IDENTIFY 50 IMPORTANT RECURRING SCIENCE TERMS. THE TERMS WERE SUBMITTED FOR EVALUATION TO UNIVERSITY SCIENTISTS, SCIENCE EDUCATORS, AND SPECIALISTS IN THE TEACHING OF BLIND CHILDREN. MEANINGFUL SYMBOLS WERE DEVELOPED FOR 32 OF THE TERMS, AND SYMBOL REVISIONS WERE MADE ON THE BASIS OF A PILOT TEST WITH BLIND CHILDREN. THE ABILITY OF BLIND CHILDREN TO DIFFERENTIATE BETWEEN SCIENCE SYMBOLS AND BETWEEN SCIENCE SYMBOLS AND REGULAR BRAILLE SYMBOLS WAS DETERMINED THROUGH THE USE OF A SERIES OF CHECKER BOARDS ON WHICH STUDENTS MATCHED THE SYMBOLS INSCRIBED  ON THE CHECKERS WITH THOSE ON THE BOARD. AVERAGE STUDENTS HAD LITTLE DIFFICULTY DISTINGUISHING BETWEEN DIFFERENT SCIENCE SYMBOLS AND BETWEEN SCIENCE SYMBOLS AND BRAILLE SYMBOLS. INTELLIGENCE AND EMOTIONAL STABILITY WERE SIGNIFICANTLY RELATED TO STUDENT PERFORMANCE. TEST PERFORMANCE GENERALLY IMPROVED WITH PRACTICE. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING (40TH, CHICAGO, FEBRUARY 24, 1967) AND WAS PUBLISHED IN &amp;quot;SCHOOL SCIENCE AND MATHEMATICS,&amp;quot; VOLUME 67, NUMBER 5, WHOLE 592, MAY 1967. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012238</dc:identifier>
<dc:title>SYMBOLIC SCIENCE LEARNING FOR THE BLIND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Astronomy</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Science Equipment</dc:subject>
<dc:subject>Science Materials</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>O&apos;HEARN, GEORGE T.</dc:creator>
<dc:type></dc:type>
<eric:keywords>American Association for Advancement of Science</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin State Dept. of Public Instruction, Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESCRIBED ARE CURRICULUM MATERIALS PREPARED BY 22 ELEMENTARY AND SECONDARY SCIENCE COURSE IMPROVEMENT STUDY GROUPS. AN INTRODUCTORY SECTION DEALING WITH THE NEW CURRICULUMS DISCUSSES THE FOLLOWING TOPICS--(1) CHANGES IN THE ACTIVITIES AND RESPONSIBILITIES OF TEACHERS AND STUDENTS, (2) COURSE CONTENT AND ORGANIZATION, (3) CURRICULUM MATERIALS DEVELOPMENT, (4) STUDENT ABILITY GROUPING, AND (5) IMPLICATIONS FOR TEACHER PREPARATION. ANOTHER SECTION IS DEVOTED TO INDIVIDUAL PROJECTS. INFORMATION CONCERNING THE PROJECTS INCLUDES (1) THE PROJECT TITLE, (2) THE PROJECT DIRECTOR&apos;S NAME AS WELL AS THE LOCATION OF THE PROJECT CENTER, (3) THE RATIONALE OF THE PROJECT, AND (4) MATERIALS PRODUCED. TYPES OF MATERIALS INCLUDE TEACHER GUIDES, STUDENT TEXTBOOKS, LABORATORY MANUALS, SUPPLEMENTARY  READINGS, PROGRAMED INSTRUCTIONAL MATERIALS, TESTS, SPECIAL EQUIPMENT AND KITS, AND FILMS AND OTHER AUDIOVISUAL AIDS. A FINAL SECTION INCLUDES AN EXTENSIVE LIST OF ARTICLES RELATIVE TO THE NEW SCIENCE CURRICULUMS. THIS DOCUMENT IS AVAILABLE FROM THE WISCONSIN STATE DEPARTMENT OF PUBLIC INSTRUCTION, DIVISION OF INSTRUCTIONAL SERVICE, MADISON, WISCONSIN. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012239</dc:identifier>
<dc:title>A REVIEW OF NEW SCIENCE CURRICULUM MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Labor Utilization</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Scientific Personnel</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>COCKCROFT, JOHN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>France (Paris)</eric:keywords>
<eric:keywords>UNITED STATES</eric:keywords>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:keywords_geo>France (Paris)</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Organisation for Economic Cooperation and Development, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROBLEMS OF HIGHER EDUCATION IN THE UNITED STATES IN RELATION TO FUTURE DEMANDS FOR SCIENTIFIC AND TECHNICAL MANPOWER ARE CONSIDERED IN THIS 1963 REVIEW OF NATIONAL POLICIES CONDUCTED BY THE ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD). A DESCRIPTION OF THE STRUCTURE OF THE UNITED STATES HIGHER EDUCATION SYSTEM EMPHASIZES (1) RESOURCES FOR EXPANSION, (2) THE SUPPLY OF UNDERGRADUATE AND GRADUATE STUDENTS AND TEACHERS, (3) THE QUALITY OF TEACHING, AND (4) FEDERAL SUPPORT. THE REMAINDER OF THE DOCUMENT IS CONCERNED WITH THE PROCEEDINGS OF THE MEETING BETWEEN THE ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT COMMITTEE AND A DELEGATION FROM THE UNITED STATES. CONSIDERED IN THIS DISCUSSION ARE (1) ECONOMIC AND SOCIAL FACTORS RESPONSIBLE FOR SCIENTIFIC AND  TECHNICAL EDUCATION, (2) THE SCIENTIFIC AND TECHNICAL MANPOWER SHORTAGE, (3) THE ROLE OF THE FEDERAL GOVERNMENT IN THE FINANCING OF HIGHER EDUCATION, AND (4) THE EFFECT OF FEDERAL SUPPORT OF SCIENCE ON HIGHER EDUCATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE MCGRAW-HILL BOOK COMPANY, OECD UNIT, TMIS ANNEX, 351 WEST 41ST STREET, NEW YORK 36, NEW YORK, FOR $1.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012240</dc:identifier>
<dc:title>HIGHER EDUCATION AND THE DEMAND FOR SCIENTIFIC MANPOWER IN THE UNITED STATES, OECD REVIEWS OF NATIONAL POLICIES FOR SCIENCE AND EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Anatomy</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Geology</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Physiology</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Certification</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Zoology</dc:subject>
<dc:creator scheme='personal author'>JOHNSON, ARTHUR L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>ENGLAND</eric:keywords>
<eric:keywords_geo>United Kingdom (England)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Associated Examining Board, Aldershot, Hampshire (England).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESCRIBED IN THIS MANUAL ARE EXAMINATIONS USED IN 1966 IN AWARDING EDUCATIONAL CERTIFICATES TO STUDENTS IN ENGLISH SECONDARY SCHOOLS AND ESTABLISHMENTS FOR FURTHER EDUCATION. IT IS WRITTEN PRIMARILY FOR HEADS OF COLLEGES AND SCHOOLS AND DESCRIBES IN DETAIL THE PROCEDURES AND REGULATIONS FOR THE ADMINISTRATION OF EXAMINATIONS IN ALL SUBJECT AREAS. EXAMINATIONS MAY BE TAKEN AT THE ORDINARY OR ADVANCED LEVEL AND SPECIAL EXAMINATIONS ARE AVAILABLE FOR THE MORE ABLE STUDENTS. PRACTICAL EXAMINATIONS ARE REQUIRED IN MANY SUBJECT AREAS. SCIENCE EXAMINATIONS ARE GIVEN IN ANATOMY, BIOLOGY, BOTANY, CHEMISTRY, ELECTRONICS, GEOLOGY, HUMAN BIOLOGY, PHYSIOLOGY, PHYSICS, AND ZOOLOGY. INDIVIDUAL SYLLABUSES INCLUDE (1) GENERAL INFORMATION ON THE LENGTH AND NATURE OF THE EXAMINATION, AND (2) A  DESCRIPTION OF THE SUBJECT MATTER PREREQUISITES. THIS DOCUMENT IS AVAILABLE AT NO COST TO HEADS OF COLLEGES AND SCHOOLS (OTHERS, $.75) FROM THE ASSOCIATED EXAMINING BOARD, WELLINGTON HOUSE, STATION ROAD, ALDERSHOT, HAMPSHIRE, ENGLAND, 218 PAGES, AT NOT COST FOR HEADS OF COLLEGES AND SCHOOLS AND APPROXIMATELY $2.00, INCLUDING SECOND-CLASS AIRMAIL, FOR OTHERS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012241</dc:identifier>
<dc:title>REGULATIONS AND SYLLABUSES 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Anatomy</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Botany</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Educational Certificates</dc:subject>
<dc:subject>Electronics</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Geology</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Mathematics</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Physiology</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Student Certification</dc:subject>
<dc:subject>Student Evaluation</dc:subject>
<dc:subject>Zoology</dc:subject>
<dc:type></dc:type>
<eric:keywords>ENGLAND</eric:keywords>
<eric:keywords_geo>United Kingdom (England)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Associated Examining Board, Aldershot, Hampshire (England).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESCRIBED IN THIS MANUAL ARE EXAMINATIONS USED IN 1967 IN AWARDING EDUCATIONAL CERTIFICATES TO STUDENTS IN ENGLISH SECONDARY SCHOOLS AND ESTABLISHMENTS FOR FURTHER EDUCATION. IT IS WRITTEN PRIMARILY FOR HEADS OF COLLEGES AND SCHOOLS AND DESCRIBES IN DETAIL THE PROCEDURES AND REGULATIONS FOR THE ADMINISTRATION OF EXAMINATIONS IN ALL SUBJECT AREAS. EXAMINATIONS MAY BE TAKEN AT THE ORDINARY OR ADVANCED LEVEL AND SPECIAL EXAMINATIONS ARE AVAILABLE FOR THE MORE ABLE STUDENTS. PRACTICAL EXAMINATIONS ARE REQUIRED IN MANY SUBJECT AREAS. SCIENCE EXAMINATIONS ARE GIVEN IN ANATOMY, BIOLOGY, BOTANY, CHEMISTRY, ELECTRONICS, GEOLOGY, HUMAN BIOLOGY, PHYSIOLOGY, PHYSICS, AND ZOOLOGY. INDIVIDUAL SYLLABUSES INCLUDE (1) GENERAL INFORMATION ON THE LENGTH AND NATURE OF THE EXAMINATION, AND (2) A  DESCRIPTION OF THE SUBJECT MATTER PREREQUISITES. THIS DOCUMENT IS AVAILABLE FROM THE ASSOCIATED EXAMINING BOARD, WELLINGTON HOUSE, STATION ROAD, ALDERSHOT, HAMPSHIRE, ENGLAND, 239 PAGES, AT NO COST FOR HEADS OF COLLEGES AND SCHOOLS AND APPROXIMATELY $2.00, INCLUDING SECOND-CLASS AIRMAIL, FOR OTHERS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012242</dc:identifier>
<dc:title>REGULATIONS AND SYLLABUSES 1967.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>College Mathematics</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Elementary School Mathematics</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>VIALL, WILLIAM P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for the Advancement of Science, Washington, DC.</dc:creator>
<dc:creator scheme='institution'>National Association of State Directors of Teacher Education and Certification.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>GUIDELINES FOR THE DEVELOPMENT OF EDUCATIONAL PROGRAMS FOR THE PREPARATION OF ELEMENTARY SCHOOL TEACHERS OF SCIENCE AND MATHEMATICS ARE PRESENTED. THEY ARE THE RESULTS OF A SERIES OF CONFERENCES THAT INCLUDED ELEMENTARY, HIGH SCHOOL, AND COLLEGE AND UNIVERSITY TEACHERS AS WELL AS ADMINISTRATORS, SCIENTISTS, MATHEMATICIANS, AND REPRESENTATIVES OF GOVERNMENT, INDUSTRY, AND OTHER ASSOCIATIONS AND GROUPS. IT IS SUGGESTED THAT THE GUIDELINES BE USED BY INSTITUTIONS OF HIGHER EDUCATION AND STATE EDUCATION AGENCIES IN DEVELOPING AND IMPROVING EDUCATIONAL PROGRAMS. MAJOR ASPECTS OF THE CURRICULUM CONSIDERED IN THE GUIDELINES INCLUDE--(1) THE ROLE OF THE ELEMENTARY SCHOOL AND SOCIETY, (2) GENERAL EDUCATION, (3) SUBJECT-MATTER ACHIEVEMENT AND INQUIRY TRAINING, (4) BREADTH OF PREPARATION IN  SCIENCE AND MATHEMATICS, (6) PROFESSIONAL LABORATORY EXPERIENCES AND THE QUALIFICATIONS OF COOPERATING TEACHERS, (7) DEPTH OF STUDY IN SUBJECT AREAS, (8) 5TH- AND 6TH-YEAR TEACHER EDUCATION PROGRAMS, AND (9) INSERVICE EDUCATION. DETAILED EXPLANATIONS OF EACH GUIDELINE ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE AS AAAS MISCELLANEOUS PUBLICATION 63-7 FROM NASDTEC-AAAS STUDIES, 1515 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20005, AT NO COST. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012243</dc:identifier>
<dc:title>GUIDELINES FOR SCIENCE AND MATHEMATICS IN THE PREPARATION PROGRAM OF ELEMENTARY SCHOOL TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>30</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Economic Development</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Natural Resources</dc:subject>
<dc:subject>Sciences</dc:subject>
<dc:subject>Scientific Personnel</dc:subject>
<dc:subject>Scientific Research</dc:subject>
<dc:subject>Technology</dc:subject>
<dc:creator scheme='personal author'>LENGYEL, PETER</dc:creator>
<dc:type></dc:type>
<eric:keywords>CZECHOSLOVAKIA</eric:keywords>
<eric:keywords>LATIN AMERICA</eric:keywords>
<eric:keywords>FRANCE</eric:keywords>
<eric:keywords>UNESCO</eric:keywords>
<eric:keywords>UNITED KINGDOM</eric:keywords>
<eric:keywords_geo>France</eric:keywords_geo>
<eric:keywords_geo>United Kingdom</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Nations Educational, Scientific, and Cultural Organization, Paris (France).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PROCEEDINGS FROM A MEETING OF UNESCO&apos;S ADVISORY COUNCIL TO ITS OFFICE OF ECONOMIC ANALYSIS AND ITS DIVISION OF SCIENCE POLICY ARE REPORTED. THE CENTRAL THEME OF THE CONFERENCE IS SCIENCE AND TECHNOLOGY IN ECONOMIC DEVELOPMENT. AN INTRODUCTORY PAPER DEALS WITH RESOURCES IN SCIENCE AND TECHNOLOGY, THE INFLUENCE OF SCIENCE AND TECHNOLOGY ON DEVELOPMENT, AND ECONOMIC PLANNING IN RELATION TO SCIENCE AND TECHNOLOGY. A SECOND PAPER DISCUSSES CURRENT PROBLEMS IN THE UTILIZATION OF NATURAL RESOURCES IN LATIN AMERICA. THE SOCIAL AND PSYCHOLOGICAL PROBLEMS INVOLVED IN THE INTRODUCTION OF THE APPLICATIONS OF SCIENCE AND TECHNOLOGY INTO THE POPULATIONS OF DEVELOPING COUNTRIES ARE CONSIDERED IN A THIRD PAPER. THE CHARACTERISTICS OF RESEARCH, DEVELOPMENT, AND ECONOMIC GROWTH IN FOUR EUROPEAN  COUNTRIES ARE DESCRIBED IN A SERIES OF CASE STUDIES. MOST OF THE PAPERS INCLUDE BIBLIOGRAPHIES. THIS DOCUMENT IS AVAILABLE AS THE &amp;quot;INTERNATIONAL SOCIAL SCIENCE JOURNAL,&amp;quot; VOLUME 18, NUMBER 3, 1966 FROM UNESCO PUBLICATIONS CENTER, 317 EAST 34 STREET, NEW YORK, NEW YORK 10016, 468 PAGES, FOR $2.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012244</dc:identifier>
<dc:title>SCIENCE AND TECHNOLOGY AS DEVELOPMENT FACTORS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Accident Prevention</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Laboratory Safety</dc:subject>
<dc:subject>School Safety</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:creator scheme='personal author'>STEERE, NORMAN V.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Easton (David)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Chemical Society, Easton, PA. Div. of Chemical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MONTHLY ARTICLES ON LABORATORY SAFETY THAT APPEARED IN THE &amp;quot;JOURNAL OF CHEMICAL EDUCATION&amp;quot; BETWEEN JANUARY 1964, AND JANUARY 1967, ARE COMBINED IN THIS MANUAL FOR HIGH SCHOOL AND COLLEGE CHEMISTRY TEACHERS. A GENERAL SECTION DEALS WITH (1) RESPONSIBILITY FOR ACCIDENT PREVENTION, (2) SAFETY CONSIDERATION IN RESEARCH PROPOSALS, (3) A SAFETY SYMPOSIUM FOR HIGH SCHOOL STUDENTS, (4) A STUDY OF THE ATTITUDES OF WORKERS TOWARD ACCIDENT PREVENTION, (5) A UNIVERSITY PROGRAM IN LABORATORY MANAGEMENT AND SAFETY, (6) THE LITERATURE OF CHEMICAL SAFETY, AND (7) SOURCES OF INFORMATION ON HAZARDS. TOPICAL SECTIONS INCLUDE--(1) TOXICITY AND EXPOSURE LIMITS, (2) LABORATORY VENTILATION, (3) FLAMMABLE LIQUIDS, CONTAINER LABELING, AND STORAGE OF RECORDS AND CHEMICALS, (4) EYE PROTECTION AND BODY  SHIELDING, (5) PEROXIDES AND DANGEROUS CHEMICALS, (6) COMPRESSED GASES AND CRYOGENIC FLUIDS, (7) UNATTENDED LABORATORY OPERATIONS, AND (8) DRINKING WATER AND MICROBIOLOGICAL CONTAMINATION AND LASER HAZARDS. SAFETY CONSIDERATIONS IN LABORATORY DESIGN ARE THE SUBJECT OF THE FINAL SECTION. A SERIES OF CASE HISTORIES OF LABORATORY ACCIDENTS AND FIRES IS INCLUDED. THE MANUAL IS INDEXED BY SUBJECT AND AUTHOR. THIS DOCUMENT IS AVAILABLE FROM THE CHEMICAL EDUCATION PUBLISHING COMPANY, TWENTIETH AND NORTHAMPTON STREETS, EASTON, PENNSYLVANIA 18042, 125 PAGES, FOR $3.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012245</dc:identifier>
<dc:title>SAFETY IN THE CHEMICAL LABORATORY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Academically Gifted</dc:subject>
<dc:subject>Conference Reports</dc:subject>
<dc:subject>Course Content</dc:subject>
<dc:subject>Science Curriculum</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>DONALDSON, ROBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CARNEGIE CORPORATION</eric:keywords>
<eric:keywords>FUTURE SCIENTISTS OF AMERICA FOUNDATION</eric:keywords>
<eric:keywords>NATIONAL SCIENCE TEACHERS ASSOCIATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESULTS OF A JOINT NATIONAL EDUCATION ASSOCIATION-NATIONAL SCIENCE TEACHERS ASSOCIATION CONFERENCE ON SCIENCE FOR ACADEMICALLY TALENTED STUDENTS ARE REPORTED. MAJOR TOPICS DISCUSSED ARE (1) THE IDENTIFICATION OF THE TALENTED STUDENT, (2) GUIDELINES FOR THE SELECTION OF COURSE CONTENT, (3) TEACHING METHODS, AND (4) DESIRABLE QUALITIES AND CHARACTERISTICS OF TEACHERS OF TALENTED STUDENTS. A FINAL SECTION CONTAINS A SUGGESTED SCIENCE PROGRAM FOR GRADES 7 TO 12. RECOMMENDATIONS INCLUDE--(1) A FIRM FOUNDATION IN GENERAL SCIENCE BY THE END OF GRADE 8, (2) NINTH-GRADE SCIENCE THAT HAS GENERAL EDUCATION OBJECTIVES AND DEALS WITH EARTH, PHYSICAL, OR BIOLOGICAL SCIENCE, (3) STRONG CHEMISTRY AND PHYSICS COURSES FOR GRADES 10 AND 11, AND (4) SEMINARS, CASE STUDIES, ADVANCED PLACEMENT  COURSES, OR ADVANCED SCIENCE IN THE 12TH GRADE. IT IS FURTHER SUGGESTED THAT ALL COURSES INCLUDE LABORATORY ACTIVITIES. GUIDELINES FOR CURRICULUM DEVELOPMENT AND AN ANNOTATED BIBLIOGRAPHY ARE APPENDED. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20006, 63 PAGES, FOR $0.60. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012246</dc:identifier>
<dc:title>SCIENCE FOR THE ACADEMICALLY TALENTED STUDENT IN THE SECONDARY SCHOOL, REPORT OF A CONFERENCE SPONSORED JOINTLY BY THE NATIONAL EDUCATION ASSOCIATION PROJECT ON THE ACADEMICALLY TALENTED STUDENT AND THE NATIONAL SCIENCE TEACHERS ASSOCIATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1959-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Elementary School Mathematics</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Health Education</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Physical Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Secondary School Mathematics</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Social Sciences</dc:subject>
<dc:creator scheme='personal author'>GOODLAD, JOHN I.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>CHEMICAL BOND APPROACH</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Fund for the Advancement of Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DEVELOPMENTS IN ELEMENTARY AND SECONDARY SCHOOL CURRICULUM REVISION FROM 1950 TO 1963 ARE REVIEWED AND EVALUATED. SCHOOL VISITATIONS, PROGRESS REPORTS, PROJECT CRITIQUES, AND INTERVIEWS AND CORRESPONDENCE WITH PROJECT DIRECTORS WERE USED TO OBTAIN INFORMATION ABOUT CURRICULUM DEVELOPMENT PROJECTS. PROJECT DESCRIPTIONS GENERALLY INCLUDE--(1) A BRIEF HISTORICAL REVIEW, (2) AN EXPLANATION OF THE RATIONALE AND MAJOR THEME, (3) MATERIALS DEVELOPED, AND (4) CURRENT STATUS AND FUTURE PLANS. MATHEMATICS, SOCIAL SCIENCES, PHYSICAL AND BIOLOGICAL SCIENCE, AND HEALTH EDUCATION PROJECTS ARE CONSIDERED. A FINAL SECTION IS DEVOTED TO (1) EDUCATIONAL OBJECTIVES, (2) CURRICULUM ORGANIZATION AND EVALUATION, AND (3) INSTRUCTION. THE REPORT ALSO INCLUDES A COMPREHENSIVE ANNOTATED BIBLIOGRAPHY. THIS  DOCUMENT IS ALSO AVAILABLE FROM THE FUND FOR THE ADVANCEMENT OF EDUCATION, 477 MADISON AVENUE, NEW YORK, NEW YORK 10022, AT NO COST. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012247</dc:identifier>
<dc:title>THE CHANGING SCHOOL CURRICULUM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>122</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Geology</dc:subject>
<dc:subject>Graduate Study</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Undergraduate Study</dc:subject>
<dc:creator scheme='personal author'>BERG, J. ROBERT</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords>AMERICAN GEOLOGICAL INSTITUTE</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>NATIONAL ASSOCIATION OF GEOLOGY TEACHERS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Geological Inst., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ARTICLES ABOUT GEOLOGICAL EDUCATION WRITTEN DURING THE PERIOD 1919-62 ARE INCLUDED IN THIS ANNOTATED BIBLIOGRAPHY. RECOMMENDATIONS OF INDIVIDUAL EDUCATORS AND PROFESSIONAL GROUPS FOR THE UNDERGRADUATE AND GRADUATE PREPARATION OF GEOLOGISTS ARE CONTAINED IN MOST OF THE ITEMS. THE ARTICLES WERE ORIGINALLY PUBLISHED IN PROFESSIONAL JOURNALS OR BULLETINS. THEY ARE LISTED CHRONOLOGICALLY AND INCLUDE COMPLETE CITATIONS AND A BRIEF RESUME OF THE CONTENT. AN ALPHABETICAL AUTHOR LIST IS INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN GEOLOGICAL INSTITUTE, 1444 N. STREET, WASHINGTON, D.C., 20005, AT NO COST. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012248</dc:identifier>
<dc:title>ANNOTATED BIBLIOGRAPHY OF GEOLOGICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>College Science</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Geology</dc:subject>
<dc:subject>Science Departments</dc:subject>
<dc:subject>Science Teachers</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords>UNITED STATES</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Geological Inst., Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>UNITED STATES AND CANADIAN COLLEGES AND UNIVERSITIES THAT OFFER COURSE WORK AND/OR DEGREES IN GEOSCIENCE ARE LISTED IN THIS DIRECTORY. IN SECTION I, DEGREE-GRANTING INSTITUTIONS ARE LISTED BY GEOGRAPHICAL AREA. FOR EACH INSTITUTION, INFORMATION CONCERNING (1) THE HIGEST DEGREE OFFERED AND (2) THE AVAILABILITY OF TEACHER EDUCATION PROGRAMS AND SUMMER FIELD CAMPS IS INCLUDED. ANOTHER LIST, ARRANGED ALPHABETICALLY, GIVES DETAILED INFORMATION ON FACULTY, COURSE OFFERINGS, AND REQUIREMENTS OF EACH DEPARTMENT. SECTION II IS AN ALPHABETICAL LISTING OF 2,900 FACULTY MEMBERS IN THE DEPARTMENTS OF THE DEGREE-GRANTING INSTITUTIONS. THE AREA OF SPECIALIZATION OF EACH PERSON IS DESCRIBED. SECTION III LISTS COLLEGES THAT OFFER COURSES IN GEOLOGY OR EARTH SCIENCE, BUT DO NOT OFFER A MAJOR.  SECTION IV CONTAINS DETAILED INFORMATION ABOUT SUMMER FIELD COURSES. A FINAL SECTION LISTS SOURCES OF FELLOWSHIPS AND FINANCIAL AID FOR UNDERGRADUATE AND GRADUATE STUDY IN EARTH SCIENCE. THIS DOCUMENT IS AVAILABLE FROM THE AMERICAN GEOLOGICAL INSTITUTE, 1444 N. STREET, N.W., WASHINGTON, D.C. 20005, 186 PAGES, $4.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012249</dc:identifier>
<dc:title>DIRECTORY OF GEOSCIENCE DEPARTMENTS - UNITED STATES AND CANADA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Biology</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Conservation Education</dc:subject>
<dc:subject>Directories</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Nature Centers</dc:subject>
<dc:subject>Outdoor Education</dc:subject>
<dc:subject>Science Facilities</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:type></dc:type>
<eric:keywords>Science Education Centers</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Audubon Society, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PARTIAL LIST OF NATURE CENTERS AND OUTDOOR EDUCATION FACILITIES IN THE UNITED STATES ARE INCLUDED IN THIS DIRECTORY. AN INTRODUCTORY SECTION DESCRIBES THE GENERAL NATURE OF THE FACILITIES INCLUDED IN TYPICAL CENTERS. TYPES OF CENTERS INCLUDE MUSEUMS, NATURE SANCTUARIES, ARBORETUMS, CAMPS, AND LABORATORIES. ITEMS ARE LISTED ALPHABETICALLY BY STATE AND USUALLY INCLUDE--(1) THE NAME, ADDRESS, AND PHONE NUMBER OF THE SPONSORING ORGANIZATION, (2) THE GROUP OR GROUPS FOR WHICH THE CENTER IS BEST SUITED, (3) UNUSUAL OR OUTSTANDING FEATURES, AND (4) THE LENGTH OF THE OPERATING SEASON. THIS DOCUMTENT IS ALSO AVAILABLE FROM THE NATIONAL AUDUBON SOCIETY, 1130 FIFTH AVENUE, NEW YORK, NEW YORK 10028, FOR $1.00. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012250</dc:identifier>
<dc:title>NATURE CENTERS AND OUTDOOR EDUCATION FACILITIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administration</dc:subject>
<dc:subject>Biology</dc:subject>
<dc:subject>Chemistry</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Earth Science</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Natural Sciences</dc:subject>
<dc:subject>Physics</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>Science Course Improvement Projects</dc:subject>
<dc:subject>Secondary School Science</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:creator scheme='personal author'>VIALL, WILLIAM P.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CHEMICAL BOND APPROACH</eric:keywords>
<eric:keywords>EARTH SCIENCE CURRICULUM PROJECT</eric:keywords>
<eric:keywords>NATIONAL SCIENCE FOUNDATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association for the Advancement of Science, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INFORMATION ON RECENT CURRICULUM REVISIONS IN ELEMENTARY AND SECONDARY SCIENCE IS PRESENTED. THE CHAPTERS INCLUDE MATERIALS FROM PAPERS THAT WERE PRESENTED AT NINE REGIONAL CONFERENCES OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. THE INTRODUCTORY CHAPTER RELATES CURRICULUM MODIFICATION TO CHANGING SOCIAL STRUCTURE AND CONCOMITANT CHANGES IN THE OBJECTIVES OF EDUCATION. THE ADMINISTRATOR&apos;S ROLE IN BRINGING ABOUT CURRICULUM CHANGE IS ALSO CONSIDERED. SUBSEQUENT CHAPTERS DESCRIBE SPECIFIC SCIENCE COURSE IMPROVEMENT PROJECTS IN EARTH SCIENCE, BIOLOGY, CHEMISTRY, AND PHYSICS. DESCRIPTIONS GENERALLY INCLUDE (1) BACKGROUND INFORMATION, (2) AN EXPLANATION OF THE THEME OF THE COURSE, (3) THE STUDENT POPULATION FOR WHICH THE COURSE IS INTENDED, (4) MATERIALS PRODUCED, (5)  ESSENTIAL FACILITIES AND EQUIPMENT, (6) IMPLICATIONS FOR TEACHER EDUCATION, AND (7) FUTURE PLANS. OTHER CHAPTERS ARE DEVOTED TO THE SCIENCE MANPOWER PROJECT, K-12 SCIENCE PROGRAMS, AND ELEMENTARY AND JUNIOR HIGH SCHOOL SCIENCE. A FINAL CHAPTER IDENTIFIES THE RESPONSIBILITY OF SCHOOL ADMINISTRATORS IN SCIENCE CURRICULUM DEVELOPMENT AND IMPLEMENTATION. TOPICS DISCUSSED ARE MOTIVATION OF PERSONNEL, PLANNING, PUBLIC RELATIONS, INSERVICE EDUCATION, PRODUCTION AND STORAGE OF MATERIALS, COSTS, AND EVALUATION. THIS DOCUMENT IS ALSO AVAILABLE AS AAAS MISCELLANEOUS PUBLICATION 63-6 FROM THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, 1515 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20005, FOR $0.25 (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012251</dc:identifier>
<dc:title>THE NEW SCHOOL SCIENCE, A REPORT TO SCHOOL ADMINISTRATORS ON REGIONAL ORIENTATION CONFERENCES IN SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>100</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Atomic Structure</dc:subject>
<dc:subject>Chemical Bonding</dc:subject>
<dc:subject>College Science</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>General Science</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>SHELL, WILLIAM B.</dc:creator>
<dc:creator scheme='personal author'>TRIPP, JOHN D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Alabama (Auburn)</eric:keywords>
<eric:keywords>Sequential Tests of Educational Progress</eric:keywords>
<eric:keywords>NELSON DENNY READING TEST</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:keywords_test>Nelson Denny Reading Tests</eric:keywords_test>
<eric:keywords_test>Sequential Tests of Educational Progress</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Auburn Univ., AL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EFFECT OF INTERIM TESTING ON THE IMMEDIATE ACHIEVEMENT AND THE SUBSEQUENT RETENTION OF COLLEGE SCIENCE STUDENTS IS EXAMINED. EXPERIMENTAL AND CONTROL GROUPS WERE RANDOMLY SELECTED FROM TWO INTACT GENERAL SCIENCE CLASSES FOR STUDENTS OF TEACHER EDUCATION. BOTH GROUPS WERE TAUGHT ATOMIC STRUCTURE AND BONDING THROUGH THE USE OF PROGRAMED MATERIALS. RESULTS OF PRETESTS FOR READING LEVEL AND SCIENCE ACHIEVEMENT WERE USED TO ESTABLISH ABILITY GROUPS. BOTH GROUPS WERE TESTED AT THE CONCLUSION OF THE INSTRUCTIONAL PERIOD, FOR SCIENCE ACHIEVEMENT, AND 6 WEEKS LATER FOR RETENTION. FIVE INTERIM TESTS WERE ADMINISTERED TO STUDENTS IN THE EXPERIMENTAL GROUP. A QUESTIONNAIRE WAS USED TO ASCERTAIN STUDENT&apos;S OPINIONS OF THE PROGRAM. ANALYSIS OF COVARIANCE WAS USED TO COMPARE POST-TEST  ACHIEVEMENT AND RETENTION TEST SCORES. STUDENTS IN THE AVERAGE AND LOW ABILITY SUBGROUPS OF THE EXPERIMENTAL GROUP MADE SIGNIFICANTLY HIGHER SCORES ON THE ACHIEVEMENT POST-TEST AND THE RETENTION TEST THAN DID STUDENTS IN SIMILAR SUBGROUPS OF THE CONTROL GROUP. EXPERIMENTAL STUDENTS IN THE HIGH ABILITY SUBGROUP WERE SIGNIFICANTLY BETTER ON ONLY THE RETENTION TESTS. STUDENT OPINIONS INDICATED THEY PREFERRED PROGRAMED INSTRUCTION FOR CERTAIN COURSE UNITS. (AG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012252</dc:identifier>
<dc:title>THE DIFFERENTIAL EFFECT OF INTERIM TESTING IN THE USE OF AN AUTO-INSTRUCTIONAL PROGRAM IN AN AREA OF GENERAL SCIENCE FOR TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>50</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:type></dc:type>
<eric:keywords>Associated Colleges of the Midwest</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Associated Colleges of the Midwest, Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PREPARE STUDENTS FOR TEACHING IN URBAN SCHOOLS, 27 SELECTED SENIOR STUDENTS FROM ASSOCIATED COLLEGES OF THE MIDWEST (ACM) SPENT 16 WEEKS (BEGINNING IN SEPTEMBER 1964) OBSERVING, TEACHING, AND STUDYING IN CHICAGO. THE FIRST 8 WEEKS WERE SPENT IN AN AVERAGE SOCIOECONOMIC-LEVEL SCHOOL AND THE FINAL 8 WEEKS IN A DISADVANTAGED SCHOOL. THE STUDENTS WERE CLOSELY SUPERVISED BY TWO SPONSOR TEACHERS AND WERE EXPECTED TO PARTICIPATE IN A VARIETY OF EXTRA-CLASS ACTIVITIES AND TO SUBMIT WEEKLY LOGS DESCRIBING THEIR ACTIVITIES. SEMINARS WERE HELD IN (1) URBAN SOCIOLOGY, DEALING WITH VARIOUS POINTS OF VIEW ON ISSUES RELATED TO YOUTH AND THEIR PROBLEMS IN URBAN AREAS AND (2) URBAN EDUCATION, CONCERNED WITH THE OBJECTIVES, PRACTICES, AND PROBLEMS OF CITY SCHOOLS AND BASIC PROBLEMS OF STUDENT  TEACHING. FIELD TRIPS AND VIDEOTAPE RECORDINGS OF THE STUDENTS&apos; TEACHING BEHAVIOR WERE ALSO EMPLOYED. TO FACILITATE THE EXCHANGE OF IDEAS AND EXPERIENCES THE STUDENTS AND FACULTY SUPERVISORS WERE HOUSED TOGETHER IN AN APARTMENT-HOTEL NEAR THE UNIVERSITY OF CHICAGO. OVERALL EVALUATION OF THE 1964 PROGRAM BY THE PARTICIPATING STUDENTS WAS VERY FAVORABLE, PARTICULARLY WITH REGARD TO THE RICHNESS OF THE STUDENT TEACHING EXPERIENCE. THE HANDBOOK FURNISHES DESCRIPTIVE INFORMATION ABOUT THE PROGRAM AND OUTLINES THE RESPONSIBILITIES OF STAFF PARTICIPANTS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NORTHFIELD OFFICE, PROGRAMS IN TEACHER EDUCATION, 208 ELM STREET, NORTHFIELD, MINNESOTA 55057. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012253</dc:identifier>
<dc:title>A REPORT ON THE SECOND YEAR, 1964-65, OF THE URBAN SEMESTER, A PROGRAM IN TEACHER EDUCATION OF THE ASSOCIATED COLLEGES OF THE MIDWEST.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>70</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Admission (School)</dc:subject>
<dc:subject>Education Majors</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Retention (Psychology)</dc:subject>
<dc:subject>Standardized Tests</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Selection</dc:subject>
<dc:creator scheme='personal author'>MASCHO, BETH V.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Indiana (Muncie)</eric:keywords>
<eric:keywords>Sequential Tests of Educational Progress</eric:keywords>
<eric:keywords>Composite Preprofessional Performance Score</eric:keywords>
<eric:keywords_geo>Indiana</eric:keywords_geo>
<eric:keywords_test>Sequential Tests of Educational Progress</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ball State Univ., Muncie, IN.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A STUDY OF SELECTION AND RETENTION OF CANDIDATES FOR ELEMENTARY TEACHER EDUCATION PROGRAMS WAS DESIGNED TO TEST AND IMPROVE THE SELECTION OF TEACHER CANDIDATES. THE 8-YEAR, CROSS SECTIONAL, LONGITUDINAL STUDY INVOLVED THREE MATCHED GROUPS (N-802) OF MATRICULATED FRESHMEN ELEMENTARY EDUCATION MAJORS DURING THE 1957-60 PERIOD. SCORES ON 11 STANDARDIZED TESTS WERE DESIGNED TO MEASURE SUCH VARIABLES AS PERSONALITY, MOTIVATION, INTEREST, ATTITUDES, AND SCHOLASTIC APTITUDE. HIGH SCHOOL RECORDS AND COLLEGE GRADES MADE UP THE REMAINDER OF THE OBJECTIVE DATA. SUBJECTIVE DATA CONSISTED OF SEVEN RECORDED PROFESSIONAL JUDGMENTS, FOUR OBTAINED DURING PRESERVICE TRAINING, AND THREE DURING THE SUBJECT&apos;S 1ST INSERVICE YEAR. OF THE OBJECTIVE DATA, ONLY SELECTED SCALES OF THE MINNESOTA MULTIPHASIC  PERSONALITY INVENTORY AND THE DYNAMIC FACTOR OPINION SURVEY APPEARED TO BE EFFECTIVE AS SCREENING DEVICES AT THE PRESERVICE LEVEL. INTERVIEWS DURING THE FRESHMEN YEAR INDICATED A SIGNIFICANT RELATIONSHIP BETWEEN EMOTIONAL BALANCE AND MOTIVATION, AND PRESERVICE COMPETENCE. AT THE SOPHOMORE LEVEL, ONLY SOCIAL INTELLIGENCE WAS SIGNIFICANTLY CORRELATED WITH PRESERVICE TEACHING SUCCESS. BASED ON STUDIES USING EITHER PRE- OR IN-SERVICE CRITERIA OF COMPETENCE, A SIGNIFICANT RELATIONSHIP WAS FOUND BETWEEN PRE- AND IN-SERVICE ASSESSMENTS OF COMPETENCE. RECOMMENDATIONS FOR INSTITUTIONAL USE OF THE FINDINGS ARE INCLUDED. (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED012254</dc:identifier>
<dc:title>THE ELEMENTARY EDUCATION SELECTION RESEARCH PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Orientation Materials</dc:subject>
<dc:subject>Part Time Faculty</dc:subject>
<dc:subject>Partnership Teachers</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Teacher Orientation</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teaching Programs</dc:subject>
<dc:creator scheme='personal author'>PORTER, NONA</dc:creator>
<dc:type></dc:type>
<eric:keywords>Massachusetts (Boston)</eric:keywords>
<eric:keywords_geo>Massachusetts (Boston)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Women&apos;s Educational and Industrial Union, Boston, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DRAW ON THE UNTAPPED SUPPLY OF WOMEN, CERTIFIED FOR BUT NOT NOW TEACHING, WHO ARE AVAILABLE FOR PART-TIME WORK, A PARTNERSHIP TRAINING PROGRAM WAS BEGUN IN A PILOT STUDY. EACH OF NINE PAIRS OF TEACHERS SHARED ONE FULL-TIME POSITION. A 1-DAY ORIENTATION MEETING FOR TEACHERS AND PRINCIPALS PRECEDED ASSIGNMENT TO THE ELEMENTARY SCHOOL CLASSROOM. AFTER 1 YEAR OF OPERATION, IT WAS FELT THAT THE TEACHERS WORKED EFFECTIVELY IN CURRICULUM PLANNING, IN STUDENT EVALUATION, AND IN PARENT-TEACHER CONFERENCES, AND THAT THEIR TEACHING PERFORMANCE EXCEEDED THAT OF A FULL-TIME TEACHER. FURTHER, UNDER THE PARTNERSHIP PLAN THE NEED FOR SUBSTITUTES IS REDUCED SINCE A PARTNER CAN SERVE A FULL DAY WHEN NECESSARY. (HA)</dc:description>
<dc:identifier scheme='eric_accno'>ED012255</dc:identifier>
<dc:title>ORIENTATION HELD FOR NEW MEMBERS OF PARTNERSHIP TEACHING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-30</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>47</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Instructional Design</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:creator scheme='personal author'>ARMSTRONG, JENNY R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FAILURE OF EDUCATIONAL RESEARCH TO CONTRIBUTE LARGE CONSISTENT BODIES OF KNOWLEDGE ABOUT THE EDUCATIONAL PROCESS HAS BEEN DUE TO FIVE MAJOR FACTORS--(1) FAULTY EXPERIMENTAL DESIGN, (2) FAILURE TO CONSIDER ALL OF THE MAJOR INPUT ELEMENTS OF THE EDUCATIONAL PROCESS, (3) FAILURE TO MAKE MEANINGFUL COMPARISONS (FOR EXAMPLE THE CONTROL GROUP IS NOT AN APPROPRIATE CONTROL FOR THE TREATMENT VARIABLE), (4) CONFOUNDING OF VARIABLES, (FOR EXAMPLE DEDUCTIVE APPROACH WITH CONCRETE MATERIALS AS OPPOSED TO INDUCTIVE APPROACH WITHOUT CONCRETE MATERIALS), AND (5) FAILURE TO RESEARCH OVERLAP BETWEEN HIGHER ORDER INPUT AND OUTPUT VARIABLES. TO COMBAT THESE FAILURES A THEORECTICAL MODEL FOR RESEARCH WHICH DETAILS THE FOUR MAJOR INPUT ELEMENTS (CURRICULUM, INSTRUCTION, TEACHER, AND LEARNER) AND  OUTPUT (LEARNING) ELEMENTS OF THE EDUCATIONAL PROCESS IS PRESENTED. IN ADDITION, A GENERAL DESIGN AND LAYOUT FOR CLASSROOM RESEARCH WHICH INVOLVES (1) A STRATIFIED RANDOM SAMPLING OF BOTH TEACHER AND PUPIL POPULATIONS, (2) THE RANDOM ASSIGNING OF TEACHERS AND PUPILS TO THE FOUR ELEMENTS, AND (3) THE DESIGNATION OF SOME PHASE OF LEARNING AS THE DEPENDENT VARIABLE IS BRIEFLY OUTLINED. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 17, 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012256</dc:identifier>
<dc:title>A THEORETICAL MODEL FOR RESEARCH IN EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-17</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Behavior Rating Scales</dc:subject>
<dc:subject>Classroom Environment</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Personality Studies</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Specialists</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Evaluation</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>BROUDY, H.S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Colleges for Teacher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>EDUCATIONAL CONTROL OF THE PUBLIC SCHOOLS RESTS ON THE ASSUMPTION THAT THERE IS A SUBSTANTIVE BODY OF KNOWLEDGE ABOUT TEACHING FOR WHICH PROFESSIONAL PREPARATION IS NECESSARY. IF SO, THE TEACHER MUST BE EVALUATED NOT AS A PERSON BUT AS A FUNCTIONARY IN A SPECIAL SITUATION (THE CLASSROOM). FOR THAT PURPOSE, CRITERIA ARE NECESSARY. PERSONALITY TRAITS, TEACHER-PUPIL INTERACTIONS, AND ADMINISTRATIVE RATINGS OF TEACHING SUCCESS ARE HELD TO BE BLIND ALLEYS, WHILE OBSERVATIONAL SCHEDULES CANNOT TAKE THE PLACE OF EXPERTISE. CERTIFICATION BY A TEACHER-TRAINING INSTITUTION AND DEMONSTRATIONS OF TECHNICAL COMPETENCE ARE NOT ENOUGH. INSTEAD, PENDING SUFFICIENT KNOWLEDGE TO PERMIT SYSTEMS ANALYSIS THAT WILL RELATE TRAINING TO SUCCESS BEHAVIOR, A MORE MODEST ANALYSIS OF CLASSROOM BEHAVIOR IS  ADVOCATED, LEADING TO GLOBAL JUDGMENTS TO BE REFINED BY EXPERTS. FOR EXAMPLE, THE QUESTION IS NOT ONE OF ONE TEACHING STYLE VERSUS ANOTHER, BUT OF THE GOODNESS WITH WHICH A GIVEN TEACHING STYLE IS IMPLEMENTED--AS JUDGED BY EXPERTS, JUST AS APPLES ARE GRADED BY JUDGES AT A FAIR. TO DISCRIMINATE AMONG TEACHERS WHO ARE EQUAL IN JUDGED CLASSROOM PERFORMANCE, PROFESSIONAL EXAMINATIONS LIKE THOSE GIVEN TO PHYSICIANS AND OTHER LICENSED PROFESSIONS ARE ADVOCATED, ONES THAT ASK QUESTIONS OF THE SORT &amp;quot;WHAT WOULD YOU DO IF....&amp;quot; THIS DOCUMENT WAS PUBLISHED BY THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036 AND WAS PRESENTED, AS A PAPER, AT THE ANNUAL MEETING OF THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (19TH, CHICAGO,  FEBRUARY 16, 1967). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012257</dc:identifier>
<dc:title>THE CONTINUING SEARCH FOR CRITERIA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>African Culture</dc:subject>
<dc:subject>Educational Change</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Educational Psychology</dc:subject>
<dc:subject>Innovation</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>CUZON DU REST, LUCY</dc:creator>
<dc:type></dc:type>
<eric:keywords>CONANT REPORT</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Association of Colleges for Teacher Education, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS COLLECTION OF 10 PAPERS DEALS WITH THE NEED TO MEET FUNDAMENTAL CHANGE IN THE STRUCTURE OF SOCIETY BY INNOVATIVE AND APPROPRIATE METHODS IN TEACHER EDUCATION. THE 10 ARE--(1) &amp;quot;TEACHER EDUCATION--A SHARED RESPONSIBILITY,&amp;quot; BY WARREN C. LOVINGER, (2) &amp;quot;CERTIFICATION OF TEACHERS--THE RESTRICTED STATE APPROVED PROGRAM APPROACH,&amp;quot; BY JAMES B. CONANT, (3) COMMENTS ON THE CONANT REPORT, BY (A) HAROLD TAYLOR AND (B) FRANCIS S. CHASE, (4) &amp;quot;EDUCATION AND THE WAR ON POVERTY,&amp;quot; BY SENATOR BIRCH BAYH, (5) &amp;quot;EDUCATION IN THE NEW AFRICA,&amp;quot; BY GODFREY K.J. AMACHREE, (6) &amp;quot;TEACHER EDUCATION FOR A CHANGING SOCIETY,&amp;quot; BY MELBY, (7) &amp;quot;THE ESSENTIAL MISSION OF AMERICAN EDUCATION,&amp;quot; BY J. MARTIN KLOTSCHE, (8) &amp;quot;TEACHER EDUCATION AND ITS PUBLIC IMAGE,&amp;quot; BY G.K. HODENFIELD, (9) &amp;quot;PSYCHOLOGICAL THEORY AND  EMPIRICAL RESEARCH FOR TEACHER EDUCATION,&amp;quot; BY GAGE, AND (10) A SUMMARY OF ROUND-TABLE DISCUSSIONS ON &amp;quot;THE IMPORTANCE OF SCIENTIFIC RESEARCH IN TEACHER EDUCATION.&amp;quot; DISCUSSIONS OF PURPOSES AND FUNCTIONS OF THE COMMITTEE ON STUDIES AND ITS SUBCOMMITTEES, AND COMMITTEES ON INTERNATIONAL RELATIONS, PUBLIC RELATIONS, AND AUDIT ARE PROVIDED. A DIRECTORY LISTING THE OFFICERS, COMMITTEES, AND MEMBERS OF THE ASSOCIATION IS APPENDED. THIS DOCUMENT IS AVAILABLE FROM EXECUTIVE SECRETARY, AACTE, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $3.50. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012258</dc:identifier>
<dc:title>PROCEEDINGS OF THE 1964 ANNUAL MEETING OF THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION, FREEDOM WITH RESPONSIBILITY IN TEACHER EDUCATION, 17TH YEARBOOK (CHICAGO, 1964).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Career Opportunities</dc:subject>
<dc:subject>Special Programs</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>PEACE CORPS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Peace Corps, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RELEVANCE OF PEACE CORPS SERVICE TO CAREER GOALS OF VOLUNTEERS IS RECOGNIZED BY MANY EMPLOYERS AND SCHOOLS. THE CAREFULLY THOUGHT OUT AND ADMINISTERED SELECTION AND TRAINING PROCEDURE, AND LOW ATTRITION RATE OF OVERSEAS VOLUNTEERS ARE IMPRESSIVE CREDENTIALS. POST-SERVICE CAREER PLANS OF RETURNED VOLUNTEERS ARE--33.6 PERCENT CONTINUING EDUCATION, 16.9 PERCENT TEACHING, 12.4 PERCENT FEDERAL GOVERNMENT, 10.7 PERCENT BUSINESS AND INDUSTRY, 7.4 PERCENT VOLUNTARY ORGANIZATIONS, 4 PERCENT STATE AND LOCAL GOVERNMENT, AND 15 PERCENT MISCELLANEOUS. MANY OF THE VOLUNTEERS WHO CHANGE CAREER PLANS DURING THEIR SERVICE SWITCH TO TEACHING, AND A LARGE PERCENTAGE OF RETURNED VOLUNTEERS PRESENTLY CONTINUING THEIR EDUCATION ARE PREPARING TO ENTER THE TEACHING FIELD. SINCE 55 PERCENT OF ALL  VOLUNTEERS WORKED IN SOME TEACHING CAPACITY DURING THEIR SERVICE, THIS IS NOT SURPRISING. FOURTEEN STATES AND CITIES OFFER SPECIAL TEACHING CERTIFICATE WAIVERS AND SALARY SCALE CREDIT FOR FORMER VOLUNTEERS. IN SOME STATES, SPECIAL INTERN PROGRAMS HAVE BEEN SET UP FOR ATTRACTING RETURNEES TO TEACHING. THE NEW YORK STATE DEPARTMENT OF EDUCATION APPOINTED A FULL-TIME DIRECTOR OF PEACE CORPS AFFAIRS TO WORK WITH RETURNEES AND ADVANTAGEOUS CONDITIONS FOR THEM WERE ESTABLISHED. OVERSEAS TEACHING OPPORTUNITIES ARE ALSO OFFERED TO THEM. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012259</dc:identifier>
<dc:title>AFTER THE PEACE CORPS--THE RETURNEE CAREER PICTURE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Economic Status</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Social Status</dc:subject>
<dc:subject>Teacher Certification</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Employment</dc:subject>
<dc:subject>Teacher Employment Benefits</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>DAVIES, MARGARITA</dc:creator>
<dc:type></dc:type>
<eric:keywords>CENTRAL AMERICA</eric:keywords>
<eric:keywords>SOUTH AMERICA</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>CANADA</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:keywords_geo>South America</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STUDY OF THE PROFESSIONAL, ECONOMIC, AND SOCIAL STATUS OF PUBLIC SCHOOL TEACHERS IN 23 COUNTRIES IN THE AMERICAS INCLUDES DATA ON TRAINED AND UNTRAINED TEACHERS AND ON THE PRESENCE, IF ANY, OF PROFESSIONAL TEACHER TRAINING SCHOOLS. THE ECONOMIC SECTION DEALS WITH TEACHERS&apos; SALARIES IN RELATION TO SALARIES FOR OTHER OCCUPATIONS. THE SOCIAL STATUS SECTION COVERS OFFICIAL RECOGNITION OF PROFESSIONAL NEGOTIATIONS, BASIS OF APPOINTMENTS, TENURE, RETIREMENT, SOCIAL SECURITY, SICK LEAVE, MATERNITY LEAVE, AND OTHER BENEFITS. APPENDIXES INCLUDE COMPARATIVE DATA ON ECONOMIC AND SOCIAL STATUS. (RP)</dc:description>
<dc:identifier scheme='eric_accno'>ED012260</dc:identifier>
<dc:title>SURVEY OF THE STATUS OF THE TEACHING PROFESSION IN THE AMERICAS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>103</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Language Teachers</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Teachers</dc:subject>
<dc:subject>Student Teaching</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:creator scheme='personal author'>MOSKOWITZ, GERTRUDE</dc:creator>
<dc:type></dc:type>
<eric:keywords>TEACHING SITUATION REACTION TEST</eric:keywords>
<eric:keywords>Flanders System of Interaction Analysis</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_test>Flanders System of Interaction Analysis</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FOURTEEN FOREIGN LANGUAGE STUDENT TEACHERS WERE TAUGHT THE FLANDERS SYSTEM OF INTERACTION ANALYSIS, ADDING A BEHAVIORAL-SCIENCE DIMENSION TO THEIR CUSTOMARY STUDY OF NEW METHODS OF FOREIGN LANGUAGE TEACHING. PRE- AND POST-TESTS WERE ADMINISTERED AFTER 8 WEEKS, COVERING (1) PUPIL ATTITUDES TOWARD THE FOREIGN LANGUAGE, FOREIGN LANGUAGE TEACHER, AND FOREIGN LANGUAGE CLASS, (2) TEACHER REACTIONS TO CLASSROOM SITUATIONS ALONG DIRECT-INDIRECT LINES, INCLUDING POSSIBLE ATTITUDE CHANGES AFTER TRAINING, (3) ATTITUDES AND DEGREE OF SATISFACTION OF STUDENT TEACHERS AND COOPERATING TEACHERS TOWARD EACH OTHER. TAPES WERE MADE OF FOUR CLASSES, WHICH YIELDED PRE- AND POST-FLANDERS GRAMMAR AND CONVERSATION MATRICES. SIGNIFICANT FINDINGS WERE--(1) MORE POSITIVE ATTITUDES TOWARD TEACHING BY  STUDENT TEACHERS, (2) MORE POSITIVE ATTITUDES BY PUPILS TOWARD SEVERAL ITEMS WHICH APPEAR RELATED TO CLASSROOM BEHAVIORS OF STUDENT TEACHERS, (3) MORE INDIRECT TEACHING PATTERNS USED BY STUDENT TEACHERS, AND (4) MORE EXPRESSION OF PUPILS&apos; OWN IDEAS IN FOREIGN LANGUAGE CLASSES. THOUGH GRAMMAR CLASSES SEEMED MORE, AND CONVERSATION CLASSES LESS RESTRICTIVE, SIMILAR BEHAVIOR CHANGES WERE NOTED IN BOTH. STUDENT TEACHERS FELT THE FLANDERS SYSTEM SHOULD BECOME A REQUIREMENT FOR FOREIGN LANGUAGE TEACHERS. RESULTS APPEAR SIMILAR TO THOSE FOUND IN EARLIER STUDIES OF THE USE OF INTERACTION ANALYSIS IN TEACHER EDUCATION PROGRAMS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 1967). (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012261</dc:identifier>
<dc:title>THE EFFECT OF TRAINING FOREIGN LANGUAGE STUDENT TEACHERS IN INTERACTION ANALYSIS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Interaction Process Analysis</dc:subject>
<dc:subject weight='MAJOR'>Language Skills</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Tape Recordings</dc:subject>
<dc:subject weight='MAJOR'>Teacher Education</dc:subject>
<dc:subject weight='MAJOR'>Teacher Improvement</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject weight='MAJOR'>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>AMIDON, EDMUND</dc:creator>
<dc:creator scheme='personal author'>HUNTER, ELIZABETH</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES OF THE CLASSROOM VERBAL BEHAVIOR OF TEACHERS SHOW THAT MANY TEACHERS USE THE SAME RATHER NARROW VERBAL INTERACTION PATTERNS BECAUSE (1) THEIR OWN SCHOOL BACKGROUNDS DID NOT INCLUDE EXPOSURE TO TEACHERS WHO USED VARIED VERBAL PATTERNS, (2) THEY DO NOT NOW HEAR VARIED TEACHING PATTERNS, AND (3) THEY ARE NOT PROVIDED WITH OPPORTUNITIES TO PRACTICE GREATER LANGUAGE FACILITY. TO INCREASE TEACHERS&apos; FACILITY IN VERBAL INTERACTION, THE VERBAL INTERACTION CATEGORY SYSTEM (BASED ON THE WORK OF FLANDERS) WAS DEVELOPED BY THE AUTHORS TO CATEGORIZE TEACHER TALK. ITS SIX CATEGORIES INCLUDE--(1) GIVES INFORMATION OR OPINION, (2) GIVES DIRECTION, (3) ASKS NARROW QUESTION, (4) ASKS BROAD QUESTIONS, (5) ACCEPTS IDEAS, BEHAVIOR, OR FEELING, AND (6) REJECTS IDEAS, BEHAVIOR, OR FEELING.  ACCEPTANCE OF PUPILS&apos; FEELINGS IS ESPECIALLY DIFFICULT FOR MANY TEACHERS TO EXPRESS AND SEEMS PARTICULARLY IMPORTANT IN THE TEACHING-LEARNING PROCESS SINCE IT ENCOURAGES CHILDREN TO EXPRESS THEIR FEELINGS AND ENABLES THE TEACHER TO DEAL WITH AND UTILIZE THEM. DIFFERENT KINDS OF ACCEPTANCE ARE OUTLINED. TAPING OF CLASS DISCUSSIONS AND WRITING OUT BROAD QUESTIONS AND THOUGHT-PROVOKING STATEMENTS IN ADVANCE ARE OTHER SUGGESTED TOOLS FOR IMPROVING LANGUAGE FACILITY. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012262</dc:identifier>
<dc:title>IMPROVING THE LANGUAGE SKILLS OF &quot;DEPRIVED&quot; TEACHERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>9</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:03:10</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Classes (Groups of Students)</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Junior High School Students</dc:subject>
<dc:subject>Microteaching</dc:subject>
<dc:subject>Nongraded Instructional Grouping</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:creator scheme='personal author'>CATON, JAY</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Jefferson County)</eric:keywords>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Jefferson County Public Schools, Lakewood, CO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO PROVIDE TEACHERS WITH TRAINING IN TEAM TEACHING, NONGRADING, AND EFFECTIVE STAFF UTILIZATION AS A MEANS OF IMPROVING PUPIL INSTRUCTION, THE EXTENDED SUMMER PROGRAM WAS CONDUCTED IN 1965 AND 1966. THE PROGRAM WAS STRUCTURED SO THAT (1) TEACHERS WERE RECRUITED FOR SPECIFIC ROLES IN A FULL-DAY PROGRAM, (2) EACH TEACHER UNDERWENT ORIENTATION EXPERIENCE, (3) TEACHERS WERE DIVIDED INTO TEAMS OF 12 WHO WERE FULLY RESPONSIBLE FOR 100 CHILDREN, (4) EACH TEAM WAS DIVIDED INTO THREE SUBTEAMS EMPHASIZING INTERDISCIPLINARY ACTIVITY,(5) EACH SUBTEAM ROTATED THROUGH THREE PHASES--PLANNING, TEACHING, AND OBSERVATION ANALYSIS, AND (6) EACH TEACHER COULD RECEIVE GRADUATE CREDIT FROM AN AFFILIATED COLLEGE OR DISTRICT-ORGANIZED INSERVICE CREDIT. STUDENTS FROM ALL GRADES WERE RECRUITED FOR THE  NONGRADED PROGRAM (DIVIDED INTO ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL GROUPS). THEIR PROGRESS WAS JUDGED ON THE BASIS OF PERFORMANCE CRITERIA WITH EACH CHILD BEING PACED ACCORDING TO HIS OWN CAPABILITY, INTEREST, AND NEED. PROJECT EVALUATION WAS BASED ON QUESTIONNAIRES AND INTERVIEWS. FINDINGS INDICATE THAT PARTICIPATING TEACHERS EXHIBITED GROWTH IN (1) ABILITY TO TEACH FOR PROCESS GOALS, (2) ABILITY TO EVALUATE PUPIL GROWTH IN RELATION TO PROCESS GOALS, (3) UNDERSTANDING THE ADVANTAGES AND DISADVANTAGES OF TEAM TEACHING, AND (4) THE USE OF PERFORMANCE CRITERIA IN DEVELOPING EDUCATIONAL OBJECTIVES. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012263</dc:identifier>
<dc:title>THE EXTENDED SUMMER PROGRAM, A TWO YEAR SUMMARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Job Analysis</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Qualifications</dc:subject>
<dc:subject>Selection</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:subject>Teaching Load</dc:subject>
<dc:subject>Training</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:creator scheme='personal author'>NOAR, GERTRUDE</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Education Association, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECRUITMENT, QUALIFICATIONS, TRAINING, AND DUTIES OF TEACHER AIDES ARE DESCRIBED. MAJOR ACTIVITIES ARE THOSE THAT FREE THE TEACHER FROM NONTEACHING DUTIES (CLERICAL, LIBRARY, LUNCHROOM SUPERVISION, AND HOME VISITS). HOWEVER, THE USE OF TEACHER AIDES DRAWN FROM THE SAME SOCIOECONOMIC LEVELS AS THE PARENTS OF DISADVANTAGED PUPILS COULD PROVIDE A BRIDGE TO SUCH PUPILS ONLY IF AIDES ARE ASSIGNED TO CLASSROOM ACTIVITIES. AIDES ARE RECRUITED THROUGH NEWSPAPER OR COMMUNITY CENTER ANNOUNCEMENTS OR BY WORD OF MOUTH. QUALIFICATIONS VARY WITH THE TYPE OF COMMUNITY, SOCIOECONOMIC LEVEL OF STUDENTS, AND DUTIES OF AIDES. SELECTION MAY BE BASED ON PERSONALITY TRAITS, ACCEPTABILITY AS A &amp;quot;LANGUAGE MODEL,&amp;quot; INTERVIEW OR NEIGHBORHOOD RESIDENCE, AIDES INCLUDE CENTER-CITY UNEMPLOYED, MIDDLE-CLASS  MOTHERS, AND COLLEGE STUDENTS. WAGES ARE USUALLY $1.50 AN HOUR ($1.25 TO $2.50). DISCREPANCIES BETWEEN CONDITIONS OF EMPLOYMENT FOR AIDES AND REGULAR TEACHERS ARE A SOURCE OF DISSATISFACTION TO SOME AIDES, BUT THE WORK OFTEN PROVIDES EGO SUPPORT. USE OF AIDES HAS RAISED QUESTIONS ABOUT (1) AIDES AS CHANGE AGENTS, (2) PLACEMENT AND RESPONSIBILITY OF AIDES, (3) WHETHER MANY LOW-PAID AIDES ARE BEING HIRED WHEN A SMALLER NUMBER OF ADDITIONAL HIGHER-PAID PROFESSIONALS WOULD BE BETTER, (4) WHETHER MINORITY GROUP AIDES ARE BEING EMPLOYED IN PLACE OF MINORITY GROUP REGULAR TEACHERS, THUS SUPPORTING INFERIORITY STEREOTYPES. THIS DOCUMENT IS AVAILABLE AS STOCK NUMBER 381-11798 FROM PUBLICATION-SALES SECTION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, 32  PAGES, FOR $0.75. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012264</dc:identifier>
<dc:title>TEACHER AIDES AT WORK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject weight='MAJOR'>Experiments</dc:subject>
<dc:subject weight='MAJOR'>Prediction</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject weight='MAJOR'>Statistical Significance</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:creator scheme='personal author'>ARMSTRONG, CHARLES M.</dc:creator>
<dc:creator scheme='personal author'>WOHLFERD, GERALD H.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>JOINTLY CONSIDERING THE FACTORS OF SAMPLE SIZE (N-10 TO N-1000) AND THE STANDARD DEVIATION OF THE CRITERION MEASURE (SD-1 TO SD-25), A TABLE SHOWS THE DIFFERENCE BETWEEN TREATMENTS NEEDED FOR STATISTICAL SIGNIFICANCE AT THE .05 LEVEL. THUS, IF THE EDUCATIONAL RESEARCHER HAS APPROPRIATE INFORMATION ON PAST PERFORMANCE, HE CAN CONSULT THE TABLE TO DETERMINE THE SAMPLE SIZE NEEDED TO OBTAIN A DIFFERENCE OF A GIVEN ANTICIPATED SIZE AND ALSO THE TIME OR LENGTH OF PROJECT NECESSARY TO ACHIEVE A DIFFERENCE OF THE DESIRED SIZE. THIS ARTICLE WAS PUBLISHED IN THE &quot;ARGR JOURNAL,&quot; VOLUME 3, NUMBER 1, NOVEMBER 1966. (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012265</dc:identifier>
<dc:title>PREJUDGING THE SUCCESS OF AN EXPERIMENTAL PROJECT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-11-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>8</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:03:16</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject weight='MAJOR'>Elementary School Teachers</dc:subject>
<dc:subject>Incentives</dc:subject>
<dc:subject weight='MAJOR'>Organizational Climate</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Self Concept</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject weight='MAJOR'>Teacher Morale</dc:subject>
<dc:subject>Teacher Persistence</dc:subject>
<dc:creator scheme='personal author'>KOPLYAY, JANOS</dc:creator>
<dc:creator scheme='personal author'>MATHIS, B. CLAUDE</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO INVESTIGATE THE RELATIONSHIP BETWEEN TEACHER MORALE AND ORGANIZATIONAL CLIMATE, 299 ELEMENTARY SCHOOL TEACHERS IN SUBURBAN CHICAGO SCHOOLS WERE GIVEN (1) THE 50-ITEM CHANDLER-MATHIS ATTITUDE INVENTORY, WHICH MEASURES LEVEL OF MORALE WITH RESPECT TO SELF, SCHOOL, COMMUNITY, ADMINISTRATION, AND POLICY, AND (2) THE ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE (OCDQ), WHICH MEASURES DEGREE OF OPENNESS OR CLOSEDNESS IN EIGHT FEATURES OF SCHOOL CLIMATE--DISENGAGEMENT, HINDRANCE, ESPRIT, INTIMACY, ALOOFNESS, PRODUCTION EMPHASIS, THRUST, AND CONSIDERATION. TEST SCORES WERE ANALYZED IN RELATION TO YEARS TEACHING, YEARS TEACHING IN PRESENT SCHOOL, AND SALARY. THE RESULTS SUGGEST THAT AN &quot;OPEN&quot; CLIMATE IS ASSOCIATED WITH HIGH MORALE REGARDLESS OF TYPE OF SALARY SCHEDULE. IN &quot;CLOSED&quot;  CLIMATE SCHOOLS, HOWEVER, HIGHER MORALE WAS FOUND IN SCHOOLS WITH MERIT, RATHER THAN NONMERIT, SALARY SCHEDULES. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 10, 1967). (LC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012266</dc:identifier>
<dc:title>THE RELATIONSHIP BETWEEN TEACHER MORALE AND ORGANIZATIONAL CLIMATE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:03:18</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Racial Differences</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Motivation</dc:subject>
<dc:subject>Teacher Persistence</dc:subject>
<dc:subject>Teacher Placement</dc:subject>
<dc:subject>Teacher Role</dc:subject>
<dc:subject>Teaching Conditions</dc:subject>
<dc:creator scheme='personal author'>WAYSON, WILLIAM W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Chicago Univ., IL. Midwest Administration Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO IDENTIFY THE EXPRESSED MOTIVES AND PERCEPTIONS WHICH DIFFERENTIATE TEACHERS WHO REMAIN FROM TEACHERS WHO LEAVE SLUM SCHOOLS, 62 WOMEN--42 &amp;quot;STAYERS&amp;quot; AND 20 &amp;quot;LEAVERS&amp;quot; WERE INTERVIEWED. RESPONSES TO THE QUESTIONS--(1) WHAT DO YOU THINK IS THE MAIN REASON YOU HAVE REMAINED IN THIS SCHOOL AND (2) WHAT IS THE MOST SATISFYING THING ABOUT THIS SCHOOL--WERE CLASSIFIED IN 10 CATEGORIES (PERSONAL ESTEEM, MISSIONARY ZEAL, PROFESSIONAL AUTONOMY, INERTIA, ORGANIZATIONAL CONSTRAINTS, GROUP BELONGINGNESS, ACCOMMODATING PRINCIPAL, PROFESSIONAL APPRAISAL, ALTRUISM, AND DESPOTISM). BOTH STAYERS AND LEAVERS PERCEIVED SLUM SCHOOLS AND CHILDREN IN MUCH THE SAME WAY. HOWEVER, LACK OF PUPIL RESPONSIVENESS WAS STRESSED BY LEAVERS, WHILE STAYERS STRESSED RESPONSIVENESS TO WARM PERSONAL RELATIONSHIPS.  LEAVERS (WHO WERE MUCH YOUNGER THAN STAYERS) HELD, ON THE WHOLE, TO ACHIEVEMENT-ORIENTED GOALS AND NARROWER DEFINITIONS OF THE TEACHER&apos;S ROLE. IMPLICATIONS ARE--(1) IN VIEW OF &amp;quot;STAYER&amp;quot; DEPENDENCE ON CURRENT CONDITIONS, CHANGES IN EDUCATIONAL PROGRAMS MAY BE BETTER ACCOMPLISHED BY ALTERING THE WORK ENVIRONMENT THAN THE PEOPLE INVOLVED, (2) ADMINISTRATORS SHOULD TRY TO RAISE THE STATUS OF SLUM TEACHERS, AND (3) TO STABILIZE SLUM SCHOOL STAFF, THE POLICY OF ASSIGNING BEGINNING TEACHERS TO THEM SHOULD BE RECONSIDERED. THIS ARTICLE IS PUBLISHED IN &amp;quot;ADMINISTRATOR&apos;S NOTEBOOK,&amp;quot; VOLUME 14, NUMBER 9, MAY 1966 AND IS AVAILABLE FROM MIDWEST ADMINISTRATION CENTER, THE UNIVERSITY OF CHICAGO, 5835 KIMBARK AVENUE, CHICAGO, ILLINOIS 60637, 4 PAGES, $0.25. (PP)</dc:description>
<dc:identifier scheme='eric_accno'>ED012267</dc:identifier>
<dc:title>SOURCE OF TEACHER SATISFACTION IN SLUM SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Art</dc:subject>
<dc:subject>Course Organization</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Humanities</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Latin</dc:subject>
<dc:subject>Music</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Theater Arts</dc:subject>
<dc:creator scheme='personal author'>GRAY, DONALD J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Consortium of Professional Associations for Study</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ELEVEN INSTITUTES FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS (THREE MUSIC, TWO ART, TWO THEATER, TWO HUMANITIES, ONE LATIN, AND ONE FILM) WERE EVALUATED ON THE BASIS OF QUESTIONNAIRE RESPONSES FROM 300 OF THE 430 PARTICIPANTS, FINAL REPORTS OF INSTITUTE DIRECTORS, AND DETAILED REPORTS OF OBSERVERS. THE GREATER EMPHASIS ON SUBJECT CONTENT THAN ON INSTRUCTIONAL METHODOLGY IN THESE INSTITUTES WAS APPROVED BY MOST PARTICIPANTS. INSTITUTES ON A SINGLE SCHOOL SUBJECT, ACCOMPANIED BY EXPLICIT PROPOSALS FOR SCHOOL COURSES, WERE JUDGED TO BE MORE EFFECTIVE IN DEALING WITH INSTRUCTIONAL METHODS THAN WERE INSTITUTES THAT COVERED SEVERAL SUBJECT AREAS, UNACCOMPANIED BY SPECIFIC COURSE PROPOSALS. THERE WAS NO EVIDENCE TO SUGGEST THAT ONE KIND OF INSTITUTE IS MORE LIKELY TO PROMOTE  CURRICULAR INNOVATION THAN ANY OTHER KIND. IT WAS RECOMMENDED THAT INSTITUTES BE CONTINUED, THAT SINGLE-SUBJECT, EXPLICITLY INNOVATIVE INSTITUTES BE GIVEN PREFERENCE, THAT THE EMPHASIS ON CONTENT OVER METHOD BE CONTINUED, THAT (IN SOME AREAS) SEMINAR AND STUDIO COURSES ARE AT LEAST AS IMPORTANT AS LECTURE COURSES, AND THAT INSTITUTE SCHEDULES BE LESS CROWDED. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012268</dc:identifier>
<dc:title>REPORT ON THE ARTS AND HUMANITIES INSTITUTES OF 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>National Programs</dc:subject>
<dc:subject>Publications</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Districts</dc:subject>
<dc:subject>Seminars</dc:subject>
<dc:subject>State Action</dc:subject>
<dc:type></dc:type>
<eric:keywords>Kentucky (Frankfort)</eric:keywords>
<eric:keywords_geo>Kentucky</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky State Dept. of Education, Frankfort.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO GATHER INFORMATION ON HOW BEST TO CUT THE TIME LAG BETWEEN EDUCATIONAL RESEARCH AND EDUCATIONAL PRACTICE, THIS STUDY QUERIED KENTUCKY&apos;S 200 SCHOOL DISTRICTS ON FIVE GENERAL QUESTIONS--(1) IN WHAT TOPICAL AREAS DO PRACTICING EDUCATORS HAVE THE GREATEST NEED FOR RESEARCH INFORMATION, (2) WHAT CURRENT SOURCES OF INFORMATION ARE MOST WIDELY USED BY EDUCATORS IN MAKING DECISIONS ABOUT EDUCATIONAL CHANGE, (3) WHAT ARE THE RELATIVE STRENGTHS AND WEAKNESSES OF DIFFERING SOURCES OF INFORMATION NOW USED BY EDUCATORS, (4) WHAT EFFORTS AT THE NATIONAL LEVEL WOULD BE MOST USEFUL IN MAKING RESEARCH INFORMATION AVAILABLE IN MEANINGFUL FORM TO LOCAL EDUCATIONAL AGENCIES, AND (5) WHAT EFFORTS WOULD BE MOST USEFUL AT THE STATE LEVEL. INFORMATION WAS GATHERED BY MEANS OF AN OPEN-ENDED  QUESTIONNAIRE TO WHICH 51 PERCENT OF THE SCHOOL DISTRICTS RESPONDED. AMONG THE MAJOR FINDINGS WERE--(1) RESEARCH INFORMATION IS MOST URGENTLY NEEDED IN THE AREAS OF INSTRUCTION AND CURRICULUM, (2) PUBLICATIONS, SUCH AS THOSE OF NEA, KEA, USOE, AND THE STATE DEPARTMENT, ARE THE MOST WIDELY USED SOURCES OF INFORMATION, (3) SOURCES ARE ABUNDANT, BUT MANY EDUCATORS LACK CONFIDENCE IN THEM, FEELING THEY ARE APPLICABLE TO THEIR PARTICULAR PROBLEMS, (4) NATIONALLY, THERE IS A NEED FOR MORE INFORMATION DISSEMINATION AGENCIES AND FOR THE PRODUCTION OF MORE READABLE SUMMARIES AND ABSTRACTS, AND (5) THE STATE SHOULD COLLECT AND SUMMARIZE STATE LEVEL INFORMATION AND PROVIDE IT TO LOCAL DISTRICTS. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012269</dc:identifier>
<dc:title>RESEARCH INFORMATION--NATIONAL, STATE, AND LOCAL NEEDS, ROLES AND SERVICES AS VIEWED BY KENTUCKY LOCAL SYSTEM DISTRICT PERSONNEL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>52</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Organizational Climate</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Student Alienation</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Interests</dc:subject>
<dc:creator scheme='personal author'>RHEA, BUFORD</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Francisco)</eric:keywords>
<eric:keywords_geo>California (San Francisco)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO DETERMINE WHETHER STUDENTS ARE ALIENATED FROM OR INVOLVED IN THEIR SCHOOL WORK 49 INTERVIEWS AND 2,329 QUESTIONNAIRES WERE SECURED FROM STUDENTS FROM THREE HIGH SCHOOLS IN WHICH QUALITY OF FACILITIES, CURRICULUM, STUDENT BACKGROUND, AND STAFF WERE OPTIMAL, THUS ALLOWING CONCENTRATION ON THE ORGANIZATIONAL ASPECTS OF THE SCHOOL. IT WAS FOUND THAT, IN CONTRAST TO THE ORGANIZATIONAL THEORY THAT FUNCTIONARIES IN A BUREAUCRACY (STUDENTS IN A SCHOOL) TYPICALLY BECOME &amp;quot;ALIENATED&amp;quot; FROM THEIR WORK, THESE SUPERIOR STUDENTS IN SUPERIOR SCHOOLS WERE UNEQUIVOCALLY INVOLVED. THEY THOUGHT HIGHLY OF THEIR SCHOOLS AND LIKED THEIR TEACHERS. ONLY 2 PERCENT (55 STUDENTS) EXPRESSED DISSATISFACTION. HOWEVER, IT WAS FURTHER FOUND THAT STUDENTS ARE INVOLVED IN THE WRONG ASPECTS OF SCHOOL LIFE (THAT  IS, GETTING GOOD GRADES) INSTEAD OF HAVING MEANINGFUL EDUCATIONAL EXPERIENCES AND THAT THEY LOOK ON HIGH SCHOOL AS A MEANS TO AN END (THAT IS COLLEGE OR A GOOD JOB). AN EXPLANATION OF THE STUDENTS NONALIENATION, DESPITE THE TRIVIALITY OF THEIR WORK AND THE POWERLESSNESS OF THEIR ROLE, IS THAT THEY BELIEVE THE WORK IS BENEFITING THEM BECAUSE THEY PERCEIVE THE SCHOOL STAFF AS BENEVOLENT AND COMPETENT FIGURES WHO WOULD DO NOTHING TO HARM THEM. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE MEETING OF THE AMERICAN SOCIOLOGICAL ASSOCIATION (SAN FRANCISCO, 1967). (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012270</dc:identifier>
<dc:title>INSTITUTIONAL PATERNALISM IN HIGH SCHOOL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date></dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Culture Conflict</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Parent Participation</dc:subject>
<dc:subject>Preservice Teacher Education</dc:subject>
<dc:subject>Sensitivity Training</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Urban Schools</dc:subject>
<dc:creator scheme='personal author'>JABLONSKY, ADELAIDE</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>PROJECT HEAD START</eric:keywords>
<eric:keywords>UPWARD BOUND</eric:keywords>
<eric:keywords>Teacher Corps</eric:keywords>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THESE PROCEEDINGS REPORT 19 DISCUSSION DEBATES, EACH REPRESENTED BY A NUMBER OF PAPERS IN FOUR MAJOR AREAS--(1) CONCERN FOR ATTITUDES AND BEHAVIOR (ADMINISTRATIVE COMMITMENT, COOPERATIVE COLLEGE-SCHOOL SYSTEM EFFORTS, CULTURE SHOCK, STAFF AND STUDENT ATTITUDES AND BEHAVIOR, AND SENSITIVITY TRAINING), (2) CONCERN FOR PEOPLE (TEACHING ETHNIC GROUPS, SELECTING STUDENTS, HUMAN RESOURCES, INVOLVING COMMUNITY AND PARENTS, AND LEARNING FROM SPECIAL PROGRAMS), (3) CONCERN FOR TECHNIQUES (PRESERVICE STUDENT TEACHING, FIELD WORK, INSERVICE EDUCATION, INSTRUCTIONAL RESOURCES AND EQUIPMENT, AND INNOVATIVE METHODS), AND (4) CONCERN FOR SPECIAL CURRICULUM ASPECTS (PHILOSOPHICAL AND PSYCHOLOGICAL BASES, ROLE OF THE HUMANITIES, READING AND LANGUAGE ARTS, AND BILINGUALISM). THE FORMAL PAPERS ARE  FOLLOWED BY REACTION PAPERS, OVERALL EVALUATION OF THE CONFERENCE, A CONFERENCE SUMMARY OF &amp;quot;IMPERATIVES FOR CHANGE,&amp;quot; AND A DIRECTORY OF CURRENT NEW YORK STATE COLLEGIATE PROGRAMS FOR TEACHERS OF THE DISADVANTAGED. THIS DOCUMENT WAS PUBLISED BY YESHIVA UNIVERSITY, FERKAUF GRADUATE SCHOOL, 55 FIFTH AVENUE, NEW YORK, NEW YORK 10003, 122 PAGES. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012271</dc:identifier>
<dc:title>IMPERATIVES FOR CHANGE, NEW YORK STATE EDUCATION CONFERENCE ON COLLEGE AND UNIVERSITY PROGRAMS FOR TEACHERS OF THE DISADVANTAGED (YESHIVA UNIVERSITY, APRIL 10-11, 1967).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Civics</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Scheduling</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Transfer of Training</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>CLEARY, ROBERT</dc:creator>
<dc:creator scheme='personal author'>LONGAKER, RICHARD</dc:creator>
<dc:type></dc:type>
<eric:keywords>Consortium of Professional Associations for Study</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FIVE SUMMER, 1966, PILOT INSTITUTES AT FIVE UNIVERSITIES, ATTENDED BY 190 ELEMENTARY AND SECONDARY CIVICS TEACHERS WERE JUDGED WORTHWHILE BY THE AUTHORS. HOWEVER, DEFICIENCES WERE FOUND IN (1) SCHEDULING, (2) UTILIZATION OF LITERATURE (CURRENT POLITICAL SCIENCE LITERATURE WAS NOT USED TO GOOD ADVANTAGE), (3) TRANSFER AND TRANSLATION (THE INSTITUTE STAFFS OFTEN FAILED TO SHOW THE TEACHERS HOW THE WORK THEY WERE DOING COULD BE INCORPORATED INTO DAILY TEACHING). AMONG THE PROPOSALS FOR IMPROVING INSTITUTES WERE (1) TEACHERS SHOULD BE ENCOURAGED TO SEE THE INSTITUTES AS A MEANS OF FURTHERING THEIR EDUCATION, RATHER THAN AS ONE-SHOT AFFAIRS, (2) INSTITUTES SHOULD BE DISTRIBUTED GEOGRAPHICALLY BY SUBJECT MATTER, (3) PARTICIPANTS SHOULD BE GIVEN AN ALLOWANCE FOR BOOK PURCHASES, AND (4)  METHODS SHOULD BE IDENTIFIED FOR OVERCOMING THE PROBLEM OF TRANSFER AND TRANSLATION SO THAT TEACHERS COULD HELP THEIR STUDENTS TO COMPREHEND THE PROCESSES OF GOVERNMENT AND THE USES OF POLITICAL POWER. IT IS ALSO RECOMMENDED THAT A CONTINUING INSTITUTE BE FUNDED--TEACHERS WOULD PARTICIPATE IN A SUMMER INSTITUTE, TAKE BACK TO THEIR SCHOOLS A READING LIST AND A PROGRAM OF APPLICATION OF WHAT THEY LEARNED, ATTEND TWO CONFERENCES DURING THE SCHOOL YEAR, AND FINALLY ATTEND A SECOND SUMMER INSTITUTE. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012272</dc:identifier>
<dc:title>REPORT ON EVALUATION OF PILOT CIVICS INSTITUTES, NDEA 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>14</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Patterns</dc:subject>
<dc:subject>Films</dc:subject>
<dc:subject>Imitation</dc:subject>
<dc:subject>Negative Reinforcement</dc:subject>
<dc:subject>Nonverbal Learning</dc:subject>
<dc:subject>Positive Reinforcement</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Socioeconomic Background</dc:subject>
<dc:subject>Teacher Influence</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>FESHBACH, NORMA D.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Los Angeles)</eric:keywords>
<eric:keywords_geo>California (Los Angeles)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California Univ., Los Angeles.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>TO STUDY THE EFFECTS OF DIFFERING TEACHER REINFORCEMENT BEHAVIOR ON STUDENTS, 21 MIDDLE-CLASS AND 12 LOWER-CLASS MALE NINTH- AND 10TH-GRADE REMEDIAL READING STUDENTS WERE SHOWN TWO FILMS. THE FIRST DEPICTED A &amp;quot;POSITIVE&amp;quot; TEACHER WHO CONSISTENTLY REWARDED CORRECT RESPONSES WHILE NEGLECTING INCORRECT ONES, AND THE SECOND SHOWED A &amp;quot;NEGATIVE&amp;quot; TEACHER WHO CONSISTENTLY CRITICIZED INCORRECT RESPONSES WHILE IGNORING CORRECT ONES. EACH TEACHER DISPLAYED A SET OF DISTINCTIVE INCIDENTAL BEHAVIORS, (FOR EXAMPLE, &amp;quot;POSITIVE&amp;quot; TEACHER SAYING &amp;quot;THINK&amp;quot; AND POINTING TO HIS FOREHEAD, &amp;quot;NEGATIVE&amp;quot; TEACHER SAYING &amp;quot;LISTEN&amp;quot; AND CUPPING HER EAR) THE STUDENTS&apos; IMITATION OF WHICH CONSTITUTED THE MAJOR DEPENDENT VARIABLE. AFTER VIEWING, THE BOYS WERE TAKEN SINGLY TO A ROOM, INFORMED THAT THEY WERE TO PLAY  SCHOOL AND ASSUME THE ROLE OF TEACHER. THE EXPERIMENTER AND AN OBSERVER-RECORDER, WHO WAS AWARE OF THE HYPOTHESIS, WATCHED FROM AN ADJOINING ROOM EQUIPPED WITH ONE WAY MIRRORS AND AN INTERCOM. POSITIVE AND NEGATIVE IMITATIVE SCORES WERE DETERMINED FOR EACH BOY BY SUMMING UP THE NUMBER OF TIMES HE IMITATED THE POSITIVE OR NEGATIVE TEACHER. FINDINGS WERE--(1) MIDDLE-CLASS CHILDREN SHOWED SIGNIFICANTLY MORE IMITATION THAN DID DISADVANTAGED CHILDREN AND IMITATED THE POSITIVE TEACHER SIGNIFICANTLY MORE OFTEN, (2) THE MIDDLE-CLASS GROUP EXHIBITED A POSITIVE RELATIONSHIP BETWEEN A RATING OF STUDENT DEPENDENCY BY TEACHERS AND IMITATIVE BEHAVIOR, AND (3) PREFERENCE FOR A TEACHER WAS UNRELATED TO IMITATION OF A TEACHER. (AW)</dc:description>
<dc:identifier scheme='eric_accno'>ED012273</dc:identifier>
<dc:title>VARIATIONS IN TEACHERS&apos; REINFORCEMENT STYLE AND IMITATIVE BEHAVIOR OF CHILDREN DIFFERING IN PERSONALITY CHARACTERISTICS AND SOCIAL BACKGROUND.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Environmental Influences</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Models</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Effectiveness</dc:subject>
<dc:subject>Teacher Influence</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Training Laboratories</dc:subject>
<dc:creator scheme='personal author'>GOLDBERG, MIRIAM L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Merrill Palmer Institute MI</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ASSUMPTIONS OF THIS REVIEW OF STUDIES WHICH EVALUATE TEACHER STYLE AND VERBAL BEHAVIOR AS IT RELATES TO PUPIL ACHIEVEMENT ARE (1) A PUPIL&apos;S LEARNING IS A FUNCTION OF THE INSTRUCTION HE RECEIVES, (2) TEACHERS ARE DIFFERENTIALLY SUITED TO CERTAIN GROUPS, AND (3) DISADVANTAGED CHILDREN NEED TEACHERS WITH SPECIAL TRAINING. IT IS NOTED THAT, IN TERMS OF DECREASING PROFICIENCY, PUPILS HAVE BEEN DESCRIBED AS &amp;quot;STRIVERS,&amp;quot;&amp;quot;CONFORMERS,&amp;quot;&amp;quot;OPPOSERS,&amp;quot; AND &amp;quot;WAVERERS,&amp;quot; AND TEACHING STYLE HAS BEEN TERMED &amp;quot;SELF-CONTROLLED,&amp;quot;&amp;quot;TURBULENT,&amp;quot; AND &amp;quot;FEARFUL.&amp;quot; A HYPOTHETICAL MODEL FOR THE DISADVANTAGED PRESENTED HERE STRESSES (1) THE NEED FOR MUTUAL RESPECT AND UNDERSTANDING, (2) A REALISTIC APPRAISAL OF THE ENVIRONMENTALLY BASED, EMOTIONAL AND ACADEMIC PROBLEMS OF STUDENTS, AND (3) THE KNOWLEDGE THAT  STANDARD TESTS MEASURE CURRENT ACADEMIC ACHIEVEMENT AND ABILITY, AND NOT INNATE INTELLIGENCE. TO UPGRADE ACADEMIC LEVELS, THE TEACHER SHOULD ESTABLISH A BUSINESSLIKE RELATIONSHIP WITH STUDENTS WHICH COMBINES WARMTH, GOOD PEDAGOGICAL TECHNIQUES, AND AN EXTENSIVE KNOWLEDGE OF HIS SUBJECT. THE SUCCESSFUL TEACHER SHOULD BLEND ORDER WITH FLEXIBILITY, AND HIS TRAINING, IN ADDITION TO CONTENT MASTERY, SHOULD INCLUDE (1) THE USE OF SOCIAL WORK AND BEHAVIORAL SCIENCE FINDINGS TO DEVELOP NEW CURRICULUMS AND (2) INSERVICE EXPERIENCE IN THE DEPRESSED AREAS IN WHICH HE WILL WORK. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;MERRILL-PALMER QUARTERLY,&amp;quot; 1964. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012274</dc:identifier>
<dc:title>ADAPTING TEACHER STYLE TO PUPIL DIFFERENCES--TEACHERS FOR DISADVANTAGED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Black Teachers</dc:subject>
<dc:subject weight='MAJOR'>Blacks</dc:subject>
<dc:subject>Educational Environment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject weight='MAJOR'>Equal Education</dc:subject>
<dc:subject weight='MAJOR'>Ethnic Groups</dc:subject>
<dc:subject>Higher Education</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject weight='MAJOR'>Public Schools</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject weight='MAJOR'>School Segregation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Characteristics</dc:subject>
<dc:subject>White Students</dc:subject>
<dc:creator scheme='personal author'>COLEMAN, JAMES S.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Center for Educational Statistics (DHEW/OE), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PRODUCT OF AN EXTENSIVE SURVEY REQUESTED BY THE CIVIL RIGHTS ACT OF 1964, THIS REPORT DOCUMENTS THE AVAILABILITY OF EQUAL EDUCATIONAL OPPORTUNITIES IN THE PUBLIC SCHOOLS FOR MINORITY GROUP NEGROES, PUERTO RICANS, MEXICAN-AMERICANS, ORIENTAL-AMERICANS, AND AMERICAN INDIANS, AS COMPARED WITH OPPORTUNITIES FOR MAJORITY GROUP WHITES. COMPARATIVE ESTIMATES ARE MADE ON A REGIONAL AS WELL AS ON A NATIONAL BASIS. SPECIFICALLY, THE REPORT DETAILS THE DEGREE OF SEGREGATION OF MINORITY GROUP PUPILS AND TEACHERS IN THE SCHOOLS AND THE RELATIONSHIP BETWEEN STUDENTS&apos; ACHIEVEMENT, AS MEASURED BY ACHIEVEMENT TESTS, AND THE KINDS OF SCHOOLS THEY ATTEND. EDUCATIONAL QUALITY IS ASSESSED IN TERMS OF CURRICULUMS OFFERED, SCHOOL FACILITIES SUCH AS TEXTBOOKS, LABORATORIES, AND LIBRARIES, SUCH  ACADEMIC PRACTICES AS TESTING FOR APTITUDE AND ACHIEVEMENT, AND THE PERSONAL, SOCIAL, AND ACADEMIC CHARACTERISTICS OF THE TEACHERS AND THE STUDENT BODIES IN THE SCHOOLS. ALSO IN THE REPORT IS A DISCUSSION OF FUTURE TEACHERS OF MINORITY GROUP CHILDREN, CASE STUDIES OF SCHOOL INTEGRATION, AND SECTIONS ON HIGHER EDUCATION OF MINORITIES AND SCHOOL NONENROLLMENT RATES. INFORMATION RELEVANT TO THE SURVEY&apos;S RESEARCH PROCEDURES IS APPENDED. NOTABLE AMONG THE FINDINGS ON THE SURVEY ARE THAT NEGRO STUDENTS AND TEACHERS ARE LARGELY AND UNEQUALLY SEGREGATED FROM THEIR WHITE COUNTERPARTS, AND THAT THE AVERAGE MINORITY PUPIL ACHIEVES LESS AND IS MORE AFFECTED BY THE QUALITY OF HIS SCHOOL THAN THE AVERAGE WHITE PUPIL. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT  PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $4.25. (AH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012275</dc:identifier>
<dc:title>EQUALITY OF EDUCATIONAL OPPORTUNITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>746</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:03:33</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Children</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Legislation</dc:subject>
<dc:subject>Program Administration</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Projects</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>HARTFORD</eric:keywords>
<eric:keywords>VISTA</eric:keywords>
<eric:keywords>Civil Rights Act 1964</eric:keywords>
<eric:keywords>National Defense Education Act</eric:keywords>
<eric:keywords>Higher Education Act 1965</eric:keywords>
<eric:keywords>CONNECTICUT</eric:keywords>
<eric:keywords>NEIGHBORHOOD YOUTH CORPS</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>Public Act 523 (Connecticut)</eric:keywords>
<eric:keywords_geo>Connecticut</eric:keywords_geo>
<eric:keywords_law>Civil Rights Act 1964</eric:keywords_law>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:keywords_law>Higher Education Act 1965</eric:keywords_law>
<eric:keywords_law>National Defense Education Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Connecticut State Dept. of Education, Hartford.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INTRODUCED BY EXCERPTS FROM PREVIOUSLY PUBLISHED WORKS ABOUT CULTURALLY DISADVANTAGED CHILDREN, THIS DOCUMENT PRESENTS GUIDELINES FOR (1) IMPLEMENTING THE 1965 CONNECTICUT STATE ACT TO PROVIDE AID FOR THE EDUCATION OF DISADVANTAGED CHILDREN AND (2) ESTABLISHING THE TITLE I PROGRAMS CREATED BY THE 1965 FEDERAL ELEMENTARY AND SECONDARY EDUCATION ACT. A PART OF THE DOCUMENT BRIEFLY DESCRIBES SOME OTHER ASSISTANCE SOURCES, THE HIGHER EDUCATION ACT AND THE VOCATIONAL TRAINING ACT, AMONG OTHERS. ONE CHAPTER IS DEVOTED TO THE REQUIREMENTS AND TECHNIQUES FOR EVALUATING THE PROGRAMS ESTABLISHED UNDER THIS LEGISLATION. THE APPENDIXES CONTAIN BIBLIOGRAPHIES ON THE EDUCATION OF THE DISADVANTAGED AND ON EVALUATION TECHNIQUES. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012276</dc:identifier>
<dc:title>HOPE FOR CONNECTICUT&apos;S DISADVANTAGED CHILDREN, A SCHOOL ADMINISTRATORS&apos;S GUIDE TO STATE AND FEDERAL PROGRAMS FOR EDUCATING DEPRIVED CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>56</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Cultural Enrichment</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Interviews</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Parents</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Programs</dc:subject>
<dc:subject>Public Schools</dc:subject>
<dc:subject>Remedial Programs</dc:subject>
<dc:subject>School Personnel</dc:subject>
<dc:subject>Services</dc:subject>
<dc:subject>Summer Schools</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>BADAL, ALDEN W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords>California (Oakland)</eric:keywords>
<eric:keywords_geo>California (Oakland)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oakland Unified School District, CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE EVALUATION STUDIES OF OAKLAND&apos;S COMPENSATORY EDUCATION PROGRAMS FUNDED UNDER TITLE I OF THE 1965-66 ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) ARE SUMMARIZED IN THIS ABSTRACT OF THE FULL REPORT ON THE PROGRAMS. THE PROJECT AS A WHOLE HAD SEVEN PROGRAM COMPONENTS--REMEDIAL AND CORRECTIVE SERVICES, SUPPORTIVE AND AUXILIARY SERVICES, SUMMER SCHOOL, EARLY CHILDHOOD EDUCATION, CULTURAL ENRICHMENT, INSERVICE EDUCATION AND CURRICULUM DEVELOPMENT, AND TEACHER AIDE SERVICES. THE EVALUATION FORMAT CONTAINS A DESCRIPTION OF EACH OF THESE PROGRAMS, THEIR FINDINGS AND CONCLUSIONS ABOUT THEIR EFFECTIVENESS, AND A REFERENCE TO THE LOCATION OF THE RELEVANT MATERIAL IN THE FULL REPORT. ALSO INCLUDED HERE IS A REPORT OF THE PARENT INTERVIEW SURVEY OF OPINIONS ABOUT THE ESEA PROGRAM  SERVICES. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012277</dc:identifier>
<dc:title>EVALUATION REPORT--ESEA PROGRAM OF COMPENSATORY EDUCATION. ABSTRACT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-13</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>After School Education</dc:subject>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Grade 3</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Homework</dc:subject>
<dc:subject>Individual Instruction</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Remedial Mathematics</dc:subject>
<dc:subject>Remedial Reading</dc:subject>
<dc:subject>Science Education</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Student Teacher Relationship</dc:subject>
<dc:subject>Study Centers</dc:subject>
<dc:subject>Study Habits</dc:subject>
<dc:subject>Study Skills</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Tutoring</dc:subject>
<dc:creator scheme='personal author'>DEERING, ALBERT R.</dc:creator>
<dc:type></dc:type>
<eric:keywords>HOMEWORK HELPER PROGRAM</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS MANUAL FOR TUTORS IN THE MOBILIZATION FOR YOUTH-NEW YORK CITY BOARD OF EDUCATION HOMEWORK HELPER PROGRAM IS DESIGNED TO SUPPLEMENT THE TRAINING AND SUPERVISION THAT THE TUTORS RECEIVE FROM THE MASTER TEACHERS. THE PROGRAM EMPLOYS HIGH SCHOOL STUDENTS AS TUTORS FOR OTHER STUDENTS AT ALL GRADE LEVELS--ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL. TO GUIDE THE TUTORS IN THEIR WORK, THIS TRAINING MANUAL CONTAINS THE FOLLOWING INFORMATION--(1) A DISCUSSION OF THE CHARACTERISTICS OF CHILDREN IN THE THIRD TO SIXTH GRADES WHO WILL BE RECEIVING TUTORING, (2) AN OUTLINE OF SEVERAL ELEMENTARY SCHOOL CURRICULUMS, (3) A DISCUSSION OF TUTORING METHODS AND METHODS OF DEVELOPING RAPPORT WITH THE PUPILS, (4) A DESCRIPTION OF A TUTORING CURRICULUM AND A DISCUSSION OF SOME MATERIALS FOR READING  AND MATHEMATICS INSTRUCTION, AND (5) A GUIDE FOR LESSON PLANNING AND MAINTAINING RECORDS. A LARGE PORTION OF THE MANUAL CONTAINS SOME TUTORS&apos; DESCRIPTIONS OF THEIR TEACHING TECHNIQUES. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012278</dc:identifier>
<dc:title>THE HOMEWORK HELPER TUTOR MANUAL.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>112</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Age</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Individual Differences</dc:subject>
<dc:subject>Kindergarten</dc:subject>
<dc:subject>Kindergarten Children</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Psychological Studies</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Sex Differences</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Testing</dc:subject>
<dc:creator scheme='personal author'>OLMSTED, PATRICIA</dc:creator>
<dc:creator scheme='personal author'>SIGEL, IRVING</dc:creator>
<dc:type></dc:type>
<eric:keywords>Merrill Palmer Institute MI</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Michigan (Detroit)</eric:keywords>
<eric:keywords>AMERICAN EDUCATIONAL RESEARCH ASSOCIATION</eric:keywords>
<eric:keywords_geo>Michigan (Detroit)</eric:keywords_geo>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>BASED UPON WORK WITH MIDDLE-CLASS ADULTS AND CHILDREN, THREE APPROACHES TO GROUPING HAVE BEEN IDENTIFIED--(1) DESCRIPTIVE PART-WHOLE, (2) RELATIONAL-CONTEXTUAL, AND (3) CATEGORICAL-INFERENTIAL. A COMPARISON WAS MADE OF THE FREQUENCY OF THE USE OF THESE APPROACHES AMONG MIDDLE- AND LOWER-CLASS, NEGRO PRESCHOOL AND KINDERGARTEN CHILDREN. INITIALLY, SIMILAR TESTING PROCEDURES WERE USED, BUT THE DIFFICULTY OF LOWER-CLASS CHILDREN IN GROUPING LIFE-SIZED PICTURES OF OBJECTS REQUIRED THE ADDITIONAL USE OF ACTUAL OBJECTS. IN THE DESCRIPTIVE PART-WHOLE CATEGORY, THE LOWER-CLASS CHILDREN TENDED TO GIVE MORE COLOR RESPONSES THAN MIDDLE-CLASS CHILDREN. COLOR WAS FOUND TO BE THE PREFERRED CRITERION OF CHILDREN ABLE TO VERBALIZE, A FACT THAT SEEMED TO INDICATE THAT FORM DOMINANCE IS MOST  PRIMITIVE, LATER FOLLOWED BY COLOR, AND THEN BY THE REINTRODUCTION OF FORM WHEN CHILDREN LEARN TO USE FORM LABELS. THE USE OF THE RELATIONAL-CONTEXTUAL MODE (MORE FREQUENT AMONG MIDDLE-CLASS GIRLS AND NEGATIVELY RELATED TO ANALYTICAL THINKING) WAS FOUND TO INCREASE IN FREQUENCY IN KINDERGARTEN AMONG LOWER-CLASS CHILDREN WHO DID NOT HAVE HEADSTART EXPERIENCE. THESE CHILDREN INITIALLY GAVE FEW CLEARLY VERBALIZED RELATIONAL-CONTEXTUAL RESPONSES, BUT TENDED TO INCREASE THE NUMBER WHEN THEY WERE NOT REQUIRED TO HAVE A HIGH DEGREE OF ARTICULATION NOR USE TWO OR MORE OBJECTS. LOWER-CLASS CHILDREN GAVE FEW RESPONSES IN THE CATEGORICAL-INFERENTIAL CATEGORY. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (NEW YORK CITY, FEBRUARY 1967). (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012279</dc:identifier>
<dc:title>STYLES OF CATEGORIZATION AMONG LOWER-CLASS KINDERGARTEN CHILDREN.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Camping</dc:subject>
<dc:subject>Churches</dc:subject>
<dc:subject>Colleges</dc:subject>
<dc:subject>Dormitories</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Federal Government</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Residential Programs</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Universities</dc:subject>
<dc:creator scheme='personal author'>MELICAN, ROBERT L.</dc:creator>
<dc:creator scheme='personal author'>PURCELL, FRANCIS P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Job Corps</eric:keywords>
<eric:keywords>NEIGHBORHOOD YOUTH CORPS</eric:keywords>
<eric:keywords>NATIONAL YOUTH ADMINISTRATION</eric:keywords>
<eric:keywords>CIVILIAN CONSERVATION CORPS</eric:keywords>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Science Research Associates, Inc., Chicago, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE TWO PARTS OF THIS DISCUSSION CONSIDER THE DEVELOPMENT OF RESIDENTIAL PROGRAMS FOR VOCATIONAL AND SOCIAL TRAINING TO MEET THE PROBLEMS OF THE LOW-INCOME SCHOOL DROPOUT. PART I REVIEWS THE HISTORICAL BACKGROUND OF RESIDENCY PROGRAMS IN SUCH EDUCATIONAL INSTITUTIONS AS COLLEGES, UNIVERSITIES, CHURCHES, AND SUMMER CAMPS. PART II DEALS WITH THE ANTECEDENTS OF THE JOB CORPS (THE CIVILIAN CONSERVATION CORPS AND THE NATIONAL YOUTH ADMINISTRATION) AND THE MOTIVATIONS FOR THEIR ESTABLISHMENT--THE NEED FOR PUBLIC WORKS PROGRAMS AND FOR EDUCATION AND TRAINING OF LOW-INCOME YOUTH. IT WAS NOTED THAT DURING PREVIOUS PERIODS OF HIGH YOUTH UNEMPLOYMENT, THE OUTBREAK OF WARS DIMINISHED THE SERIOUSNESS OF THE PROBLEM, BUT, DURING THE 1960&apos;S, TECHNOLOGICAL UNEMPLOYMENT HAS INCREASED THE NEED FOR  ACTION TO FILL THE JOB NEEDS OF YOUTH. THE ENORMITY OF THE PRESENT AND PREDICTED DROPOUT POPULATION REQUIRES, IT IS FELT, CONSIDERABLY MORE EXTENSIVE PROGRAMS THAN THE JOB CORPS CAN NOW PROVIDE. THIS ARTICLE WAS PUBLISHED IN &amp;quot;PURCELL LETTERS,&amp;quot; NUMBERS 9 AND 10, JANUARY 30 AND FEBRUARY 13, 1967 AND IS CIRCULATED PRIVATELY TO EDUCATORS BY SUBSCRIPTION FROM SCIENCE RESEARCH ASSOCIATES, 259 EAST ERIE STREET, CHICAGO, ILLINOIS 60611. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012280</dc:identifier>
<dc:title>EDUCATION AND THE DEVELOPMENT OF IN-RESIDENCE TRAINING PROGRAMS, PART I, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Antisocial Behavior</dc:subject>
<dc:subject>Black Stereotypes</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Child Rearing</dc:subject>
<dc:subject>Community Study</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Family (Sociological Unit)</dc:subject>
<dc:subject>Low Income</dc:subject>
<dc:subject>Marital Instability</dc:subject>
<dc:subject>Middle Class Standards</dc:subject>
<dc:subject>Parent Aspiration</dc:subject>
<dc:subject>Poverty</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Racial Segregation</dc:subject>
<dc:subject>Sex Education</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Unwed Mothers</dc:subject>
<dc:subject>Urban Environment</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:creator scheme='personal author'>JACKSON, LUTHER P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Child Rearing Study</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Cross-Tell, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE OF A SERIES OF PUBLICATIONS DERIVED FROM THE CHILD REARING STUDY (CRS) OF LOW-INCOME FAMILIES IN WASHINGTON, D.C., THIS PAMPHLET ATTEMPTS TO REFUTE THE POPULAR MISCONCEPTIONS ABOUT THE POOR. CRS FINDINGS SHOW THAT SUCH FAMILIES DO NOT NEGLECT THEIR CHILDREN BUT RATHER ARE FORCED BY THEIR CIRCUMSTANCES TO TRAIN THEM TO BE INDEPENDENT. POOR FAMILIES CARE DEEPLY ABOUT EDUCATION AND OTHER MIDDLE-CLASS VALUES BUT LACK THE MONEY AND KNOWLEDGE TO REALIZE THESE ASPIRATIONS. ALTHOUGH ACCUSED OF PROMISCUITY, IN FACT THE CRS SAMPLE ARE PRUDISH AND INHIBITED ABOUT GIVING SEX INFORMATION TO THEIR CHILDREN, AND PLACE GREAT VALUE ON THE LEGITIMACY OF OFFSPRING. FATHERS DESERT THEIR FAMILIES MAINLY BECAUSE OF UNEMPLOYMENT OR LOW PAYING JOBS. URBANIZATION AND SOCIOECONOMIC DEPRIVATION, RATHER  THAN A BACKGROUND OF SLAVERY, ARE THE ROOT CAUSES OF THE CHARACTER OF NEGRO FAMILY LIFE. MEASURES TO SOLVE THE PROBLEMS OF THESE FAMILIES MUST BE BASED ON A CLINICAL APPROACH WHICH ATTENDS TO SUCH BACKGROUND FACTORS AS UNEMPLOYMENT, HOUSING, EDUCATION, AND SEGREGATION, WHICH HAVE LEAD TO ANTISOCIAL BEHAVIOR. POSITIVE COMMUNITY ORGANIZATION MUST RECOGNIZE THE DIVERSITY OF LOW-INCOME LIFE STYLES AND REQUIRES A NONJUDGMENTAL ATTITUDE ON THE PART OF PROFESSIONALS WHO WORK WITH THE POOR. THIS DOCUMENT IS ALSO AVAILABLE FROM CROSS-TELL, 1101 M STREET, N.W., WASHINGTON, D.C. 20005. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012281</dc:identifier>
<dc:title>POVERTY&apos;S CHILDREN, A VIEW OF POOR FAMILIES BASED ON RESEARCH SPONSORED BY THE HEALTH AND WELFARE COUNCIL OF THE NATIONAL CAPITAL AREA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Black Mothers</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Cognitive Measurement</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Data</dc:subject>
<dc:subject>Disadvantaged</dc:subject>
<dc:subject>Intelligence Quotient</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Social Status</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>OLIM, ELLIS G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Illinois (Chicago)</eric:keywords>
<eric:keywords_geo>Illinois (Chicago)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>PART OF A LARGER STUDY OF THE COGNITIVE ENVIRONMENTS OF PRESCHOOL CHILDREN, THIS EXPERIMENT EXAMINED THE RELATIONSHIPS BETWEEN MOTHERS&apos; LANGUAGE STYLES AND THE CONCEPT ATTAINMENT OF THEIR PRESCHOOL CHILDREN. SPEECH SAMPLES WERE OBTAINED FROM 160 URBAN NEGRO MOTHERS OF FOUR SOCIOECONOMIC GROUPS (MIDDLE-CLASS, UPPER-LOWER, LOWER-LOWER, AND LOWER-LOWER FAMILIES RECEIVING PUBLIC ASSISTANCE) BY ASKING EACH OF THEM TO TELL HER CHILD A STORY ABOUT THE &amp;quot;LION-MOUSE&amp;quot; CARD OF THE CALIFORNIA ACHIEVEMENT TEST. SAMPLES WERE SCORED ON NINE LANGUAGE SCALES DEVELOPED TO MEASURE VARIOUS DIMENSIONS OF SPEECH COMPLEXITY. MIDDLE-CLASS MOTHERS SCORED HIGHEST ON ALL MEASURES, UPPER-LOWERS NEXT, AND THE TWO LOWER-LOWERS NEXT (PRESUMABLY A REFLECTION ON THEIR SIMILAR EDUCATIONAL BACKGROUND). THE MAJOR  DIFFERENCES OCCURRED BETWEEN THE MIDDLE-CLASS MOTHERS AND THE REST OF THE GROUP, WHICH REFLECTS THE HIGHLY ELABORATE LANGUAGE STYLE OF THE MIDDLE-CLASS MOTHERS. CHILDREN&apos;S CONCEPTUAL STYLES WERE THEN MEASURED, AND DATA FROM BOTH STUDIES WERE ANALYZED STATISTICALLY ON THE SIGEL CONCEPTUAL SORTING TASK FOR CHILDREN. THERE WAS A SIGNIFICANT CORRELATION BETWEEN MOTHERS&apos; AND CHILDREN&apos;S SCORES, WHICH INDICATES THAT THE MOTHER&apos;S ABSTRACT LANGUAGE BEHAVIOR HAS A MAJOR EFFECT ON HER CHILD&apos;S DEVELOPMENT OF ABSTRACT CONCEPTUALIZATION. (JG)</dc:description>
<dc:identifier scheme='eric_accno'>ED012282</dc:identifier>
<dc:title>MATERIAL LANGUAGE STYLES AND THEIR IMPLICATIONS FOR CHILDREN&apos;S COGNITIVE DEVELOPMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>39</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Basic Skills</dc:subject>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Motivation</dc:subject>
<dc:subject>Pretesting</dc:subject>
<dc:subject>Pretests Posttests</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Rewards</dc:subject>
<dc:subject>Work Study Programs</dc:subject>
<dc:creator scheme='personal author'>CLARK, MARILYN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Neighborhood Youth Corps</eric:keywords>
<eric:keywords>California Achievement Tests</eric:keywords>
<eric:keywords_test>California Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-MONTH BASIC EDUCATION PROGRAM TESTED WHETHER A TOKEN REINFORCEMENT MIGHT BE AN EFFECTIVE INCENTIVE TO STIMULATE A DESIRED EDUCATIONAL BEHAVIOR. THE SUBJECTS (SS) WERE TWO MATCHED GROUPS OF FIVE 16- TO 21-YEAR-OLD GIRLS WHO WERE SCHOOL DROPOUTS EMPLOYED IN A NEIGHBORHOOD YOUTH CORPS (NYC) PROGRAM. A CLASSROOM GROUP WAS GIVEN A BASIC EDUCATION PROGRAM WITH TOKEN REINFORCEMENT AND THE NYC JOB PLACEMENT, WHILE A JOB GROUP RECEIVED ONLY THE NYC PLACEMENT. BOTH GROUPS WERE PAID ACCORDING TO THE REGULAR NYC PAYMENT PRACTICES. THE REINFORCEMENT SYSTEM FOR THE CLASSROOM GROUP USED A POINT SCALE TO CORRECT ANSWERS (89 PERCENT CORRECT CRITERION) TO INSTRUCTIONAL MATERIALS WHICH WOULD DETERMINE THE GIRLS&apos; SALARIES AND A POSSIBLE REWARD OF COMMODITIES. THE GIRLS WORKED INDIVIDUALLY ON THE  COMMERCIAL INSTRUCTIONAL MATERIALS AND PACED THEMSELVES. THE POINT VALUES WERE SHIFTED TO INCREASE THE PROBABILITY OF THE SS&apos; WORKING MORE INTENSIVELY IN THE AREAS OF GREATER DEFICIENCIES. A COMPARISON OF PRETEST AND POST-TEST CALIFORNIA ACHIEVEMENT TEST SCORES SHOWED A MEDIAN INCREASE OF 1.3 YEARS FOR THE CLASSROOM GROUP AND 0.2 YEARS FOR THE JOB GROUP. THE OVERALL REMEDIAL PROGRAM INCREASED THE ACADEMIC SKILLS OF THE GIRLS IN A RELATIVELY BRIEF PERIOD, AND THE TOKEN SYSTEM SEEMED TO BE FUNCTIONAL BECAUSE THE CHANGES IN THE NUMBER OF POINTS WHICH COULD BE EARNED IN CERTAIN WORKBOOKS MODIFIED THE STUDENTS CHOICE OF MATERIALS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012283</dc:identifier>
<dc:title>A PILOT BASIC EDUCATION PROGRAM FOR SCHOOL DROPOUTS INCORPORATING A TOKEN REINFORCEMENT SYSTEM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>After School Programs</dc:subject>
<dc:subject>Arithmetic</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Control Groups</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Grade 5</dc:subject>
<dc:subject>Grade 6</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Low Achievement</dc:subject>
<dc:subject>Program Costs</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Remedial Instruction</dc:subject>
<dc:subject>Report Cards</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Rewards</dc:subject>
<dc:creator scheme='personal author'>WOLF, MONTROSE M.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Stanford Achievement Tests</eric:keywords>
<eric:keywords_test>Stanford Achievement Tests</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN AN AFTER-SCHOOL REMEDIAL EDUCATION PROGRAM 16 FIFTH- AND SIXTH-GRADE URBAN DISADVANTAGED STUDENTS WERE TAUGHT TO MASTER STANDARD INSTRUCTIONAL MATERIALS WITH THE SUPPORT OF TOKEN REINFORCEMENTS. THE STUDENTS HAD SCORED 2 YEARS BELOW THE READING NORM ON THE STANFORD ACHIEVEMENT TEST, AND THEIR MEDIAN IQ WAS 88. TOKEN POINTS WERE MANIPULATED RELATIVE TO THE AMOUNT AND/OR DIFFICULTY OF SUCCESS WITH THE ASSIGNED PROBLEMS. POINTS EARNED WERE REWARDED BY A VARIETY OF GOODS AND SPECIAL EVENTS (TREATS) WHICH WERE HIERARCHICALLY RANKED, THAT IS, LONG RANGE GOALS WITH MORE VALUABLE REWARDS REQUIRED MORE TOKEN POINTS. THE RELATIONSHIP BETWEEN THE RATE OF CERTAIN ACADEMIC BEHAVIOR AND THE TOKEN SYSTEM AND ITS CONTINGENCY WITH ACHIEVEMENT. OTHER CONTINGENCIES BUILT INTO THE PROJECT, NOT  EXPERIMENTALLY ANALYZED, INCLUDED A MONEY BONUS FOR THE TEACHERS WHICH WAS LINKED TO THEIR STUDENTS&apos; PRODUCTIVITY AND PERMISSION TO STUDENTS TO PURSUE FAVORITE SUBJECTS OR MORE ADVANCED WORK ONLY IF THE LESS POPULAR TASK WAS COMPLETED. OTHER TOKEN EARNING CONTINGENCIES WERE ATTENDANCE, GOOD BEHAVIOR, AND IMPROVEMENT IN GRADE AVERAGE. COMPARED WITH A CONTROL GROUP HAVING NO REMEDIATION, THE REINFORCEMENT GROUP GAINED AN AVERAGE OF 1 YEAR IN ACHIEVEMENT LEVEL AND 6 MONTHS IN THEIR PREVIOUSLY ACCUMULATED DEFICIT. ATTENDANCE AVERAGE 85 PERCENT AND MEDIAN REPORT CARD GAIN WAS 1.1 GRADE POINTS (C AVERAGE). (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012284</dc:identifier>
<dc:title>EXPERIMENTS WITH TOKEN REINFORCEMENT IN A REMEDIAL CLASSROOM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>American Indians</dc:subject>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Counseling Instructional Programs</dc:subject>
<dc:subject>Cultural Background</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Mexican American Education</dc:subject>
<dc:subject>Mexican Americans</dc:subject>
<dc:subject>Minority Groups</dc:subject>
<dc:subject>Racial Relations</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Social Workers</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Education Curriculum</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>LANDES, RUTH</dc:creator>
<dc:type></dc:type>
<eric:keywords>Claremont Project in Anthropology and Education</eric:keywords>
<eric:keywords>UNITED STATES</eric:keywords>
<eric:keywords>UNITED KINGDOM</eric:keywords>
<eric:keywords>CALIFORNIA</eric:keywords>
<eric:keywords_geo>California</eric:keywords_geo>
<eric:keywords_geo>United Kingdom</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS BOOK DESCRIBES AN EXPERIMENTAL TEACHER AND SOCIAL WORKER TRAINING PROGRAM WHICH COMBINED THE TENETS OF ANTHROPOLOGY AND EDUCATION IN AN EFFORT TO SOLVE THE SCHOOL AND WELFARE PROBLEMS OF MINORITY GROUPS IN CALIFORNIA, ESPECIALLY THOSE OF NEGROES AND MEXICAN AMERICANS. THIS CULTURAL APPROACH IS DISCUSSED IN CHAPTERS ON THE CULTURE CLASH IN THE SCHOOLS, IN THE QUESTIONS TEACHERS ASK ABOUT OTHER CULTURAL GROUPS, AND IN A REVIEW OF ANTHROPOLOGICAL CONCEPTS AND METHODS. ALSO DESCRIBED ARE THE COURSES DEVELOPED FOR THE TEACHERS, TRAINING IN THE SCHOOLS FOR DEALING WITH INTERCULTURAL PROBLEMS, SOCIAL WORK COUNSELING, AND SPECIAL PROJECTS CARRIED ON BY TEACHERS PARTICIPATING IN THE PROGRAM. THE APPENDIXES INCLUDE AN OUTLINE OF ASPECTS OF MEXICAN AMERICAN LIFE, A CHART COMPARING  NEGRO-WHITE RELATIONS IN THE UNITED STATES AND THE UNITED KINGDOM (WITH SOME MATERIAL ON BRAZIL), AND A BRIEF DISCUSSION OF THE AMERICAN INDIAN. THERE IS ALSO AN EXTENSIVE BIBLIOGRAPHY. THIS BOOK WAS PUBLISHED BY JOHN WILEY AND SONS, 605 THIRD AVENUE, NEW YORK, NEW YORK 10016, 330 PAGES, $7.95. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012285</dc:identifier>
<dc:title>CULTURE IN AMERICAN EDUCATION--ANTHROPOLOGICAL APPROACHES TO MINORITY AND DOMINANT GROUPS IN THE SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aggression</dc:subject>
<dc:subject>Behavior</dc:subject>
<dc:subject>Behavior Theories</dc:subject>
<dc:subject>Counselor Role</dc:subject>
<dc:subject>Crime</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Juvenile Gangs</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>Police</dc:subject>
<dc:subject>Positive Reinforcement</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Role Theory</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:creator scheme='personal author'>SLACK, CHARLES W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Project SCORE</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>REINFORCEMENT AND ROLE-REVERSAL TECHNIQUES ARE USED IN THE SCORE PROJECT, A LOW-COST PROGRAM OF DELINQUENCY PREVENTION FOR HARD-CORE TEENAGE STREET CORNER BOYS. COMMITTED TO THE BELIEF THAT THE BOYS HAVE THE POTENTIAL FOR ETHICAL BEHAVIOR, THE SCORE WORKER FOLLOWS B.F. SKINNER&apos;S THEORY OF OPERANT CONDITIONING AND REINFORCES THE DELINQUENT&apos;S GOOD BEHAVIOR THROUGH REWARDS. FUTHERMORE, THE WORKER IN THE USE OF ROLE-REVERSAL TECHNIQUES MAKES THE DELINQUENTS RESPONSIBLE FOR REDUCING CRIME IN THE COMMUNITY. HOWEVER, THE SCORE WORKER DOES NOT AIM TO ACHIEVE PERSONALITY CHANGE OR COMMUNITY SPIRIT. SCORE PROJECTS BEGIN WITH PRIVATE OR COMMUNITY SUPPORT AND A SURVEY OF THE TEENAGE CRIME RATE IN THE AREA. LIAISON WITH THE POLICE IS IMPORTANT AT THIS POINT FOR VERIFYING OFFENSES, DETERMINING  THE PATTERN, AND LOCATING THE HARD-CORE OFFENDERS. SUCH INTERVENTIONS AS OFFERING FREE COFFEE AND DONUTS DURING HIGH CRIME HOURS AND GIVING THE BOYS A CHANCE TO EXPRESS AGGRESSION &amp;quot;SAFELY&amp;quot; ARE USED IN THE BEGINNING OF THE PROGRAM. BASED IN A STOREFRONT OR LOFT. THE WORKER LATER PAYS THE BOYS FOR DESIRABLE BEHAVIOR AND COOPERATES IN FINANCING CONSTRUCTIVE ACTIVITIES. IMMEDIATE AVAILABILITY OF FUNDS IS ESSENTIAL FOR CARRYING OUT THESE ACTIVITIES. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012286</dc:identifier>
<dc:title>SCORE - A DESCRIPTION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1963-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Children</dc:subject>
<dc:subject>Childrens Games</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Technology</dc:subject>
<dc:subject>Feedback</dc:subject>
<dc:subject>Instruction</dc:subject>
<dc:subject>Instructional Innovation</dc:subject>
<dc:subject>Physical Activities</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Prompting</dc:subject>
<dc:subject>Reinforcement</dc:subject>
<dc:subject>Responses</dc:subject>
<dc:subject>Sequential Learning</dc:subject>
<dc:subject>Student Motivation</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:subject>Verbal Communication</dc:subject>
<dc:subject>Visual Learning</dc:subject>
<dc:creator scheme='personal author'>GOTKIN, LASSAR G.</dc:creator>
<dc:type></dc:type>
<eric:keywords>SIMON SAYS GAME</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN OLD CHILDREN&apos;S GAME CAN BE USED AS A DEVICE TO TEACH YOUNGSTERS TO FOLLOW INCREASINGLY COMPLEX INSTRUCTIONS. ITS USE WILL INCREASE THE CHILDREN&apos;S ABILITY TO RESPOND SELECTIVELY, PARTICULARLY TO VERBAL INSTRUCTIONS, BY REPLACING THE TYPICAL VISUAL DOMINANCE OF THE CHILD WITH A VERBAL ONE. THE CURRICULUM IS DESIGNED TO MOVE FROM THE SIMPLEST TEACHING LEVEL TO A MORE COMPLEX ONE BY GRADUALLY INTRODUCING MORE AND MORE IRRELEVANT CUES. THE RESPONSE DEPENDS UPON INCREASINGLY MORE SPECIFIC VERBAL INSTRUCTIONS BY THE TEACHER, AND THE INITIAL VISUAL AND VERBAL CUES ARE LATER REPLACED BY VERBAL CUES ONLY. THIS APPLICATION OF THE GAME ENCOMPASSES THE PROGRAMED INSTRUCTIONAL PRINCIPLES OF INDIVIDUALIZED RESPONSE, FEEDBACK, AND SEQUENTIAL DEVELOPMENT. MOTIVATION IS STIMULATED BY THE MOTOR  ACTIVITY AND THE SURPRISE ELEMENTS IN THE GAME. THE TECHNIQUE IS FLEXIBLE BECAUSE OF ITS PACING AND THE VARIATIONS WHICH ARE POSSIBLE. IT IS ALSO PRACTICAL, INVOLVES NO COST AND LITTLE PREPARATION, AND IS EASY TO MANAGE. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012287</dc:identifier>
<dc:title>SIMON SAYS--A NEW LOOK AT AN OLD GAME.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Community Services</dc:subject>
<dc:subject>Conservation Education</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquent Rehabilitation</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Economically Disadvantaged</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Extracurricular Activities</dc:subject>
<dc:subject>Recreational Programs</dc:subject>
<dc:subject>Rural Youth</dc:subject>
<dc:subject>Service Occupations</dc:subject>
<dc:subject>Underachievement</dc:subject>
<dc:subject>Urban Youth</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:subject>Youth Programs</dc:subject>
<dc:type></dc:type>
<eric:keywords>BRITISH COLUMBIA</eric:keywords>
<eric:keywords>OUTWARD BOUND</eric:keywords>
<eric:keywords>Massachusetts (Andover)</eric:keywords>
<eric:keywords>Colorado (Adams County)</eric:keywords>
<eric:keywords>ONTARIO</eric:keywords>
<eric:keywords>Ontario (Atikokan)</eric:keywords>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:keywords_geo>Massachusetts</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Outward Bound, Inc., Andover, MA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SYNOPSIS IS OFFERED OF SIX DIFFERENT OUTWARD-BOUND PROGRAMS, EACH OF WHICH IS AN ADAPTATION OF THE BASIC OUTWARD-BOUND PHILOSOPHY OF HAVING YOUNG PEOPLE RECOGNIZE FOR THEMSELVES THEIR PHYSICAL, EMOTIONAL, AND SPIRITUAL CAPABILITIES SO THAT THEY WILL DEVELOP A STRONG SENSE OF SELF-RELIANCE AND INNER STRENGTH. THE ADAMS COUNTY, COLORADO, CONSERVATION PROGRAM TO RESTORE AND TRANSFORM AN ABANDONED LOT INTO A PLAYGROUND WAS AN ATTEMPT TO CHANGE THE ABSENTEEISM, MOTIVATION, AND ACADEMIC ACHIEVEMENT OF TWO GROUPS OF HIGH SCHOOL BOYS. IN TRENTON, NEW JERSEY, AN EXPLORATORY PROGRAM FOR URBAN DISADVANTAGED YOUTH INCLUDED CONSERVATIVE WORK, PARK DEVELOPMENT, FIRST AID, AND RESCUE WORK. IN ATIKOKAN, ONTARIO, A WILDERNESS ENVIRONMENT, A COURSE STRESSING OUTDOOR SKILLS AND COMMUNITY SERVICE  WAS OFFERED TO BOYS AND GIRLS THROUGHOUT THE SCHOOL YEAR AS AN EXTRACURRICULAR ACTIVITY. A FOURTH PROGRAM, CONDUCTED JOINTLY BY OUTWARD-BOUND AND THE JOB CORPS IN COLLBRAN, COLORADO, OFFERED CITY-BRED CORPSMEN TRAINING WHICH INCLUDED DISASTER AND RESCUE TRAINING AND THE DEVELOPMENT OF SKILLS IN CAMPING, LEADERSHIP, FIRST AID, AND FIRE FIGHTING. TWO OTHER PROGRAMS NOW BEING CONDUCTED ARE AIMED AT REHABILITATING INMATES. IN MASSACHUSETTS, JUVENILE DELINQUENTS ARE BEING SENT TO EXISTING OUTWARD-BOUND SCHOOLS AS AN ALTERNATIVE TO INSTITUTIONALIZATION, AND, IN BRITISH COLUMBIA, OUTWARD-BOUND TECHNIQUES ARE BEING USED WITH YOUNG MALE RECIDIVISTS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012288</dc:identifier>
<dc:title>OUTWARD BOUND IN THE MAINSTREAM OF AMERICAN EDUCATION, A SYNOPSIS OF SIX OUTWARD BOUND MAINSTREAM PROJECTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Adjustment (to Environment)</dc:subject>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Attendance</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Data</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Free Choice Transfer Programs</dc:subject>
<dc:subject>Friendship</dc:subject>
<dc:subject>Grade 7</dc:subject>
<dc:subject>Junior High Schools</dc:subject>
<dc:subject>Minority Group Children</dc:subject>
<dc:subject>Open Enrollment</dc:subject>
<dc:subject>Parent Attitudes</dc:subject>
<dc:subject>Peer Relationship</dc:subject>
<dc:subject>Rating Scales</dc:subject>
<dc:subject>Reading Tests</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>School Attitudes</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>Student Attitudes</dc:subject>
<dc:subject>Student Behavior</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:creator scheme='personal author'>THORNDIKE, ROBERT L.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Elementary Secondary Education Act Title I</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:keywords_law>Elementary and Secondary Education Act Title I</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Urban Education, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EVALUATION OF A FREE CHOICE, OPEN ENROLLMENT PROGRAM, IN WHICH SEVENTH-GRADE MINORITY GROUP CHILDREN HAD THE OPPORTUNITY TO TRANSFER TO RACIALLY BALANCED JUNIOR HIGH SCHOOLS OUTSIDE THEIR NEIGHBORHOODS, RECORDED THE RESPONSES OF THE PUPILS, PARENTS, AND TEACHERS IN THE RECEIVING SCHOOLS. THE COMPARATIVE ASSESSMENT OF ACADEMIC ACHIEVEMENT, SCHOOL BEHAVIOR AND DISCIPLINE, PEER ACCEPTANCE, AND SCHOOL ATTITUDES OF THE 263 OPEN ENROLLMENT PUPILS AND THE 257 NONOPEN ENROLLMENT PUPILS IN THE SAME 13 JUNIOR HIGH SCHOOLS WERE GATHERED FROM SCHOOL RECORDS AND PUPIL-COMPLETED RATING FORMS AND QUESTIONNAIRES. TEACHER, ADMINISTRATOR, AND PARENT ATTITUDES AND EVALUATIONS WERE ASSESSED BY QUESTIONNAIRES. GENERAL FINDINGS INDICATED THAT, IN COMPARISON WITH NATIONAL NORMS AND NONOPEN  ENROLLMENT CLASSMATES, THE OPEN ENROLLMENT PUPILS HAD A HIGHER INCIDENCE OF UNSATISFACTORY GRADES IN ACADEMIC SUBJECTS. HOWEVER, THE TWO GROUPS OF PUPILS DID NOT DIFFER MARKEDLY IN THEIR ATTENDANCE, EXTENT OF DISCIPLINARY PROBLEMS, FAVORABLE ATTITUDES TOWARD SCHOOL, AND PEER ACCEPTANCE. THE PARENTS OF THE OPEN ENROLLMENT PUPILS FOR THE MOST PART WERE FAVORABLE TOWARD THE PRESENT SCHOOL OF THEIR CHILDREN, BUT THE TEACHERS AND ADMINISTRATORS TENDED TO VIEW NEGATIVELY THE OPEN ENROLLMENT PUPILS. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012289</dc:identifier>
<dc:title>FREE CHOICE OPEN ENROLLMENT - JUNIOR HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-31</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>28</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Job Application</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Labor Market</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Office Occupations</dc:subject>
<dc:subject>On the Job Training</dc:subject>
<dc:subject>Role Playing</dc:subject>
<dc:subject>Supervision</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Youth</dc:subject>
<dc:creator scheme='personal author'>LORBER, FRED</dc:creator>
<dc:creator scheme='personal author'>SCHRANK, ROBER</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>Bloomingdales Department Store</eric:keywords>
<eric:keywords>Mobilization for Youth</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mobilization for Youth, Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENTAL TRAINING PROGRAM TESTED TWO HYPOTHESES--(1) UNEMPLOYED MINORITY GROUP YOUTH WITH TRAINING AND REINFORCEMENT COULD SUCCEED IN JOBS IN MIDDLE-CLASS SETTINGS AND (2) HIGH SCHOOL GRADUATES WOULD BE MORE SUCCESSFUL THAN DROPOUTS IN COMPETING FOR JOBS, BUT DROPOUTS ALSO WOULD BENEFIT FROM THE TRAINING PROGRAM. IN NEW YORK CITY, MOBILIZATION FOR YOUTH (MFY), BLOOMINGDALE&apos;S DEPARTMENT STORE, AND A LOCAL UNION COOPERATED IN THIS PROJECT FOR 29 YOUNG PEOPLE, AGED 17 TO 22, WHO WERE LITERATE AT THE SEVENTH-GRADE LEVEL. A 3-MONTH TRAINING PERIOD CONSISTED OF ORIENTATION TO DEPARTMENT STORE WORK, SPECIFIC FORMAL SKILL TRAINING, AND DIRECT SUPERVISION BY A MFY STAFF MEMBER WHO HAD SUPPORTIVE, COUNSELING, AND LIAISON FUNCTIONS. ORIENTATION MEETINGS INCLUDED ROLE PLAYING AND  INSTRUCTION ON HOW TO ACT WHILE APPLYING FOR A JOB. ONE IMPORTANT FEATURE OF THE PROJECT IS ITS SALARY-SHARING PLAN--ONE HALF PAID BY MFY, THE OTHER HALF BY THE STORE. THIS SCHEME HELPS TO OPEN UP THE JOB MARKET FOR MFY&apos;S PROGRAM AND ENABLES MFY TO ACT AS A BARGAINING AGENT. THE SUCCESS OF THE PROJECT WAS SHOWN BY FOLLOWUP FIGURES--(1) 14 OF THE ULTIMATE TRAINEES WERE REGULARLY EMPLOYED 6 MONTHS LATER AND (2) AMONG DROPOUTS, ONLY ONE PERSON WHO WANTED A JOB WAS UNEMPLOYED. THE SIX TRAINEES WHO WERE SCHOOL DROPOUTS AND WHO WOULD NOT NORMALLY HAVE QUALIFIED FOR JOBS WERE EITHER WORKING OR BACK IN SCHOOL. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012290</dc:identifier>
<dc:title>THE BLOOMINGDALE PROJECT, REPORT OF A DEMONSTRATION ON-THE-JOB TRAINING PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-11-01</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Chinese Americans</dc:subject>
<dc:subject>Cognitive Development</dc:subject>
<dc:subject>Development</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Educational Strategies</dc:subject>
<dc:subject>Educational Theories</dc:subject>
<dc:subject>Ethnic Groups</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Jews</dc:subject>
<dc:subject>Learning</dc:subject>
<dc:subject>Learning Processes</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject>Puerto Ricans</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:creator scheme='personal author'>LESSER, GERALD S.</dc:creator>
<dc:creator scheme='personal author'>STODOLSKY, SUSAN S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RESEARCH ON THE DEVELOPMENTAL ORIGINS OF THE CHARACTERISTICS OF DISADVANTAGED CHILDREN IS NOT AS IMPORTANT FOR SCHOOL PEOPLE AS IS SCHOOL-BASED RESEARCH. SUCH STUDIES FOCUS ON A TASK ANALYSIS APPROACH WHICH WOULD MATCH THE CHARACTERISTICS OF A STUDENTS BEHAVIOR WITH INSTRUCTIONAL PROCEDURES. ONE SPECIFIC PIECE OF RESEARCH STUDIED THE EFFECTS OF SOCIAL CLASS AND ETHNIC GROUP INFLUENCES ON THE DEVELOPMENT OF LEVELS AND PATTERNS OF MENTAL ABILITY BY OBTAINING THE SCORES FOR VERBAL ABILITY, REASONING, NUMBER FACILITY, AND SPACE CONCEPTUALIZATION OF MIDDLE- AND LOWER-CLASS CHINESE, JEWISH, NEGRO, AND PUERTO RICAN FIRST GRADERS. THE EFFECTS OF ETHNICITY UPON THE MENTAL PATTERNS WERE THE MOST STRIKING FINDINGS, FOR THE PATTERNS WERE CLEARLY DIFFERENT AMONG ETHNIC GROUPS. WITHIN ETHNIC  GROUPS SOCIAL CLASS DIFFERENCES AFFECTED ONLY LEVEL AND LEFT PATTERN UNCHANGED. SOCIAL CLASS WAS A MORE INFLUENTIAL FACTOR IN THE LEVEL OF ABILITY OF NEGROES THAN AMONG ANY OTHER GROUP. THESE FINDINGS SUGGEST FURTHER STUDIES OF (1) DIFFERENTIAL ETHNIC GROUP PATTERNS AS PREDICTORS OF ACHIEVEMENT, (2) THE STABILITY OF THESE PATTERNS, (3) THEIR DEVELOPMENTAL ANTECEDENTS, AND (4) APPROPRIATE TEACHING STRATEGIES. IN CONTRAST TO THE COLEMAN REPORT&apos;S STRESS ON EQUAL EDUCATION TO PRODUCE EQUAL ACHIEVEMENT LEVELS AMONG ALL GROUPS, THE FINDINGS OF THIS STUDY SUGGEST THAT EMPHASIS ON EQUAL OPPORTUNITIES FOR EQUAL AND MAXIMUM DEVELOPMENT OF GROUPS WOULD BE MORE SUCCESSFUL POLICY. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012291</dc:identifier>
<dc:title>LEARNING PATTERNS IN THE DISADVANTAGED.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Behavioral Sciences</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Education</dc:subject>
<dc:subject>Lower Class</dc:subject>
<dc:subject>Lower Middle Class</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Schools of Education</dc:subject>
<dc:subject>Social Background</dc:subject>
<dc:subject>Social Change</dc:subject>
<dc:subject>Social Class</dc:subject>
<dc:subject>Students</dc:subject>
<dc:subject>Teacher Background</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teachers</dc:subject>
<dc:creator scheme='personal author'>CURRAN, ROBERT L.</dc:creator>
<dc:creator scheme='personal author'>GUERTIN, WILSON H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>FLORIDA</eric:keywords>
<eric:keywords_geo>Florida</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE ABILITY OF AMERICANS TO COMMUNICATE EFFECTIVELY ACROSS SOCIAL CLASS LINES IS BASIC TO ANY EFFORTS FOR SOCIAL CHANGE. A STUDY OF THE SOCIAL BACKGROUND OF EDUCATION STUDENTS SOUGHT TO DETERMINE WHETHER THERE IS A TREND TOWARD A DISTRIBUTION WHICH MATCHES THAT OF THE POPULATION AT LARGE, AND WHETHER THE SUPPLY OF TEACHERS FROM LOWER SOCIAL CLASSES IS REMAINING CONSTANT. A COMPARISON OF THE PERCENTAGE DISTRIBUTION OF THE SOCIAL ORIGIN OF STUDENTS IN EDUCATION CLASSES IN 1955 AND 1963 SHOWED A TREND TOWARD A LOWER SUPPLY OF TEACHERS FROM LABOR ORIGINS (NONE WERE FROM UNSKILLED OCCUPATIONAL BACKGROUND) AND AN INCREASE IN THE SUPPLY FROM THE PROFESSIONAL AND MANAGERIAL CLASSES. IF ONE ASSUMES THAT THE EDUCATION OF THE DISADVANTAGED IS MOST EFFECTIVE WHEN THE SOCIAL CLASS BACKGROUNDS  OF TEACHERS AND STUDENTS ARE SIMILAR, THEN THESE DATA SHOW THE URGENT NEED FOR RADICALLY CHANGED BEHAVIORAL SCIENCE TRAINING OF EDUCATION STUDENTS. SUCH AN APPROACH WOULD ALLOW FOR MORE &amp;quot;INTIMATELY INTERPERSONAL TRANSACTIONS&amp;quot; BETWEEN TEACHERS AND STUDENTS OF DIFFERENT SOCIAL STATUS. THIS ARTICLE WAS PUBLISHED IN &amp;quot;JOURNAL OF TEACHER EDUCATION,&amp;quot; VOLUME 17, NUMBER 4, WINTER 1966. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012292</dc:identifier>
<dc:title>THE WAR ON POVERTY AND THE SOCIAL ORIGINS AND TRAINING OF EDUCATION STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>1</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavioral Science Research</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Curriculum Research</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Enrichment Activities</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords>PROJECT HEADSTART</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. ERIC Clearinghouse for Urban Disadvantaged.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS SELECTED BIBLIOGRAPHY CONTAINS WORKS ON THE PRESCHOOL EDUCATION OF THE DISADVANTAGED CHILD. GENERAL DISCUSSIONS OF PRESCHOOL EDUCATION ARE FOLLOWED BY SEPARATE SECTIONS ON RELEVANT RESEARCH, DESCRIPTIONS OF SPECIFIC PRESCHOOL PROGRAMS, AND REPORTS AND DISCUSSIONS OF PROJECT HEADSTART. THE MORE THAN 130 WORKS CITED INCLUDE JOURNAL ARTICLES, BOOKS, DOCTORAL DISSERTATIONS, SPEECHES, AND PROGRAM REPORTS AND PROPOSALS. MOST OF THESE PUBLISHED AND UNPUBLISHED WORKS WERE PRODUCED DURING THE 1960&apos;S, AND WHERE RELEVANT, THE CITATIONS CONTAIN THE NUMBER OF REFERENCES INCLUDED AND OFFER INFORMATION ABOUT WHERE TO OBTAIN AN UNPUBLISHED WORK, FOR EXAMPLE, AN AUTHOR&apos;S PROFESSIONAL AFFILIATION OR TO WHAT A GROUP A SPEECH WAS PRESENTED. (JL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012293</dc:identifier>
<dc:title>PRESCHOOL EDUCATION, A SELECTED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Antisocial Behavior</dc:subject>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Cultural Context</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquency Causes</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Delinquent Behavior</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Family Characteristics</dc:subject>
<dc:subject>Ghettos</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Values</dc:subject>
<dc:creator scheme='personal author'>FISHMAN, JACOB R.</dc:creator>
<dc:creator scheme='personal author'>JONES, ROY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>ACTION FOR YOUTH</eric:keywords>
<eric:keywords>NEIGHBORHOOD YOUTH CORPS</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>UNITED PLANNING ORGANIZATION</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Howard Univ., Washington, DC. Inst. for Youth Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS 2D-YEAR REPORT OF AN EVALUATION STUDY OF A JUVENILE DELINQUENCY PREVENTION PROGRAM IS CONCERNED PRIMARILY WITH THE ADOLESCENT COHORT (A CORE GROUP OF 14- TO 20-YEAR-OLDS) IN A SINGLE SCHOOL DISTRICT. THE MAJOR AIMS OF THE RESEARCH WERE TO DETERMINE WHETHER INTERVENTIONS HAD REDUCED DELINQUENCY IN A SELECTED GROUP FROM THE DISTRICT, AND TO TEST SOME OF THE CURRENT THEORETICAL ASSUMPTIONS ABOUT DELINQUENCY. THE SAMPLE, INSTRUMENTS, AND DATA COLLECTION METHODS ARE OUTLINED. A SECTION ON DATA ANALYSIS DESCRIBES THE CHARACTERISTICS OF HIGH-, MEDIUM-, AND LOW-RISK GROUPS AND SOME OF THE INTERVENTION EFFORTS TO DEAL WITH THEM. THE RISK GROUPS ARE DISCUSSED IN RELATION TO THE FACTORS OF A PUTATIVE DELINQUENT SUBCULTURE, ASPIRATIONS, PERCEPTIONS OF THE OPPORTUNITY SYSTEM, AND VALUE  ORIENTATION. THE SUMMARY AND DISCUSSION SECTION NOTES THAT THE HYPOTHESIS THAT WITHOUT SOME INTERVENTION THE HIGH-RISK GROUP WOULD HAVE BECOME DELINQUENT WAS BORNE OUT, AND THAT THE NEIGHBORHOOD CENTERS IN THE TARGET AREA APPEARED TO HAVE BEEN EFFECTIVE IN REDUCING JUVENILE DELINQUENCY. IT IS FELT THAT THE EXPERIENCE OF THIS PROGRAM SHOWS THAT IF INTERVENTIONS ARE TO BE MORE EFFECTIVE, THEY MUST CONCENTRATE ON THE SPECIFIC PATHOLOGY OF THE GHETTO. THE APPENDIXES CONTAINED EXCERPTS FROM AN INTERVIEW WITH A YOUNG MAN FROM THE AREA AND TWO CASE EVALUATIONS FROM EACH OF THE THREE RISK GROUPS. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012294</dc:identifier>
<dc:title>THE IMPACT OF THE UPO DEMONSTRATION PROGRAM ON A SELECTED GROUP OF CARDOZO AREA YOUTH--A STUDY OF JUVENILE DELINQUENCY PREVENTION. SECOND YEAR REPORT--1965-66.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>130</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adolescents</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Delinquency</dc:subject>
<dc:subject>Delinquency Causes</dc:subject>
<dc:subject>Delinquency Prevention</dc:subject>
<dc:subject>Delinquent Behavior</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Family Environment</dc:subject>
<dc:subject>Identification</dc:subject>
<dc:subject>Institutionalized Persons</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Low Income Groups</dc:subject>
<dc:subject>Preschool Children</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Psychological Services</dc:subject>
<dc:subject>Research Methodology</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Social Services</dc:subject>
<dc:subject>Student Records</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Urban Areas</dc:subject>
<dc:subject>Urban Population</dc:subject>
<dc:creator scheme='personal author'>FISHMAN, JACOB R.</dc:creator>
<dc:creator scheme='personal author'>JONES, ROY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Cardozo High School DC</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>ACTION FOR YOUTH</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Howard Univ., Washington, DC. Inst. for Youth Studies.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 1ST-YEAR REPORT OF AN EVALUATION STUDY OF ACTION AND DEMONSTRATION PROGRAMS FOR DELINQUENCY PREVENTION AMONG URBAN GHETTO YOUTH IS PRESENTED. THE PURPOSE OF THE STUDY WAS TO DETERMINE THE NET EFFECTIVENESS OF THE INTERVENTION EFFORTS OF WASHINGTON ACTION FOR YOUTH IN A SCHOOL DISTRICT WITH A HIGH CONCENTRATION OF LOW-INCOME NEGRO YOUTH. THE RESEARCH DESIGN INCLUDED (1) A BASE EXPECTANCY STUDY TO COLLECT DATA FOR DELINQUENCY PREDICTION, (2) IDENTIFICATION AND STUDY OF AN ADOLESCENT COHORT OF 14- TO 17-YEAR-OLDS, (3) STUDIES OF SOME OF THE COHORT FAMILIES, (4) RESEARCH ON A SAMPLE OF THE DEMONSTRATION PRESCHOOL POPULATION IN THE AREA, AND (5) AN ACCOUNTING OF THE POPULATION FOR POTENTIAL USE IN A DATA BANK. THE ORIGINAL FAMILY STUDY WAS EXPANDED INTO A SYSTEMATIC STUDY OF LOW  INCOME FAMILIES, AND THE COGNITIVE DATA ON THE PRESCHOOL CHILDREN WAS USED TO STUDY THEIR LANGUAGE RESPONSES TO DIFFERENT STIMULI UNDER VARYING CONDITIONS. IT WAS HYPOTHESIZED THAT THERE WOULD BE SIGNIFICANT DIFFERENCES BETWEEN INSTITUTIONALIZED AND NONINSTITUTIONALIZED YOUTH ON SUCH FACTORS AS LOW SOCIOECONOMIC STATUS, EDUCATION, FAMILY CHARACTERISTICS, INTACT OR BROKEN HOMES, SOCIAL CLASS ASPIRATIONS, PEER GROUP BEHAVIOR, AND NEIGHBORHOOD DEVIANCY. THE VARIOUS ASPECTS OF THE STUDY ARE DISCUSSED IN DETAIL, AND MUCH OF THE RELEVANT DATA IS SUMMARIZED IN 106 TABLES. AN ABSTRACT OF THE STUDY IS INCLUDED. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED012295</dc:identifier>
<dc:title>THE NET IMPACT OF THE CARDOZA AREA DEMONSTRATION PROGRAM, 1964-1965. FIRST YEAR REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>275</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Federal Programs</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Labor Force Development</dc:subject>
<dc:subject>Labor Market</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Adjustment</dc:subject>
<dc:subject>Work Experience Programs</dc:subject>
<dc:subject>Youth Employment</dc:subject>
<dc:creator scheme='personal author'>GOLDBERG, F.S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Job Corps</eric:keywords>
<eric:keywords>NEIGHBORHOOD YOUTH CORPS</eric:keywords>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN RECENT YEARS YOUTH EMPLOYMENT PROGRAMS HAVE PROLIFERATED, MAINLY AS A RESULT OF THE FEDERAL GOVERNMENT&apos;S EXPANDED ROLE IN THIS AREA. THE PROGRAMS ARE OF TWO BASIC TYPES--(1) VOCATIONAL AND EDUCATIONAL ADJUSTMENT PROGRAMS WHICH PREPARE THE YOUTH FOR EMPLOYMENT BY EQUIPPING HIM WITH A PARTICULAR SKILL AND PROPER WORK HABITS AND (2) UPWARD MOBILITY PROGRAMS WHICH CONCENTRATE ON JOB AND CAREER DEVELOPMENT AND TRY TO UPGRADE THE DISADVANTAGED YOUTH BY OFFERING HIM VARIOUS SOCIOPSYCHOLOGICAL SERVICES. THE JOB CORPS EMPHASIZES PLACEMENT RATHER THAN THE CREATION OF EMPLOYMENT OPPORTUNITIES, WHILE THE NEIGHBORHOOD YOUTH CORPS IS NOW MOVING AWAY FROM A PRIMARY CONCERN WITH SHORT-TERM EMPLOYMENT TO AN INTEREST IN TRAINING AND REMEDIATION FOR THE YOUTH. EVALUATIONS OF THE OUTCOMES OF  YOUTH EMPLOYMENT PROGRAMS ARE UNSATISFACTORY BECAUSE OF THE DIFFICULTY IN COLLECTING DATA, BUT THE QUESTION REMAINS WHETHER THESE PROGRAMS, EVEN PROPERLY IMPLEMENTED, CAN ALLEVIATE YOUTH UNEMPLOYMENT. IN FAILING TO RECOGNIZE THAT YOUTH UNEMPLOYMENT IS A FUNCTION OF THE AVAILABILITY OF JOBS, AND IN CONCENTRATING ON JOB TRAINING, THESE PROGRAMS DEAL WITH THE SYMPTOMS OF JOBLESSNESS RATHER THAN ITS CAUSES. TO RELIEVE THE CAUSES THESE YOUTH SHOULD BE OFFERED GREATER EMPLOYMENT OPPORTUNITIES THROUGH NEW JOBS OR THE RESTRUCTURING OF EXISTING ONES. A BIBLIOGRAPHY ON YOUTH EMPLOYMENT FOLLOWS THE DISCUSSION. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;IRCD BULLETIN,&amp;quot; VOLUME 2, NUMBER 1, JANUARY 1966. (EF)</dc:description>
<dc:identifier scheme='eric_accno'>ED012296</dc:identifier>
<dc:title>PROGRAMS AND PROSPECTS FOR OUT-OF-SCHOOL YOUTH--SCHOOL DROPOUTS AND HIGH-SCHOOL GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>10</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Skills</dc:subject>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Practices</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Occupational Clusters</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:creator scheme='personal author'>BAKER, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Alabama (Auburn)</eric:keywords>
<eric:keywords_geo>Alabama</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Auburn Univ., AL. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DETERMINE PREEMPLOYMENT EDUCATIONAL NEEDS OF SECONDARY SCHOOL STUDENTS ENTERING NONPROFESSIONAL OFF-FARM AGRICULTURAL OCCUPATIONS, THIS STUDY WAS DESIGNED TO IDENTIFY EMPLOYING FIRMS, EXISTING OCCUPATIONS, DESIRABLE CHARACTERISTICS OF BEGINNING EMPLOYEES, EMPLOYERS&apos; FAMILIARITY WITH VOCATIONAL AGRICULTURAL PROGRAMS, EMPLOYERS&apos; AGREEMENT ON CHANGES NEEDED IN THE PROGRAMS, EMPLOYERS&apos; WILLINGNESS TO COOPERATE IN PREEMPLOYMENT TRAINING, PROBLEMS OF CONDUCTING COOPERATIVE EDUCATION PROGRAMS, AND EMPLOYERS&apos; AGREEMENT ON THE RELATIVE IMPORTANCE OF VARIOUS INSTRUCTIONAL UNITS. THE SAMPLE OF 474 FIRMS WAS SELECTED RANDOMLY FROM STRATIFIED POPULATION CATEGORIES. AN INTERVIEW INSTRUMENT WAS DESIGNED AND PRETESTED. IT WAS ADMINISTERED BY VOCATIONAL AGRICULTURE TEACHERS.  DESCRIPTIVE STATISTICAL TECHNIQUES WERE USED IN ANALYZING DATA, AND FACTOR ANALYSIS WAS USED TO GROUP COMPETENCIES. OF 184 OCCUPATIONS, 125 WERE NONPROFESSIONAL AND MOST REQUIRED ON-THE-JOB TRAINING. A RURAL BACKGROUND WAS PREFERRED FOR BEGINNING EMPLOYEES. PERSONALITY, ABILITY TO GET ALONG WITH OTHERS, AND COMMUNICATIVE ABILITY WERE IMPORTANT FACTORS IN EMPLOYEE SELECTION, AS WELL AS HIGH SCHOOL GRADUATION. AGRICULTURAL COMPETENCIES WERE NEEDED, AND POST-HIGH SCHOOL TRAINING WOULD BE REQUIRED IN SOME CASES. MOST EMPLOYERS FELT OCCUPATIONAL EXPERIENCE PROGRAMS WERE NECESSARY, AND THEY WOULD COOPERATE IN SPITE OF ANTICIPATED LIABILITY PROBLEMS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012297</dc:identifier>
<dc:title>A STUDY OF THE EDUCATIONAL NEEDS FOR WORKERS ENGAGED IN OCCUPATIONS IN OFF-FARM AGRICULTURAL BUSINESSES IN ALABAMA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>71</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Age Groups</dc:subject>
<dc:subject>Clerical Workers</dc:subject>
<dc:subject>College Graduates</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Employment Services</dc:subject>
<dc:subject>Geographic Distribution</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Job Application</dc:subject>
<dc:subject>Professional Personnel</dc:subject>
<dc:subject>Sales Workers</dc:subject>
<dc:subject>Semiskilled Workers</dc:subject>
<dc:subject>Service Workers</dc:subject>
<dc:subject>Sex (Characteristics)</dc:subject>
<dc:subject>Skilled Workers</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Unskilled Workers</dc:subject>
<dc:creator scheme='personal author'>DRAKE, JAMES W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Bureau of Unemployment Compensation, Columbus.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SURVEY OF PERSONS SEEKING EMPLOYMENT THROUGH EVERY PUBLIC EMPLOYMENT OFFICE IN OHIO WAS DESIGNED TO UPDATE AND COMPARE FINDINGS WITH RESULTS OF A SIMILAR STUDY CONDUCTED IN 1962. TOTAL JOBSEEKERS REGISTERED FOR EMPLOYMENT IN 1965 NUMBERED 132,350. IN 1962, THE TOTAL WAS 215,477. THE DECLINE OF 39 PERCENT WAS DUE IN PART TO THE SHORTER VALIDITY PERIOD (TIME WITHIN WHICH APPLICANTS MUST REVISIT THE LOCAL OFFICE TO INDICATE CONTINUED AVAILABILITY) FOR THE 1965 COUNT IN 22 LOCAL OFFICES. MORE IMPORTANT, HOWEVER, WERE GENERALLY IMPROVED EMPLOYMENT OPPORTUNITIES. NEARLY 62 PERCENT OF THE JOBSEEKERS WERE NOT HIGH SCHOOL GRADUATES IN 1962, COMPARED WITH 60 PERCENT IN 1965. AMONG THE YOUTH UNDER 20, THE PROPORTION WHO HAD NOT FINISHED HIGH SCHOOL ROSE FROM 49 TO 54 PERCENT BETWEEN THE  TWO COUNTS. JOBSEEKERS UNDER 20 TOTALED 14,394 IN 1962 AND 16,971 IN 1965, REPRESENTING AN 18 PERCENT INCREASE. THIS WAS THE ONLY AGE GROUP WHOSE TOTAL DID NOT SHOW A SUBSTANTIAL DECLINE BETWEEN THE TWO COUNTS. OF THE TOTAL REGISTERED, ONE OUT OF FOUR HAD NO FORMAL EDUCATION BEYOND THE EIGHTH GRADE, THREE OUT OF FIVE HAD NO HIGH SCHOOL DIPLOMA, ONE-THIRD HAD FINISHED HIGH SCHOOL BUT DID NOT GO ON TO COLLEGE, AND FEWER THAN ONE OUT OF 12 HAD SOME COLLEGE TRAINING. THE APPENDIX INCLUDES TABLES OF DATA FOR EACH COUNTY IN OHIO WITH THE EDUCATIONAL ATTAINMENT OF REGISTERED JOBSEEKERS BY OCCUPATIONAL AND AGE GROUP IN 1962 AND 1965. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012298</dc:identifier>
<dc:title>EDUCATIONAL ATTAINMENT OF JOBSEEKERS REGISTERED FOR EMPLOYMENT WITH THE OHIO STATE EMPLOYMENT SERVICE, APRIL 25, 1965.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>129</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Skills</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Feed Industry</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:creator scheme='personal author'>CLARK, RAYMOND M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Michigan (East Lansing)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Michigan State Univ., East Lansing. Bureau of Educational Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A PILOT PROGRAM CONDUCTED AT PIGEON, MICHIGAN, IN 1962-64 INDICATED A SERIOUS LACK OF MATERIALS FOR PROVIDING AN INTEGRATED INSTRUCTIONAL PROGRAM FOR TRAINING PROSPECTIVE WORKERS FOR NONFARM INDUSTRIES AND BUSINESSES. THE FEED INDUSTRY WAS CHOSEN FOR A PROJECT WHICH WOULD--(1) ANALYZE THE FUNCTIONS PERFORMED IN THE INDUSTRY, (2) DETERMINE THE COMPETENCIES NEEDED BY WORKERS AT SOME LEVEL, (3) BREAK THESE DOWN INTO UNDERSTANDINGS, SKILLS, AND ABILITIES WHICH COULD BE USED BY EDUCATORS IN DEVELOPING TRAINING PROGRAMS, AND (4) GROUP THESE INTO INSTRUCTIONAL UNITS. EDUCATORS ISOLATED FUNCTIONS AND COMPETENCIES, AND REPRESENTATIVES OF MORE THAN 75 PERCENT OF THE LIVESTOCK FEED INDUSTRY IN MICHIGAN VALIDATED AND RATED THE IMPORTANCE OF THE COMPETENCIES. IT WAS CONCLUDED THAT THIS  APPROACH OF ANALYZING A TOTAL INDUSTRY WAS A PRODUCTIVE ONE, AND THE DATA COULD PROVIDE THE BASIS FOR TRAINING PROGRAMS FOR STUDENTS OF DIFFERENT LEVELS. TABLES SHOW (1) RATINGS OF COMPETENCIES UNDER EACH FUNCTION BY REPRESENTATIVES OF THE FEED INDUSTRY, (2) TEACHER RESPONSE TO ADEQUACY OF SUGGESTED UNDERSTANDINGS, SKILLS, AND ABILITIES FOR DEVELOPMENT OF THE COMPETENCIES, (3) COMPETENCIES IDENTIFIED AS IMPORTANT FOR EFFECTIVE JOB PERFORMANCE BY WORKERS IN THE FEED INDUSTRY, AND (4) OUTLINES OF INSTRUCTIONAL UNITS WHICH MAY BE USED TO DEVELOP THE COMPETENCIES. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012299</dc:identifier>
<dc:title>VOCATIONAL COMPETENCIES NEEDED FOR EMPLOYMENT IN THE FEED INDUSTRY, A REPORT OF RESEARCH SUPPORTED BY THE MICHIGAN STATE ALL-UNIVERSITY RESEARCH FUND, 1963-64.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>147</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Machinery Occupations</dc:subject>
<dc:subject>Aptitude</dc:subject>
<dc:subject>Evaluation</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Retraining</dc:subject>
<dc:subject>Unemployment</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>EDINGTON, EVERETT D.</dc:creator>
<dc:creator scheme='personal author'>KUNTZ, ROBERT H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords>Area Redevelopment Act 1961</eric:keywords>
<eric:keywords>General Aptitude Test Battery</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:keywords_test>General Aptitude Test Battery</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DURING 1962-63, 16 FARM MECHANICS RETRAINING SCHOOLS WERE SET UP IN OKLAHOMA UNDER THE AREA REDEVELOPMENT ACT OF 1961 TO TRAIN 225 MEN WHO WERE EITHER UNEMPLOYED OR UNDEREMPLOYED. THIS STUDY WAS DESIGNED TO DETERMINE WHETHER THERE WAS ANY CORRELATION BETWEEN THE TEST SCORES AND SELECTED CHARACTERISTICS USED IN SELECTION OF THE TRAINEES AND THEIR SUCCESS IN GAINING EMPLOYMENT IN RELATED OCCUPATIONS. ALL APPLICANTS WERE REQUIRED TO TAKE THE GENERAL APTITUDE TEST BATTERY, FORM B-1002, WHICH MEASURES NINE APTITUDES, AND BE INTERVIEWED BY A REPRESENTATIVE OF THE LOCAL EMPLOYMENT OFFICE WHO CONSIDERED THREE OF THESE APTITUDES (GENERAL INTELLIGENCE, SPATIAL APTITUDE, AND FINGER DEXTERITY) PLUS ANY INTANGIBLE INFORMATION LEARNED FROM THE INTERVIEW FOR SELECTION PURPOSES. OF THE ENROLLEES  CONTACTED, 174 FOUND EMPLOYMENT IN RELATED AND NONRELATED AREAS WHILE NINE DROPOUTS AND 19 WHO COMPLETED THE TRAINING WERE UNEMPLOYED. THE PLACEMENT RECORD INDICATED THAT THE SELECTION AND INSTRUCTION OF TRAINEES WAS SUCCESSFUL. THE ONLY SINGLE APTITUDE SCORE WHICH INDICATED SUCCESS WAS THE SPATIAL APTITUDE SCORE. THE COMBINATION CONSIDERED IN SELECTION WAS ALSO A GOOD INDICATOR. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED012300</dc:identifier>
<dc:title>A STUDY OF THE EFFECT OF SELECTED CHARACTERISTICS IN FARM MECHANICS RETRAINING SCHOOLS UNDER THE AREA REDEVELOPMENT ACT IN OKLAHOMA.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>29</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adoption (Ideas)</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Community Involvement</dc:subject>
<dc:subject>Dairy Farmers</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:creator scheme='personal author'>HILL, C. W.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Ithaca)</eric:keywords>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>FROM A LIST OF 2,260 BEGINNING DAIRY OPERATORS THE STRATIFIED RANDOM CLUSTER METHOD WAS USED TO SELECT APPROXIMATELY 10 PERCENT WHICH REPRESENTED 13 AGRICULTURAL REGIONS OF NEW YORK. THIS SAMPLE OF 223 OPERATORS WAS INTERVIEWED TO (1) DETERMINE THEIR PERSONAL CHARACTERISTICS, (2) ASCERTAIN THEIR ACHIEVEMENT LEVEL WITH RESPECT TO SELECTED FARM BUSINESS FACTORS, (3) DETERMINE THEIR LEVEL OF PARTICIPATION IN EDUCATIONAL ACTIVITIES AND FARM ORGANIZATIONS, (4) DETERMINE THE ESTABLISHMENT PATTERN THEY USED TO ATTAIN THEIR PRESENT STATUS, (5) DETERMINE NEEDED MODIFICATIONS IN AGRICULTURAL PROCEDURES, (6) DETERMINE THE EXTENT TO WHICH THEY ADOPTED SELECTED PRACTICES, AND (7) IDENTIFY PROBLEMS THEY NEEDED ASSISTANCE WITH AND DETERMINE THEIR RELATIVE IMPORTANCE. DATA INDICATED (1) THEY HAD  AN AVERAGE OF 12.4 YEARS OF EDUCATION, (2) THEY RANKED BETTER THAN THE AVERAGE COMMERCIAL DAIRYMAN IN BUSINESS SIZE, PRODUCTION, AND LABOR EFFICIENCY, BUT THERE WERE GREAT VARIATIONS AMONG RESPONDENTS, (3) MANY READ TRADE LITERATURE, SOUGHT ASSISTANCE FROM MANY SOURCES, AND BELONGED TO FARM ORGANIZATIONS, (4) THEY PREFERRED LEARNING ACTIVITIES IN WHICH THEY COULD PARTICIPATE, (5) THE MOST IMPORTANT AGRICULTURAL OCCUPATION BEFORE OWNERSHIP OR PARTNERSHIP WAS FARM LABORER, (6) THEY NEEDED ASSISTANCE WITH MANY PROBLEMS, (7) THEY HAD NOT ADOPTED A NUMBER OF APPROVED PRACTICES, AND (8) THE MOST IMPORTANT PROBLEMS IDENTIFIED WERE IN FARM MANAGEMENT. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012301</dc:identifier>
<dc:title>EDUCATIONAL NEEDS OF BEGINNING DAIRY FARM OPERATORS IN NEW YORK, 1963.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Agricultural Skills</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Occupational Clusters</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Part Time Employment</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>CUSHMAN, HAROLD R.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>New York</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY ATTEMPTED TO DETERMINE (1) WHAT THE OFF-FARM AGRICULTURAL OCCUPATIONS WERE, (2) THE PROPORTION OF TIME DEVOTED TO USE OF AGRICULTURAL COMPETENCIES IN THESE OCCUPATIONS, (3) THE NUMBER OF PERSONS EMPLOYED IN SUCH OCCUPATIONS, (4) THE LEVELS OF EMPLOYMENT IN WHICH OCCUPATIONS ARE FOUND, (5) THE OUTLOOK FOR EMPLOYMENT OPPORTUNITIES IN THESE JOBS, (6) THE AGRICULTURAL COMPETENCIES NEEDED BY THE WORKERS, AND (7) THE EDUCATIONAL REQUIREMENTS FOR SUCH OCCUPATIONS. A STRATIFIED-RANDOM SAMPLE OF THE POPULATION INCLUDED 16 OF THE 260 SCHOOL DISTRICTS IN NEW YORK STATE OFFERING INSTRUCTION IN AGRICULTURE DURING THE SCHOOL YEAR 1963-64 AND TWO SELECTED SCHOOL DISTRICTS OUT OF SEVERAL LOCATED IN THE ADIRONDACK AREA. A TOTAL OF 541 BUSINESSES OR SERVICES IN THE 16 SCHOOL DISTRICTS  AND 53 BUSINESSES IN THE ADIRONDACK AREA WERE INTERVIEWED. SOME CONCLUSIONS WERE--(1) OFF-FARM AGRICULTURAL OCCUPATIONS WERE CONCENTRATED MOST HEAVILY IN SERVICE AND RETAIL SALES, (2) AN ESTIMATED 28,685 FULL-TIME AND 16,841 PART-TIME WORKERS WERE EMPLOYED IN OFF-FARM AGRICULTURAL OCCUPATIONS IN THE 260 SCHOOL DISTRICTS, (3) EMPLOYERS&apos; ESTIMATES INDICATED A GROWTH RATE OF 19 PERCENT FOR FULL-TIME WORKERS AND 13 PERCENT FOR PART-TIME WORKERS BETWEEN 1964 AND 1969, AND (4) A HIGH SCHOOL EDUCATION WAS SUFFICIENT FOR FULL-TIME WORKERS IN THE VAST MAJORITY OF OCCUPATIONS. RECOMMENDATIONS FOR FURTHER RESEARCH ARE INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012302</dc:identifier>
<dc:title>A STUDY OF OFF-FARM AGRICULTURAL OCCUPATIONS IN NEW YORK STATE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>104</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Floriculture</dc:subject>
<dc:subject>Ornamental Horticulture</dc:subject>
<dc:subject>School Surveys</dc:subject>
<dc:subject>Turf Management</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BARWICK, RALPH P.</dc:creator>
<dc:type></dc:type>
<eric:keywords>NEWARK</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Delaware Univ., Newark. School of Agriculture.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ORDER TO DETERMINE WHAT TEACHING UNITS WERE INCLUDED IN THE STATE&apos;S VOCATIONAL AGRICULTURE PROGRAMS AND THE FACILITIES AVAILABLE TO AID INSTRUCTION IN THESE AREAS, 18 HIGH SCHOOLS IN DELAWARE WERE SURVEYED. IN 11 SCHOOLS THE VOCATIONAL AGRICULTURE DEPARTMENTS WERE INCLUDING ORNAMENTAL HORTICULTURE, SEVEN WERE INCLUDING FLORICULTURE, AND 10 WERE INCLUDING TURF UNITS. GREENHOUSE FACILITIES WERE AVAILABLE IN THREE SCHOOLS, THREE HAD PROPAGATION AREAS, ONE HAD COLD FRAMES, AND NONE HAD NURSERIES. INCLUSION OF THESE THREE SUBJECT AREAS AND USE OF ADDITIONAL FACILITIES WAS RECOMMENDED TO VOCATIONAL AGRICULTURE TEACHERS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012303</dc:identifier>
<dc:title>A SURVEY OF DEPARTMENTS OF VOCATIONAL AGRICULTURE IN DELAWARE TO ASCERTAIN THE EMPHASIS BEING GIVEN TO THE AREAS OF ORNAMENTAL HORTICULTURE, FLORICULTURE, AND TURF IN THE COURSE OF STUDY AND THE PHYSICAL FACILITIES AVAILABLE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-23</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Eskimos</dc:subject>
<dc:subject>Family Income</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Geography</dc:subject>
<dc:subject>Health Services</dc:subject>
<dc:subject>Job Training</dc:subject>
<dc:subject>Occupational Home Economics</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Population Distribution</dc:subject>
<dc:subject>Rural Areas</dc:subject>
<dc:creator scheme='personal author'>BITTNER, ELLADEAN HAYS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Alaska (Juneau)</eric:keywords>
<eric:keywords_geo>Alaska</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Alaska State Dept. of Education, Juneau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>INDIVIDUALS AND EMPLOYERS WERE INTERVIEWED IN 25 TOWNS AND VILLAGES DURING 1964-65 TO DETERMINE (1) EMPLOYMENT OPPORTUNITIES FOR WOMEN IN ALASKA, (2) PREVIOUS JOB TRAINING FOR WOMEN, (3) THE BEST METHODS OF TRAINING WOMEN FOR AVAILABLE EMPLOYMENT, (4) THE NEED FOR NEW EMPLOYMENT OPPORTUNITIES, AND (5) POSSIBLE NEW TRAINING PROGRAMS. INFORMATION ON THE ECONOMY, GEOGRAPHY, EDUCATIONAL FACILITIES, HEALTH SERVICES, AND WOMEN&apos;S EMPLOYMENT IS ORGANIZED BY GEOGRAPHIC REGIONS. BACKGROUND INFORMATION IS GIVEN ON THE EDUCATION AND WORKING CONDITIONS OF WOMEN, AND THE HEALTH PROBLEMS OF THE REGION. MANY WOMEN SEEKING WORK IN ALASKA WERE UNSKILLED. MANY ALASKAN FAMILIES LIVED IN SUBSTANDARD HOUSING BECAUSE OF LOW INCOME. JOB OPPORTUNITIES IN THE LARGER TOWNS WERE MORE PLENTIFUL FOR THE  TRAINED WOMEN BUT WERE SCARCE FOR THE UNTRAINED. EIGHT RECOMMENDATIONS INCLUDED--(1) THE EFFORT TO PREVENT HIGH SCHOOL DROPOUTS SHOULD BE INCREASED, (2) HIGH SCHOOLS SHOULD OFFER INTENSIVE COURSES IN HOME ECONOMICS FOR EMPLOYMENT PREPARATION IN SCHOOLS WHERE THE DROPOUT RATE IS HIGH, AND (3) VOCATIONAL EDUCATION FOR WOMEN SHOULD INCLUDE A COURSE IN MONEY MANAGEMENT. SEPARATE RECOMMENDATIONS WERE MADE FOR ESKIMO VILLAGES. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012304</dc:identifier>
<dc:title>EMPLOYMENT OPPORTUNITIES FOR WOMEN IN ALASKA, A COLLECTION OF DATA PERTAINING TO KNOWLEDGE AND SKILLS OF HOME ECONOMICS AND HOW THESE CONTRIBUTE TO WAGE-EARNING OCCUPATIONS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>176</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrator Attitudes</dc:subject>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Employer Attitudes</dc:subject>
<dc:subject>Evening Programs</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Out of School Youth</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Regional Schools</dc:subject>
<dc:subject>School Administration</dc:subject>
<dc:subject>State Supervisors</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Educators</dc:subject>
<dc:subject>Teacher Supervision</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Schools</dc:subject>
<dc:creator scheme='personal author'>MCDOWELL, L.C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>LEXINGTON</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Kentucky Univ., Lexington. Bureau of School Service.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SURVEY FORMS WERE SENT TO 126 VOCATIONAL SCHOOL ADMINISTRATORS, 10 STATE SUPERVISORS OF TRADE AND INDUSTRIAL EDUCATION, 54 VOCATIONAL AGRICULTURE TEACHER EDUCATORS, 25 TRADE AND INDUSTRIAL TEACHER EDUCATORS FROM KENTUCKY AND 11 SOUTHEASTERN STATES, AND 64 KENTUCKY EMPLOYERS OF GRADUATES OF KENTUCKY AREA VOCATIONAL SCHOOLS. THE DEGREE TO WHICH THEY ACCEPTED OR REJECTED 60 STATEMENTS ON VOCATIONAL EDUCATION WAS STUDIED TO DETERMINE THE BASIC PRINCIPLES OF VOCATIONAL EDUCATION FOR MEETING OCCUPATIONAL NEEDS. STATEMENTS COVERED ADMINISTRATION, SUPERVISION, ADVISORY SERVICES, VOCATIONAL GUIDANCE AND COUNSELING, COURSE OFFERINGS, IN-SCHOOL YOUTH, OUT-OF-SCHOOL YOUTH, PART-TIME AND EVENING TRAINING, PUBLIC RELATIONS, AWAY-FROM-SCHOOL ACTIVITIES, AND COOPERATING AGENCIES. BASED ON THE  ANSWERS FROM THE SURVEY, 60 GUIDELINES WERE PROJECTED FOR A COMPREHENSIVE AREA VOCATIONAL SCHOOL. THESE INCLUDED--(1) ONLY A PERSON WHO HAS HAD CONSIDERABLE EXPERIENCE IN AT LEAST ONE OF THE VOCATIONAL FIELDS SHOULD BE APPOINTED HEAD OF A COMPREHENSIVE AREA VOCATIONAL SCHOOL, (2) CONTINUED TEACHER DEVELOPMENT IS A NECESSARY PART OF PROGRAM DEVELOPMENT, (3) ADVISORY COMMITTEES SHOULD BE USED FOR EACH OF THE VOCATIONAL COURSE OFFERINGS, AND (4) IN EVERY COMMUNITY THERE ARE YOUTHS AND ADULTS OUT OF SCHOOL WHO NEED VOCATIONAL GUIDANCE AS MUCH OR PERHAPS MORE THAN THOSE STILL IN SCHOOL. THIS DOCUMENT IS AN ISSUE OF &amp;quot;VOCATIONAL EDUCATION AND CHANGING NEEDS, 7 VOLUME 38, NUMBER 1, SEPTEMBER 1965. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012305</dc:identifier>
<dc:title>VOCATIONAL EDUCATION AND CHANGING NEEDS, A PROPOSED COMPREHENSIVE AREA VOCATIONAL SCHOOL TO MEET CHANGING NEEDS IN KENTUCKY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Audiovisual Aids</dc:subject>
<dc:subject>Automation</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Data Processing</dc:subject>
<dc:subject>Filmstrips</dc:subject>
<dc:subject>Instructional Films</dc:subject>
<dc:subject>Transparencies</dc:subject>
<dc:creator scheme='personal author'>GIBSON, E. DANA</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Diego)</eric:keywords>
<eric:keywords_geo>California (San Diego)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Diego State Coll., CA. Bureau of Business and Economic Research.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AUDIOVISUAL MATERIALS ON DATA PROCESSING, COMPUTER SYSTEMS, NUMERICAL CONTROL, AND OTHER AREAS RELATED TO AUTOMATION AND COMPUTERIZATION ARE LISTED IN ALPHABETICAL ORDER AND ANNOTATED IN MOST CASES. THE LISTING FROM 72 SOURCES IN THE UNITED STATES INCLUDES 100 FILMS, 84 FILMSTRIPS, AND 31 SLIDE SETS. A SEPARATE LIST OF 12 ASSORTED AIDS FROM FOREIGN SOURCES IS GIVEN. COMPLETE ACCESS TO THE TITLES IS POSSIBLE BY USE OF AN ALPHABETICAL LIST OF DISTRIBUTORS AND A TOPICAL INDEX. MOST ITEMS ARE LESS THAN 5 YEARS OLD AND ALL ARE UNDER 10 YEARS OLD. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012306</dc:identifier>
<dc:title>AUDIO-VISUAL AIDS FOR AUTOMATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrators</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>MOSS, JEROME, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Saint Paul)</eric:keywords>
<eric:keywords>PENNSYLVANIA</eric:keywords>
<eric:keywords>MICHIGAN</eric:keywords>
<eric:keywords>MINNESOTA</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:keywords_geo>Minnesota</eric:keywords_geo>
<eric:keywords_geo>Minnesota (Saint Paul)</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Minnesota State Dept. of Education, St. Paul.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE STUDY WAS CONDUCTED TO OBTAIN A CURRENT PRIORITY OF PROBLEMS IN TRADE AND TECHNICAL EDUCATION IN MINNESOTA SUITABLE FOR GUIDING POTENTIAL INVESTIGATORS IN PROBLEM SELECTION AND FOR ASSISTING THE STATE IN DETERMINING ITS ALLOCATION OF RESOURCES FOR RESEARCH. A CONFERENCE OF DIRECTORS AND ASSISTANT DIRECTORS FROM 15 AREA VOCATIONAL SCHOOLS, THE TOTAL TRADE AND TECHNICAL TEACHER TRAINING STAFF, THE DIRECTOR AND ASSISTANT DIRECTOR OF VOCATIONAL EDUCATION, AND THE STATE SUPERVISORS IN THIS AND RELATED AREAS DEVELOPED A LIST OF PROBLEMS WHICH APPEARED TO BE LIMITING THE EFFECTIVENESS OF THE STATE&apos;S PROGRAM. THESE PROBLEMS WERE REPHRASED AND INCORPORATED IN AN OPINIONNAIRE CONTAINING 18 PROBLEM AREAS. THE OPINIONNAIRES WERE SENT TO THE ABOVE GROUPS WITH THE REQUEST TO RANK EACH  PROBLEM IN THE ORDER IN WHICH IT SHOULD BE STUDIED. THE PROBLEMS WERE GROUPED IN EIGHT AREAS. IT WAS CONCLUDED THAT--(1) THE QUESTIONS REFLECT MOST OF THE CURRENT PROBLEMS, (2) THERE IS LITTLE AGREEMENT ON PREFERRED ORDER, (3) THE PROBLEM AREAS IDENTIFIED FOR TRADE AND TECHNICAL EDUCATION ARE RELEVANT TO THE FIELDS OF AGRICULTURE, BUSINESS, AND DISTRIBUTIVE EDUCATION, BUT NOT TO HOME ECONOMICS EDUCATION, AND (4) IN SIMILAR STUDIES MICHIGAN AND PENNSYLVANIA IDENTIFIED MOST OF THE COMMON PROBLEM AREAS AND ALSO RECOGNIZED PROBLEMS FOR WHICH MINNESOTA HAD NO COUNTERPARTS. (PA)</dc:description>
<dc:identifier scheme='eric_accno'>ED012307</dc:identifier>
<dc:title>A PREFERRED ORDER FOR STUDYING CURRENT PROBLEMS IN MINNESOTA&apos;S TRADE AND TECHNICAL PROGRAM.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>16</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Clothing Instruction</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Consumer Economics</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Foods Instruction</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Home Economics</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Home Management</dc:subject>
<dc:subject>Housing</dc:subject>
<dc:subject>Human Development</dc:subject>
<dc:subject>Nutrition Instruction</dc:subject>
<dc:subject>Textiles Instruction</dc:subject>
<dc:creator scheme='personal author'>PIERETTI, GENEVIEVE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Nevada (Carson City)</eric:keywords>
<eric:keywords_geo>Nevada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nevada State Dept. of Education, Carson City.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AS THE MODEL FOR THE GRADUATE IN HOME ECONOMICS HAS CHANGED TO ONE OF A DECISION-MAKER WHO HAS THE NECESSARY KNOWLEDGE AND ABILITIES TO SOLVE PROBLEMS AND MAKE JUDGMENTS FOR HIMSELF RATHER THAN APPLY PRESCRIPTIONS LEARNED IN SCHOOL, THE CONCEPT METHOD OF TEACHING HAS BECOME MORE IMPORTANT. A CONFERENCE IN FEBRUARY 1961, CALLED TO CONSIDER HOW A NATIONAL GROUP COULD GIVE LEADERSHIP TO THE REEXAMINATION OF HOME ECONOMICS IN THE SECONDARY SCHOOL, BEGAN TO IDENTIFY CONCEPTS FOR HOME ECONOMICS. SUBSEQUENTLY, SIX WORKSHOPS WERE HELD, WITH APPROXIMATELY 175 HOME ECONOMICS TEACHERS, TEACHER EDUCATORS, AND SUPERVISORS REPRESENTING ALL STATES PARTICIPATING. CONCEPTS RESULTING FROM THESE MEETINGS ARE GROUPED UNDER THE FOLLOWING HEADINGS--(1) HUMAN DEVELOPMENT AND THE FAMILY (WITH A GLOSSARY  OF TERMS), (2) HOME MANAGEMENT AND FAMILY ECONOMICS, (3) FOOD AND NUTRITION, (4) TEXTILES AND CLOTHING, AND (5) HOUSING. SAMPLE CONCEPTS ARE--(1) IN ALL SOCIETIES THE INDIVIDUAL&apos;S PLACE WITHIN THE SOCIETY DEPENDS PRIMARILY UPON AGE AND SEX, (2) THE WAYS IN WHICH PLANS ARE COMMUNICATED MAY AFFECT THEIR IMPLEMENTATION, AND (3) NON-NUTRITIONAL AS WELL AS NUTRITIONAL FACTORS PLAY IMPORTANT ROLES IN FOOD SELECTION. THE APPENDIX CONTAINS A SPEECH BY GEORGE W. DENEMARK, &amp;quot;THE CURRICULUM CHALLENGE OF OUR TIMES,&amp;quot; AND AN ARTICLE BY ASAHEL D. WOODRUFF, &amp;quot;PUTTING SUBJECT MATTER INTO CONCEPTUAL FORM.&amp;quot; THIS DOCUMENT WAS PUBLISHED BY THE NEVADA STATE DEPARTMENT OF EDUCATION, CARSON CITY, NEVADA, 55 PAGES. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012308</dc:identifier>
<dc:title>CONCEPTS AND GENERALIZATIONS AS A NEW APPROACH TO TEACHING HOME ECONOMICS EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>62</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Community Relations</dc:subject>
<dc:subject>Community Surveys</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject weight='MAJOR'>Cooperative Education</dc:subject>
<dc:subject>Employers</dc:subject>
<dc:subject weight='MAJOR'>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject weight='MAJOR'>Program Guides</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Student Placement</dc:subject>
<dc:subject weight='MAJOR'>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:subject weight='MAJOR'>Work Experience Programs</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>DAVIS, LOWERY H.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico State Univ., University Park. Coll. of Agriculture and Home Economics.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>NINE PARTICIPANTS IN A WORKSHOP AT NEW MEXICO STATE UNIVERSITY DEVELOPED THIS FOUR-PART HANDBOOK FOR OPERATING SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAMS. RESOURCE PERSONS FROM ADULT EDUCATION, AGRICULTURAL EDUCATION, VOCATIONAL AND TECHNICAL EDUCATION, AND HORTICULTURE WORKED CLOSELY WITH THE GROUP. PART 1 COVERS STEPS FOR ORGANIZING AND ADMINISTERING THE OCCUPATIONAL EXPERIENCE PROGRAM, AND ELABORATES ON THE ROLE OF COMMUNITY SURVEYS AND ADVISORY COUNCILS. PART 2 GIVES DETAILS OF SELECTING AND PLACING STUDENTS IN THE OCCUPATIONAL WORK EXPERIENCE PROGRAM. PART 3 EXPLAINS THE TEACHING, SUPERVISING, AND COORDINATING OF OCCUPATIONAL EXPERIENCE PROGRAMS. PART 4 PRESENTS GUIDELINES FOR EVALUATING THE PROGRAM. THE APPENDIX CONTAINS AN EMPLOYMENT OPPORTUNITIES SURVEY FORM, STUDENT  INFORMATION SHEET, AND A PLACEMENT AGREEMENT. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012309</dc:identifier>
<dc:title>SUPERVISING OCCUPATIONAL EXPERIENCE PROGRAMS, A SPECIAL CONFERENCE REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>67</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:04:34</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject weight='MAJOR'>Agricultural Skills</dc:subject>
<dc:subject weight='MAJOR'>Educational Needs</dc:subject>
<dc:subject weight='MAJOR'>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject weight='MAJOR'>Occupational Clusters</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject weight='MAJOR'>Off Farm Agricultural Occupations</dc:subject>
<dc:subject>Residence Requirements</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>HOOVER, NORMAN K.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Pennsylvania State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>OBJECTIVES WERE--(1) TO IDENTIFY AGRICULTURAL OCCUPATIONS AND JOB TITLES IN PENNSYLVANIA AND TO ESTIMATE THE CURRENT NUMBER OF EMPLOYEES AND ANNUAL ENTRY OPPORTUNITIES, (2) TO LIST COMPETENCIES NEEDED FOR ENTRY AND ADVANCEMENT AND TO DETERMINE JOB CHARACTERISTICS SUCH AS SALARY, REQUIRED EDUCATION AND EXPERIENCE, AND DESIRED RESIDENTIAL BACKGROUND, AND (3) TO GROUP JOB TITLES BY COMPETENCIES. DATA WERE OBTAINED BY INTERVIEWING MANAGEMENT PERSONNEL OF 1,440 BUSINESSES AND SERVICES IN 29 PENNSYLVANIA COUNTIES. SOME FINDINGS WERE--(1) EMPLOYERS EXPECT A 14 PERCENT INCREASE IN THE NUMBER OF EMPLOYEES NEEDING AGRICULTURAL COMPETENCIES IN THE NEXT 5 YEARS, (2) THREE OCCUPATIONAL AREAS, AGRICULTURAL SUPPLIES AND EQUIPMENT, LIVESTOCK, DAIRY, AND POULTRY PRODUCTS, AND ORNAMENTAL  HORTICULTURE, ACCOUNT FOR 74 PERCENT OF THE BUSINESSES, AND (3) TO PROVIDE TRAINED PERSONS, EACH SCHOOL TEACHING AGRICULTURE WILL HAVE TO PROVIDE 12 GRADUATES FOR FULL-TIME EMPLOYMENT AND SIX GRADUATES FOR PART-TIME EMPLOYMENT PER YEAR. TABULAR DATA INCLUDE JOB TITLES BY OCCUPATIONAL FAMILIES, LEVELS OF TRAINING BY COMPETENCY FACTORS NEEDED TO ADVANCE IN THE OCCUPATIONS, PREFERRED RESIDENTIAL BACKGROUND AND EDUCATIONAL LEVEL DESIRED OF NEW EMPLOYEES, AND ANNUAL SALARY BY OCCUPATIONAL LEVEL OF EMPLOYMENT. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012310</dc:identifier>
<dc:title>OFF-FARM AGRICULTURAL OCCUPATIONS IN PENNSYLVANIA, EMPLOYMENT OPPORTUNITIES AND TECHNICAL EDUCATION NEEDS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:04:36</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Home Economics Education</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Office Occupations Education</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MCCOMAS, JAMES D.</dc:creator>
<dc:creator scheme='personal author'>WILLEY, DARRELL S.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Mexico (Santa Fe)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico State Dept. of Education, Santa Fe.</dc:creator>
<dc:creator scheme='institution'>New Mexico State Univ., University Park. Coll. of Teacher Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS STATEWIDE OCCUPATIONAL STUDY WAS ACCOMPLISHED THROUGH PERSONAL INTERVIEWS OF 10,096 BUSINESSES AND INDUSTRIES IN 32 TOWNS AND CITIES IN NEW MEXICO. TABULAR DATA ARE PRESENTED FOR EACH OF THESE NEW MEXICO POPULATION CENTERS WITH A SUMMARY OF PRESENT AND PROJECTED OCCUPATIONAL NEEDS IN DISTRIBUTIVE EDUCATION, OFFICE EDUCATION, TRADE AND INDUSTRY, AGRICULTURAL EDUCATION, AND HOME ECONOMICS. PRESENT AND PROJECTED OCCUPATIONAL NEEDS BY JOB TITLE ARE GIVEN FOR EACH VOCATIONAL AREA. ESTIMATED OCCUPATIONAL NEEDS IN THE FIVE AREAS ARE--(1) PRESENT, 2,477, (2) IN THE NEXT 5 YEARS, 33,951, (3) TURNOVER, 32,301, AND (4) TOTAL, 68,729. DETAILED INFORMATION CONCERNING SPECIFIC POPULATION CENTERS IS AVAILABLE IN REPORTS FOR EACH CENTER. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012311</dc:identifier>
<dc:title>OCCUPATIONAL NEEDS FOR VOCATIONAL AND TECHNICAL EDUCATION FOR NEW MEXICO. SUMMARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>98</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Distributive Education</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employers</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>High School Students</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>School Surveys</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:subject>Vocational Interests</dc:subject>
<dc:creator scheme='personal author'>SALISBURY, C. JACKSON</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>Pennsylvania (Philadelphia)</eric:keywords>
<eric:keywords>Pennsylvania (Bucks County)</eric:keywords>
<eric:keywords_geo>Pennsylvania</eric:keywords_geo>
<eric:keywords_geo>Pennsylvania (Philadelphia)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Temple Univ., Philadelphia, PA. Educational Service Bureau.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVE OF THE STUDY WAS TO PROVIDE A DESCRIPTIVE BASE FOR THE DEVELOPMENT OF POST-HIGH SCHOOL PROGRAMS IN DISTRIBUTIVE EDUCATION. BASIC DATA WERE PROCURED FROM INTERVIEWS WITH SELECTED GOVERNMENT OFFICIALS, EDUCATORS, AND OWNERS AND MANAGERS OF BUSINESSES DEEMED BEST QUALIFIED TO PROVIDE THE DESIRED INFORMATION. THE REPORT INCLUDES--(1) BACKGROUND INFORMATION, OBJECTIVES AND PROCEDURES USED IN THE STUDY, (2) THE PRESENT STATUS OF DISTRIBUTIVE EDUCATION IN BUCKS COUNTY, (3) A SUMMARY OF TYPICAL POST-HIGH SCHOOL DISTRIBUTIVE EDUCATION PROGRAMS IN THE UNITED STATES, (4) A PROJECTION OF EMPLOYMENT IN SELECTED DISTRIBUTIVE TRADES IN SELECTED AREAS, (5) RESULTS OF SURVEYS OF VOCATIONAL INTEREST, OPPORTUNITIES, AND JOB REQUIREMENTS IN BUCKS COUNTY, AND (6) CONCLUSIONS AND  PROPOSED PROGRAMS IN POST-HIGH SCHOOL DISTRIBUTIVE EDUCATION FOR BUCKS COUNTY TECHNICAL SCHOOL. THE CONTENT OF THE 42 TABLES RANGES FROM &amp;quot;DISTRIBUTIVE EDUCATION CURRICULA IN SELECTED INSTITUTIONS&amp;quot; TO &amp;quot;INTEREST IN LOCAL PROGRAM TO TRAIN PRESENT EMPLOYEES.&amp;quot; PROJECTION 1 DEPICTS CHANGES IN RESIDENT POPULATION, LABOR FORCE, AND EMPLOYMENT IN DISTRIBUTIVE TRADES FOR BUCKS COUNTY, 1960-70. A SECOND PROJECTION IS GIVEN FOR 1970 EMPLOYMENT FOR DISTRIBUTIVE EDUCATION IN A FIVE-COUNTY AREA BY LOCATION OF ESTABLISHMENT. APPENDIXES INCLUDE QUESTIONNAIRE FORMS, INTRODUCTORY LETTERS, AND A STORE ORGANIZATION CHART. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012312</dc:identifier>
<dc:title>POST HIGH SCHOOL DISTRIBUTIVE EDUCATION IN BUCKS COUNTY, PENNSYLVANIA, A FEASIBILITY STUDY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>139</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cooperative Education</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MINELLI, ERNEST L.</dc:creator>
<dc:type></dc:type>
<eric:keywords>PARTNERSHIP VOCATIONAL EDUCATION PROJECT</eric:keywords>
<eric:keywords>Michigan (Mount Pleasant)</eric:keywords>
<eric:keywords_geo>Michigan</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Central Michigan Univ., Mount Pleasant.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PROPOSED PROGRAM TO IMPROVE INDUSTRIAL-TECHNICAL EDUCATION WILL FUNCTION ON THREE LEVELS--UNIVERSITY, COMMUNITY COLLEGE, AND HIGH SCHOOL. IN GRADES 9 AND 10, THE PROGRAM WILL CONSIST OF A STUDY OF AMERICAN INDUSTRY. IN GRADES 11 AND 12, THERE WILL BE A 2-YEAR SEQUENCE OF FOUR MAJOR COURSES IN ENGLISH, SCIENCE, MATHEMATICS, AND INDUSTRIAL-TECHNICAL EDUCATION. THE NATURAL RELATIONSHIPS OF EACH MAJOR SUBJECT TO THE OTHERS WILL BE DRAWN OUT AND USED AS CONSTANT REINFORCEMENT. THE COMMUNITY COLLEGE PROGRAM IS DESIGNED TO GIVE THE STUDENT PROFICIENCY IN HIS SELECTED FIELD OF TECHNOLOGY, AUGMENTED BY MATHEMATICS, BASIC SCIENCES, ENGLISH, AND TECHNOLOGICAL PRINCIPLES OF THE SELECTED FIELD. UNDER THE UNIVERSITY 5-YEAR PLAN, STUDENTS WILL HAVE MUCH MORE INTERNSHIP TEACHING EXPERIENCE  THAN STUDENTS IN A TYPICAL INDUSTRIAL-TECHNICAL TEACHER EDUCATION PROGRAM. IN ADDITION, ON-THE-JOB INDUSTRIAL INTERNSHIP EXPERIENCES WILL BE PROVIDED. A CRASH PROGRAM FOR INSERVICE TRAINING OF PRESENT TEACHERS WILL CONSIST OF SEMINARS, COURSES, AND INDUSTRIAL INTERNSHIP WHICH COULD LEAD TO A MASTER&apos;S DEGREE. INCREASED ARTICULATION WITHIN THE SCHOOL HIERARCHY, IMPROVED TEACHING METHODS, COOPERATION WITH INDUSTRY, REDESIGN OF CURRICULUMS, AND THE INCLUSION OF MORE FLEXIBILITY FROM THE STUDENT&apos;S VIEWPOINT ARE FACETS OF THIS NEW APPROACH. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012313</dc:identifier>
<dc:title>THE PARTNERSHIP VOCATIONAL EDUCATION PROJECT, A NEW PROGRAM IN INDUSTRIAL-TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>17</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Employment Statistics</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:type></dc:type>
<eric:keywords>Colorado (Fort Collins)</eric:keywords>
<eric:keywords_geo>Colorado</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>CURRENT AND PROJECTED EMPLOYMENT STATISTICS ARE GIVEN FOR THE STATE AND FOR THE DENVER STANDARD METROPOLITAN STATISTICAL AREA WHICH INCLUDES ADAMS, ARAPAHOE, BOULDER, DENVER, AND JEFFERSON COUNTIES. DATA WERE OBTAINED FROM THE COLORADO DEPARTMENT OF EMPLOYMENT, DENVER RESEARCH INSTITUTE, U.S. CENSUS, UNIVERSITY OF COLORADO, MOUNTAIN STATES TELEPHONE COMPANY, AND PUBLIC SERVICE COMPANY PUBLICATIONS. EMPLOYMENT FIGURES FOR 1950, 1960, 1965, AND 1970 ARE SHOWN FOR AGRICULTURE, MINING, CONSTRUCTION, TOTAL MANUFACTURING, FOOD PRODUCTS, TEXTILES AND APPARELS, RUBBER AND PLASTIC PRODUCTS, CHEMICALS, PRINTING AND PUBLISHING, OTHER NONDURABLE GOODS, FURNITURE, LUMBER AND WOOD PRODUCTS, PRIMARY METALS, FABRICATED METALS AND ORDNANCE, MACHINERY EXCEPT ELECTRICAL, ELECTRICAL MACHINERY,  ELECTRICAL EQUIPMENT AND SUPPLIES, TRANSPORTATION EQUIPMENT, OTHER DURABLE GOODS, RAILROADS, TRUCKING AND WAREHOUSING, OTHER TRANSPORTATION, COMMUNICATIONS, UTILITIES AND SANITARY SERVICES, BUSINESS AND REPAIR SERVICES, ENTERTAINMENT AND RECREATION SERVICES, MEDICAL AND HEALTH, WHOLESALE, TOTAL RETAIL, FOOD STORES, EATING AND DRINKING, GENERAL MERCHANDISE AND VARIETY STORES, AUTO DEALERS AND GAS STATIONS, FINANCE, INSURANCE AND REAL ESTATE, FEDERAL GOVERNMENT, AND STATE AND LOCAL GOVERNMENT. TRENDS IN EACH CLASSIFICATION ARE COMMENTED ON. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012314</dc:identifier>
<dc:title>OCCUPATIONS IN COLORADO. PART I, OUTLOOK BY INDUSTRIES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-06-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Citizen Participation</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Influences</dc:subject>
<dc:subject>Geographic Regions</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Job Placement</dc:subject>
<dc:subject>Job Skills</dc:subject>
<dc:subject>Males</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Occupational Mobility</dc:subject>
<dc:subject>Opinions</dc:subject>
<dc:subject>Pilot Projects</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Racial Characteristics</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:subject>Vocational High Schools</dc:subject>
<dc:subject>Wages</dc:subject>
<dc:creator scheme='personal author'>ENINGER, MAX U.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Pennsylvania (Pittsburgh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE OBJECTIVES WERE--(1) TO DESCRIBE THE OCCUPATIONAL, EDUCATIONAL, AND RELATED EXPERIENCES OF TRADE AND INDUSTRIAL GRADUATES OF 1953, 1958, AND 1962, AND (2) TO COMPARE THE EXPERIENCES FOR VOCATIONAL AND ACADEMIC GRADUATES OF THE SAME CLASSES AND SCHOOLS. DATA WERE COLLECTED BY QUESTIONNAIRES FROM 5,327 VOCATIONAL GRADUATES AND 1,780 ACADEMIC GRADUATES WHO ATTENDED 100 HIGH SCHOOL IN EIGHT GEOGRAPHIC REGIONS OF THE UNITED STATES. THE DATA WERE ANALYZED AND PRESENTED IN TERMS OF--(1) GENERAL VERSUS VOCATIONAL EDUCATION, (2) VOCATIONAL VS. COMPREHENSIVE SCHOOLS, AND (3) SMALL VS. LARGE SCHOOLS. A 5 PERCENT CORRECTIVE SAMPLE WAS SELECTED FOR INTENSIVE FOLLOWUP OF NONRESPONDENTS, AND A SIMILAR SAMPLE WITH UNKNOWN ADDRESSES WAS PURSUED. DERIVED MEASURE INTERCORRELATIONS FOR 45  OCCUPATIONAL MEASURES, 28 NONOCCUPATIONAL MEASURES, AND 80 OCCUPATIONAL-NONOCCUPATIONAL MEASURES WERE OBTAINED BY THE PEARSON PRODUCT MOMENT CORRELATION METHOD. REASONS FOR NOT GETTING JOBS WERE NOT SIGNIFICANTLY DIFFERENT FOR VOCATIONAL AND COMPREHENSIVE GRADUATES. HELP IN FINDING THE FIRST JOB WAS OBTAINED FROM A FRIEND OR RELATIVE 38 PERCENT OF THE TIME AND FROM A COUNSELOR 5 PERCENT OF THE TIME. GRADUATES OF MEDIUM-SIZED SCHOOLS FELT LESS NEED FOR ADDITIONAL TRAINING IN BASIC SKILLS. THERE WAS NO SIGNIFICANT DIFFERENCE IN THE NUMBER OF FULL-TIME JOBS HELD BY ACADEMIC AND VOCATIONAL GRADUATES OR IN THEIR JOB SATISFACTION. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012315</dc:identifier>
<dc:title>THE PROCESS AND PRODUCT OF T AND I HIGH SCHOOL LEVEL VOCATIONAL EDUCATION IN THE UNITED STATES, THE PRODUCT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>445</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-08-08</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Economics</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>O&apos;BRIEN, CLARE</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (Sacramento)</eric:keywords>
<eric:keywords_geo>California (Sacramento)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>California State Dept. of Education, Sacramento.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MATERIALS AND SUGGESTIONS FOR TEACHERS WERE DEVELOPED AT A 1961 SUMMER WORKSHOP FOR BUSINESS EDUCATION TEACHERS AND LATER REVIEWED AT CONFERENCES OF BUSINESSMEN AND BUSINESS EDUCATORS. BUSINESS EDUCATION PROVIDES AN APPROPRIATE SETTING IN WHICH TO EXAMINE AND DISCUSS THE APPLICATION OF BASIC ECONOMIC PRINCIPLES. SUGGESTIONS ARE GIVEN FOR INVOLVING STUDENTS IN THE ECONOMIC ANALYSIS OF SITUATIONS THEY ENCOUNTER DAILY. EXAMPLES ARE GIVEN TO SHOW HOW ECONOMIC UNDERSTANDINGS MAY BE INTRODUCED INTO CLASSES IN BOOKKEEPING, BUSINESS LAW, BUSINESS MATHEMATICS, GENERAL BUSINESS, MERCHANDISING, SHORTHAND, TYPEWRITING, AND BUSINESS ENGLISH. A BIBLIOGRAPHY AND AN OUTLINE OF A ONE-SEMESTER COURSE ON THE AMERICAN ECONOMY ARE INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012316</dc:identifier>
<dc:title>TEACHING ECONOMIC UNDERSTANDINGS IN BUSINESS COURSES, A REPORT OF A WORKSHOP.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>72</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Cooperative Planning</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Regional Planning</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>MOSS, JEROME, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN NOVEMBER 1966 A CONFERENCE WAS HELD TO (1) EXCHANGE INFORMATION ABOUT ONGOING AND PLANNED RESEARCH AND DEVELOPMENT ACTIVITIES IN IOWA, MINNESOTA, NORTH DAKOTA, SOUTH DAKOTA, AND WISCONSIN, (2) EXPLORE OPPORTUNITIES FOR COORDINATING ACTIVITIES, (3) DEVELOP A PRIORITY LIST OF CURRENT SIGNIFICANT PROBLEMS IN THE REGION, (4) SELECT A HIGH-PRIORITY OCCUPATIONAL EDUCATION PROBLEM FOR A REGIONWIDE COOPERATIVE RESEARCH AND DEVELOPMENT PROJECT, AND (5) APPOINT A PLANNING ADVISORY COMMITTEE. DEVELOPING THE ECONOMIC, SOCIOLOGICAL, AND PSYCHOLOGICAL CRITERIA FOR EVALUATING THE SUCCESS OF VOCATIONAL PROGRAMS WAS THE PROBLEM CHOSEN. IN ORDER TO INSURE THAT THE STUDY WOULD HAVE IMMEDIATE APPLICABILITY TO OPERATING VOCATIONAL PROGRAMS, IT WAS DECIDED TO UTILIZE IT IN AN ACTUAL EVALUATION OF  VOCATIONAL PROGRAMS. A LIST OF 27 PRIORITY PROBLEMS IS INCLUDED. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012317</dc:identifier>
<dc:title>REPORT OF A FIVE-STATE OCCUPATIONAL EDUCATION RESEARCH AND DEVELOPMENT PLANNING CONFERENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>MILLER, AARON J.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Colorado (Denver)</eric:keywords>
<eric:keywords_geo>Colorado (Denver)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE POST-HIGH SCHOOL TRAINEE SHOULD BE A HIGH SCHOOL GRADUATE OR THE EQUIVALENT. A FAIR DEGREE OF PROFICIENCY IN MATHEMATICS AND SCIENCE IS REQUIRED. IT IS REASONABLE TO EXPECT THE COMPLETION OF 2 YEARS OF HIGH SCHOOL MATHEMATICS AND 1 YEAR OF HIGH SCHOOL SCIENCE. SOME BACKGROUND IN DRAFTING AND SHOP IS DESIRABLE. THE STUDENT SHOULD BE AVERAGE OR ABOVE IN INTELLIGENCE. BECAUSE OF THE NATURE AND LENGTH OF THE TECHNICAL CURRICULUM, THE STUDENT MUST BE WILLING AND ABLE TO COMMIT HIMSELF TO IT IMMEDIATELY UPON ENROLLING. IF HE TRANSFERS FROM ANOTHER CURRICULUM, HIS REASONS SHOULD BE POSITIVE RATHER THAN NEGATIVE. READING ABILITY HAS BEEN FOUND TO BE THE MOST SIGNIFICANT ACADEMIC SUCCESS FACTOR. A STUDY BY THE AUTHOR REVEALED THAT TECHNICAL STUDENTS CAME FROM SIGNIFICANTLY LOWER  SOCIOECONOMIC BACKGROUND THAN ENGINEERING STUDENTS. THE DROPOUT TENDED TO BE AN EXCESSIVE CONFORMIST WHO HAD DIFFICULTY IN DISAGREEING WITH OTHERS. HE TENDED TO BE EXCESSIVELY DEPENDENT ON OTHERS. THIS SPEECH WAS PRESENTED AT THE AMERICAN TECHNICAL EDUCATION ASSOCIATION (DENVER, DECEMBER 4, 1966). (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012318</dc:identifier>
<dc:title>CHARACTERISTICS OF THE TECHNICAL EDUCATION STUDENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>12</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Annotated Bibliographies</dc:subject>
<dc:subject>Employers</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Labor</dc:subject>
<dc:subject>Occupations</dc:subject>
<dc:subject>Personnel</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BRUNETTI, FRANK</dc:creator>
<dc:creator scheme='personal author'>WILLIAMS, JEROME</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Nevada (Reno)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>MORE THAN 1,000 ITEMS ARE LISTED ALPHABETICALLY WITHIN SUBJECT AREAS. THE AREAS INCLUDE AGRICULTURAL EDUCATION, ART INDUSTRIES AND TRADE, BUSINESS EDUCATION, ECONOMICS, JOB ANALYSIS, LABOR AND DEMOCRACY, MANPOWER, OCCUPATIONAL HEALTH NURSING, OCCUPATIONS, PERSONNEL MANAGEMENT, TECHNICAL EDUCATION, VOCATIONAL GUIDANCE, VOCATIONAL MATHEMATICS, VOCATIONS FOR GIRLS, WORK AND LEISURE, WORK MEASUREMENT, WORK-STUDY PROGRAMS, AND WORKERS ON RELIEF. PUBLICATION DATES RANGE FROM THE EARLY 1900&apos;S THROUGH 1966. THE MATERIALS ARE AVAILABLE AT THE NOBLE H. GETCHELL LIBRARY ON THE UNIVERSITY OF NEVADA CAMPUS, RENO, AND THE LIBRARY CALL NUMBERS ARE GIVEN. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012319</dc:identifier>
<dc:title>ANNOTATED BIBLIOGRAPHY FOR VOCATIONAL-TECHNICAL EDUCATION, 1966.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>239</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Vocational Education</dc:subject>
<dc:subject>Auto Mechanics</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Motor Vehicles</dc:subject>
<dc:subject>Teaching Guides</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>OETTMEIER, ARTHUR J.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>INDUSTRIAL MATERIALS</eric:keywords>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS TEACHING GUIDE IS TO SERVE AS A REFERENCE AND COURSE OUTLINE FOR THE INSTRUCTOR. IT WAS DEVELOPED BY A COLLEGE AUTOMOTIVE DEPARTMENT HEAD AND REPRESENTATIVES OF AUTOMOTIVE SERVICE INDUSTRIES, PETROLEUM INDUSTRIES, AND GARAGES. THIS COURSE IS ADAPTABLE TO PREPARATORY, UPGRADING, OR RETRAINING PURPOSES. UNITS ARE SERVICE ORIENTATION AND MAINTENANCE, ELECTRICAL AND FUEL SERVICE, AND SUSPENSION AND BRAKE SERVICE. EACH LESSON INCLUDES TIME ALLOCATION, TOOLS AND MATERIALS, TEACHING GUIDE, DISCUSSION TOPICS, LABORATORY ACTIVITY, AND SHOP ACTIVITY. EACH OF THE THREE UNITS REQUIRES 12 WEEKS OF INSTRUCTION, LASTING 7 HOURS PER DAY, 5 DAYS A WEEK. THE APPENDIX CONTAINS--HAND TOOLS AND SPECIALIZED TOOL KITS, GENERAL SHOP EQUIPMENT AND TOOLS, BASIC EQUIPMENT AND TOOLS,  SUGGESTED OPERATING SUPPLIES, AND COST SUMMARY (FOR A CLASS OF 15 STUDENTS). A SELECTED BIBLIOGRAPHY CONTAINS REFERENCE MATERIALS, SPECIFICATION MANUALS, AND INSTRUCTIONAL AIDS. THIS DOCUMENT IS ALSO AVAILABLE AS FS 5.287--87015 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.45. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012320</dc:identifier>
<dc:title>AUTOMOTIVE SERVICE SPECIALIST, A SUGGESTED GUIDE FOR A TRAINING COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>86</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Design</dc:subject>
<dc:subject>Drafting</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject>Engineering Drawing</dc:subject>
<dc:subject>Occupational Clusters</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Technical Occupations</dc:subject>
<dc:creator scheme='personal author'>PETERSON, CLARENCE E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS IS THE FIRST OF A SERIES DESIGNED TO PROVIDE AID TO STATES IN ORGANIZING AND OPERATING PROGRAMS UNDER TITLE VIII OF THE NATIONAL DEFENSE EDUCATION ACT, PUBLIC LAW 85-864. IT FURNISHES--(1) GENERAL INFORMATION ABOUT A TECHNOLOGY OR BROAD FIELD OF WORK, (2) COMPOSITE JOB DESCRIPTIONS OF REPRESENTATIVE OCCUPATIONS IN THAT FIELD OF WORK, (3) A METHOD FOR DETERMINING THE RELATIONSHIP BETWEEN JOBS IN ORDER TO ESTABLISH A CLUSTER OR GROUP OF RELATED JOBS, AND (4) A METHOD FOR DETERMINING THE COURSES OF STUDY REQUIRED TO PREPARE STUDENTS FOR A CLUSTER OR GROUP OF CLOSELY RELATED OCCUPATIONS, OR A SPECIFIC OCCUPATION WITHIN A GROUP. THE CHAPTERS INCLUDE--THE FIELD OF WORK, JOB RELATIONSHIPS, JOB DESCRIPTIONS, AND TRAINING REQUIREMENTS. THIS DOCUMENT IS ALSO AVAILABLE AS FS  5.280--80000 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.25. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012321</dc:identifier>
<dc:title>MECHANICAL DRAFTING AND DESIGN TECHNOLOGY, JOB DESCRIPTIONS AND SUGGESTED TECHNIQUES FOR DETERMINING COURSES OF STUDY IN VOCATIONAL EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>35</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject weight='MAJOR'>Career Choice</dc:subject>
<dc:subject>College Attendance</dc:subject>
<dc:subject weight='MAJOR'>Decision Making</dc:subject>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>Family Influence</dc:subject>
<dc:subject weight='MAJOR'>Literature Reviews</dc:subject>
<dc:subject>Migration</dc:subject>
<dc:subject>Mobility</dc:subject>
<dc:subject>Psychological Patterns</dc:subject>
<dc:subject weight='MAJOR'>Research</dc:subject>
<dc:subject weight='MAJOR'>Rural Youth</dc:subject>
<dc:subject>Social Influences</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>HORNER, JAMES T.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Nebraska Univ., Lincoln. Coll. of Agriculture.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES OF SOCIOLOGICAL, ECONOMIC, EDUCATIONAL, AND PSYCHOLOGICAL FACTORS INFLUENCING THE OCCUPATIONAL AND EDUCATIONAL DECISION-MAKING BY RURAL YOUTH WERE REVIEWED. INCLUDED WERE STUDIES OF ASPIRATIONS, MIGRATION AND MOBILITY, SOCIOECONOMIC SCALE, OCCUPATIONAL CHOICE, COST AND BENEFIT OF EDUCATION, EDUCATIONAL AND OCCUPATIONAL ATTAINMENT AND ACHIEVEMENT, AND PURSUIT OF HIGHER EDUCATION. CONCLUSIONS INCLUDED--(1) FEWER CAPABLE RURAL MALES ATTEND COLLEGE THAN URBAN MALES, (2) ECONOMIC FACTORS GENERALLY DO NOT APPEAR TO BE A MAJOR DECISION-MAKING FACTOR. OCCUPATION OF FATHER, ATTITUDES OF PARENTS TOWARDS EDUCATION, AND EDUCATION OF PARENTS ARE INFLUENCING FACTORS, (3) RURAL-URBAN MIGRATION IS GREATER NEAR LARGE CITIES THAN IN REMOTE RURAL AREAS, (4) FARMING IS TRANSMITTED FROM  FATHER TO SON IN LARGER PROPORTIONS THAN OTHER OCCUPATIONS, AND (5) ON-THE-JOB EXPERIENCE IS AN IMPORTANT FACTOR INFLUENCING DECISION MAKING. A 149-ITEM BIBLIOGRAPHY IS INCLUDED. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012322</dc:identifier>
<dc:title>FACTORS RELATING TO OCCUPATIONAL AND EDUCATIONAL DECISION-MAKING OF RURAL YOUTH. RESEARCH SUMMARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:04:58</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Farmer Education</dc:subject>
<dc:subject>Business Education</dc:subject>
<dc:subject>Farm Accounts</dc:subject>
<dc:subject>Farm Management</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Program Guides</dc:subject>
<dc:creator scheme='personal author'>DUIS, HAROLD F.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS GUIDE IS TO ASSIST STATE LEADERS AND TEACHERS IN PLANNING AND CONDUCTING FARM MANAGEMENT PROGRAMS WITH EMPHASIS ON FARM BUSINESS ANALYSIS. DEVELOPED BY NATIONAL AGRICULTURAL EDUCATION SPECIALISTS, THE OBJECTIVES OF THIS FARM BUSINESS ANALYSIS PROGRAM INCLUDE--(1) EFFICIENT USE OF FARM RECORDS, (2) USE OF GOOD MANAGEMENT AS A RESOURCE, (3) DECISION MAKING BASED ON RECORD ANALYSIS, (4) FARM BUSINESS REORGANIZATION BASED ON RECORD ANALYSIS, AND (5) COLLECTION OF USEFUL DATA. INTERESTED FARM COUPLES KEEP RECORDS, STUDY THEIR ANALYSIS, AND ARE ENCOURAGED TO BASE BUSINESS DECISIONS UPON RECORD ANALYSIS IN A YEAR-LONG SERIES OF MEETINGS. STATE LEVEL PROCEDURAL STEPS FOR PROGRAM DEVELOPMENT AND SOURCES OF TEACHING AIDS ARE INCLUDED. THE RELATIONSHIP OF THE PROGRAM TO  OTHER ADULT FARMER INSTRUCTION AND HIGH SCHOOL CLASSES IS EMPHASIZED. REQUIREMENTS FOR TEACHER EDUCATION AND STEPS FOR LAUNCHING LOCAL PROGRAMS ARE OUTLINED. TOPICS FOR 13 MEETINGS ARE GIVEN. THIS DOCUMENT IS AVAILABLE AS FS 5.281--81010 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.20. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012323</dc:identifier>
<dc:title>FARM BUSINESS ANALYSIS, GUIDELINES FOR A SUGGESTED PROGRAM IN FARM MANAGEMENT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1964-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>27</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Educational Objectives</dc:subject>
<dc:subject>General Education</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Prevocational Education</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>MOSS, JEROME, JR.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Dunwoody Industrial Institute MN</eric:keywords>
<eric:keywords>Minnesota (Minneapolis)</eric:keywords>
<eric:keywords_geo>Minnesota (Minneapolis)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A SAMPLE OF 363 FULL-TIME ENROLLEES IN FOUR CURRICULUMS (AUTOMOTIVE, DRAFTING, ELECTRICAL, AND MACHINE SHOP) AT WILLIAM HOOD DUNWOODY INDUSTRIAL INSTITUTE WAS SELECTED TO TEST THE &amp;quot;PREVOCATIONAL EFFECTIVENESS&amp;quot; OF SENIOR HIGH INDUSTRIAL ARTS. THIRTY-FIVE VARIABLES WERE USED IN MEASURING THE EFFECT OF THE FOLLOWING ON ACADEMIC ACHIEVEMENT--(1) THE AMOUNT OF INDUSTRIAL ARTS TAKEN, (2) GRADES IN THOSE COURSES, (3) THEIR CONTENT, AND (4) THEIR OBJECTIVES. THE POST-SECONDARY COURSES LASTED EIGHTEEN 4-WEEK TRAINING PERIODS. NO DIFFERENCES IN SCHOLASTIC ACHIEVEMENT COULD BE ATTRIBUTED TO DIFFERENCES IN THE AMOUNT OF SENIOR HIGH SCHOOL INDUSTRIAL ARTS EXPERIENCE, OR ABSENCE OF THIS EXPERIENCE, GRADES IN INDUSTRIAL ARTS, OR DIFFERENCES IN CONTENT OR OBJECTIVES OF INDUSTRIAL ARTS CLASSES.  (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012324</dc:identifier>
<dc:title>THE INFLUENCE OF INDUSTRIAL ARTS EXPERIENCE ON GRADES EARNED IN POST-HIGH SCHOOL TRADE AND TECHNICAL CURRICULUMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>38</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Academic Achievement</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Enrollment Trends</dc:subject>
<dc:subject>Expenditures</dc:subject>
<dc:subject>Human Resources</dc:subject>
<dc:subject>Labor Force</dc:subject>
<dc:subject>Population Trends</dc:subject>
<dc:subject>State Colleges</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>WALL, JAMES E.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Mississippi State Univ., State College. Social Science Research Center.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MORE IMPORTANT CHARACTERISTICS OF THE STATE&apos;S HUMAN RESOURCES AND INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS ARE PRESENTED. MISSISSIPPI&apos;S POPULATION INCREASED 21.6 PERCENT BETWEEN 1920 AND 1960. CENSUS DATA INDICATED (1) BIRTH RATES ARE HIGHER THAN NATIONAL AVERAGE, (2) DEATH RATES ARE CLOSE TO THE NATIONAL AVERAGE, (3) THE SHIFT FROM RURAL-AGRICULTURE TO URBAN-INDUSTRIAL CONTINUES, AND (4) MIGRATION LOSSES HAVE BEEN DEPLETING YOUNG ADULTS, ESPECIALLY NONWHITES. VOCATIONAL PROGRAMS IN THE SECONDARY AND POST-SECONDARY SCHOOLS ARE DESIGNED FOR ENTRY JOBS AND THE RETRAINING AND UPGRADING OF YOUTH AND ADULTS. COURSES ARE OFFERED IN (1) AGRICULTURAL EDUCATION, (2) DISTRIBUTIVE EDUCATION, (3) HEALTH OCCUPATIONS EDUCATION, (4) HOME ECONOMICS EDUCATION, (5) TRADE AND  INDUSTRIAL EDUCATION, (6) TECHNICAL EDUCATION, (7) BUSINESS AND OFFICE OCCUPATIONS, AND (8) MANPOWER TRAINING. THE MEDIAN FOR SCHOOL YEARS COMPLETED IN 1960 WAS 8.9 YEARS. SCHOOL ENROLLMENT FOR 1964-65 WAS 606,200 AND IS PROJECTED AS 602,700 FOR 1970-71. IN 1964-65, $9,413,100 WAS SPENT FOR VOCATIONAL EDUCATION. OTHER TABULAR DATA ARE GIVEN FOR THE POPULATION AND VOCATIONAL EDUCATION. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012325</dc:identifier>
<dc:title>IMPORTANT FACTORS CONCERNING HUMAN RESOURCES IN MISSISSIPPI. PRELIMINARY REPORT NUMBER 11.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>45</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Economic Factors</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Industrial Structure</dc:subject>
<dc:subject>Lumber Industry</dc:subject>
<dc:subject>Socioeconomic Influences</dc:subject>
<dc:creator scheme='personal author'>LOUDERMILK, KENNETH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MOSCOW</eric:keywords>
<eric:keywords_geo>Russia (Moscow)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A REVIEW OF LITERATURE TREATING NATIONAL, STATE, AND REGIONAL INFORMATION RELATING TO &amp;quot;HARVESTING,&amp;quot;&amp;quot;PRIMARY MANUFACTURING,&amp;quot; AND EMPLOYMENT IN THE LUMBER INDUSTRY REVEALED THERE HAVE BEEN FEW STUDIES OF EMPLOYEES AND THE KINDS OF JOBS THEY PERFORM. THE TOTAL CONTRIBUTION OF THE TIMBER-BASED INDUSTRY WAS ABOUT 25 BILLION DOLLARS ANNUALLY IN THE LATE FIFTIES AND EARLY SIXTIES. FROM 1955-65, NATIONAL PRODUCTION OF PULPWOOD INCREASED 33 PERCENT, AND PRODUCTION OF VENEER LOGS INCREASED 77 PERCENT. SAW LOG PRODUCTION FLUCTUATED, BUT NO TREND DEVELOPED. IDAHO REPRESENTED ABOUT 6 PERCENT OF THE WESTERN UNITED STATES TIMBER PRODUCTION. IN 1964, EMPLOYMENT IN LUMBERING ACCOUNTED FOR 4.5 TO 5 PERCENT OF THE STATE&apos;S LABOR FORCE AND 20 TO 30 PERCENT IN SOME COUNTIES. LUMBERING EMPLOYMENT WAS  12,136 IN 1950, 14,694 IN 1956, AND 12,879 IN 1964. THIS REPRESENTED A PERCENTAGE DECLINE FROM 5.3 IN 1950 TO 5.1 IN 1964 WHEN COMPARED WITH THE TOTAL LABOR FORCE. AN 8 PERCENT DECREASE IN EMPLOYMENT WAS PROJECTED FOR THE PERIOD 1962-85. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012326</dc:identifier>
<dc:title>A STUDY OF THE LUMBER INDUSTRY IN IDAHO, PART I.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-02-16</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Accidents</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Employees</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Employment Qualifications</dc:subject>
<dc:subject>Fringe Benefits</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Literature Reviews</dc:subject>
<dc:subject>Lumber Industry</dc:subject>
<dc:subject>Personnel Evaluation</dc:subject>
<dc:subject>Physical Environment</dc:subject>
<dc:subject>Psychological Testing</dc:subject>
<dc:subject>Research</dc:subject>
<dc:subject>Salaries</dc:subject>
<dc:subject>Unions</dc:subject>
<dc:subject>Work Attitudes</dc:subject>
<dc:creator scheme='personal author'>LOUDERMILK, KENNETH M.</dc:creator>
<dc:type></dc:type>
<eric:keywords>MOSCOW</eric:keywords>
<eric:keywords_geo>Russia (Moscow)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A MORE FORMAL STUDY OF THE LUMBER INDUSTRY (SEE VT 002 152 AND VT 002 153) RESULTED IN IMPRESSIONS OF THE WORKERS AND WORKING CONDITIONS. THERE ARE TWO GENERAL TYPES OF EMPLOYEE--(1) THOSE VIEWING LUMBERING AS STOPGAP EMPLOYMENT WHICH SERVES AS A SOURCE OF WAGES FOR EDUCATIONAL PURPOSES OR AS AN INTERIM JOB WHILE BETTER EMPLOYMENT IS SOUGHT, AND (2) THE EMPLOYEE COMMITTED TO THIS TYPE OF WORK BECAUSE OF SOCIAL, ECONOMIC, EDUCATIONAL, OR SUCCESS REASONS. THERE IS A WIDE RANGE OF PRESTIGE AND SALARY. THE LITERATURE FROM THE UNITED STATES, CANADA, GERMANY, SPAIN, AND ENGLAND ON WORKER APTITUDES, ABILITIES, AND RELATED CHARACTERISTICS IN THE LUMBER AND PAPER INDUSTRY WAS REVIEWED AND SYNTHESIZED. TESTS OF ARITHMETIC, SPATIAL RELATIONS, INTELLIGENCE, MECHANICAL PRINCIPLES, FORM  PERCEPTION, PSYCHOMOTOR TESTS OF MANUAL AND FINGER DEXTERITY, AND EYE-HAND COORDINATION HAVE RELATED SIGNIFICANTLY TO CRITERIA OF WORK SUCCESS. STUDIES BY THE AUTHOR SHOWED HIGH CORRELATION WITH WORK EFFICIENCY RATINGS FOR THREE OF NINE PERSONAL DATA ITEMS--EDUCATION, INTERVIEWER&apos;S RATING, AND MARITAL STATUS. OF 13 PHYSICAL FITNESS, APTITUDE, AND PERSONALITY MEASURES, ONLY THE SARGENT JUMP, GENERAL LEARNING ABILITY, VERBAL APTITUDE, NUMERICAL APTITUDE, SPATIAL APTITUDE, AND MOTOR COORDINATION CORRELATED SIGNIFICANTLY (.05 LEVEL) WITH WORK EFFICIENCY RATINGS. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012327</dc:identifier>
<dc:title>A STUDY OF THE LUMBER INDUSTRY IN IDAHO, PART II.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>34</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject>Background</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Students</dc:subject>
<dc:subject>Enrollment</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Recruitment</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:subject>Transfer Students</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>PASOUR, HENRY A.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN THE FACE OF DECREASING NUMBERS OF STUDENTS PREPARING TO TEACH VOCATIONAL AGRICULTURE IN THE LAND-GRANT INSTITUTIONS AND THE INCREASING DEMAND FOR VOCATIONAL AGRICULTURE TEACHERS, A STUDY WAS UNDERTAKEN TO DETERMINE THE SOURCE OF PAST AND PRESENT AGRICULTURAL EDUCATION STUDENTS IN NORTH CAROLINA. DATA WERE GATHERED FROM STUDENT FILES ON 554 AGRICULTURAL EDUCATION STUDENTS WHO GRADUATED BETWEEN 1954 AND 1961 AND ALL UNDERGRADUATES IN THE PROGRAM FROM 1962 THROUGH SPRING 1966. IT WAS FOUND THAT 49.7 PERCENT OF THE STUDENTS CAME FROM 18 PERCENT OF THE COUNTIES, THOSE COUNTIES WHICH HAD MORE VOCATIONAL AGRICULTURE PROGRAMS. DISTANCE FROM THE STATE UNIVERSITY DID NOT SEEM TO BE AN INFLUENCE, BUT ECONOMIC OR OCCUPATIONAL FACTORS MAY HAVE BEEN. THE NUMBER OF YEARS A TEACHER HAD BEEN  AT A PARTICULAR SCHOOL DID NOT APPEAR TO BE RELATED TO THE NUMBER OF STUDENTS ENTERING AGRICULTURAL EDUCATION. TRANSFER STUDENTS FROM OTHER CURRICULUMS WITHIN NORTH CAROLINA STATE UNIVERSITY AND FROM OTHER COLLEGES AND UNIVERSITIES ACCOUNTED FOR 47 PERCENT OF THE AGRICULTURAL EDUCATION STUDENTS. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012328</dc:identifier>
<dc:title>AN ANALYSIS OF THE STUDENT POPULATION IN AGRICULTURAL EDUCATION AT NORTH CAROLINA STATE UNIVERSITY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>33</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>No</dcterms:accessRights>
<dc:subject>Educational Background</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>High School Graduates</dc:subject>
<dc:subject>Industrial Arts</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Followup</dc:subject>
<dc:type></dc:type>
<eric:keywords>Utah</eric:keywords>
<eric:keywords_geo>Utah</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>RECORDS IN THE OFFICE OF THE UTAH STATE SUPERINTENDENT OF PUBLIC INSTRUCTION WERE SURVEYED TO DETERMINE THE EXTENT TO WHICH TERMINAL HIGH SCHOOL VOCATIONAL STUDENTS ENTERED WORK IN THE OCCUPATION FOR WHICH THEY WERE TRAINED, IN RELATED OCCUPATIONS, AND IN AREAS UNRELATED TO THEIR HIGH SCHOOL VOCATIONAL PROGRAM. ONLY 1966 GRADUATES WERE STUDIED. AVAILABLE PERSONNEL RECORDS AT WEBER STATE COLLEGE AND UTAH TECHNICAL COLLEGE WERE EXAMINED TO DETERMINE HOW MANY STUDENTS ENTERING POSTSECONDARY VOCATIONAL AND TECHNICAL PROGRAMS HAD HIGH SCHOOL VOCATIONAL TRAINING IN THE SAME OR UNRELATED FIELDS, NO HIGH SCHOOL VOCATIONAL TRAINING, OR TRAINING IN A HIGH SCHOOL INDUSTRIAL ARTS PROGRAM. FINDINGS WERE--(1) OF 2,132 STUDENTS EMPLOYED OR AVAILABLE FOR EMPLOYMENT, 30 PERCENT WERE EMPLOYED FULL  TIME IN THE OCCUPATIONS FOR WHICH THEY WERE TRAINED, 18 PERCENT WERE EMPLOYED FULL TIME IN RELATED OCCUPATIONS, AND 27 PERCENT WERE EMPLOYED FULL TIME IN UNRELATED OCCUPATIONS, AND (2) OF 1,328 POSTSECONDARY STUDENTS, 533 RECORDS WERE EXAMINED, AND 795 HAD NO RECORDS. OF THE 533 STUDENTS, 64 PERCENT HAD HIGH SCHOOL TRAINING IN THE SAME FIELD, 35 PERCENT IN UNRELATED FIELDS, AND 30 PERCENT HAD INDUSTRIAL ARTS TRAINING. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012329</dc:identifier>
<dc:title>FOLLOW-UP SURVEY OF HIGH SCHOOL VOCATIONAL GRADUATES. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consultants</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Retrieval</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>WATKINS, JAMES F.</dc:creator>
<dc:type></dc:type>
<eric:keywords>Montana (Helena)</eric:keywords>
<eric:keywords_geo>Montana</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Montana State Dept. of Public Instruction, Helena.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH COORDINATING UNIT (RCU) WAS ESTABLISHED IN AUGUST 1965, IN ORDER TO STIMULATE AND CONDUCT RESEARCH IN VOCATIONAL EDUCATION. ITS BASIC OBJECTIVES WERE TO (1) INITIATE, STIMULATE, ASSIST, AND COORDINATE RESEARCH ACTIVITY IN AND AMONG EDUCATIONAL AGENCIES, (2) CONDUCT RESEARCH INDEPENDENTLY OR IN CONJUNCTION WITH OTHER APPROPRIATE AGENCIES, (3) DISSEMINATE THE FINDINGS OF RESEARCH CONDUCTED BY THE RCU AND OTHER AGENCIES, (4) ESTABLISH EXPERIMENTAL AND DEMONSTRATION PROGRAMS, AND (5) APPLY RESEARCH FINDINGS THAT HAVE UNDERGONE ACCEPTABLE FIELD TESTING. THE 11 PROPOSED AND COMPLETED PROJECTS INCLUDE (1) A SURVEY OF COLLEGE COURSE OFFERINGS AND CERTIFICATION REQUIREMENTS RELATIVE TO VOCATIONAL EDUCATION, AND (2) A STUDY OF THE RELATIONSHIP BETWEEN VOCATIONAL EDUCATION AND  THE JOB OPPORTUNITIES IN THE PETROLEUM INDUSTRY. THE RCU HAS (1) DEVELOPED A RESEARCH INFORMATION RETRIEVAL AND DISSEMINATION SYSTEM, (2) ESTABLISHED A RESEARCH CONSULTING SERVICE FOR LOCAL SCHOOLS AND SUPERVISORS OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION, (3) INITIATED AND PARTICIPATED IN WRITING SEVERAL PROJECTS SUBMITTED TO FEDERAL AGENCIES FOR FUNDING, AND (4) CONDUCTED RESEARCH PROJECTS DESIGNED TO STRENGTHEN &amp;quot;BASE-LINE&amp;quot; DATA FOR VOCATIONAL PLANNING. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012330</dc:identifier>
<dc:title>PROPOSAL FOR ESTABLISHMENT OF PROTOTYPE OCCUPATIONAL AND RESEARCH DEVELOPMENT COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>21</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>National Surveys</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:subject>Teacher Supply and Demand</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>HENSEL, JAMES W.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A QUESTIONNAIRE WAS MAILED TO THE STATE DIRECTOR OF VOCATIONAL EDUCATION IN EVERY STATE AND TERRITORY OF THE UNITED STATES TO OBTAIN DATA CONCERNING THE NUMBER AND TYPE OF FULL-TIME HIGH SCHOOL AND POST-HIGH SCHOOL VOCATIONAL TEACHERS CURRENTLY EMPLOYED AND THE PROJECTED NUMBER OF TEACHERS THAT WOULD BE NEEDED DURING THE NEXT 3 YEARS. THEY WERE ALSO ASKED TO INDICATE SPECIFIC AREAS OF GREATEST TEACHER NEED IN THE FUTURE. ALL BUT KENTUCKY AND MASSACHUSETTS RESPONDED. ESTIMATED INCREASES IN NEED FOR HIGH SCHOOL TEACHERS FROM 1965 TO 1968 WERE--AGRICULTURE, 5.3 PERCENT, BUSINESS AND OFFICE EDUCATION, 28 PERCENT, DISTRIBUTIVE EDUCATION, 49.2 PERCENT, HOME ECONOMICS, 13.7 PERCENT, AND TRADE AND INDUSTRIAL EDUCATION, 43.1 PERCENT. ESTIMATES OF INCREASED NEED FOR POST-HIGH TEACHERS FOR  THIS PERIOD WERE--AGRICULTURE, 113 PERCENT, BUSINESS AND OFFICE EDUCATION, 37 PERCENT, DISTRIBUTIVE EDUCATION, 73.5 PERCENT, HEALTH OCCUPATIONS, 40.2 PERCENT, HOME ECONOMICS, 66 PERCENT, TECHNICAL EDUCATION, 39.7 PERCENT, AND TRADE AND INDUSTRIAL EDUCATION, 23.2 PERCENT. DATA FROM QUESTIONNAIRES WERE TABULATED BY REGIONS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012331</dc:identifier>
<dc:title>THE DEMAND FOR AND SELECTED SOURCES OF TEACHERS IN VOCATIONAL AND TECHNICAL EDUCATION, STATE DIRECTOR SURVEY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>83</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-11-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Dropout Characteristics</dc:subject>
<dc:subject>Dropouts</dc:subject>
<dc:creator scheme='personal author'>BOYLES, GARY E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Dakota (Grand Forks)</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota Univ., Grand Forks. Coll. of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES FROM OTHER STATES WERE REVIEWED TO DETERMINE THE MORE COMMON CHARACTERISTICS OF DROPOUTS. FORMS WERE SENT TO ALL HIGH SCHOOLS IN NORTH DAKOTA FOR REPORTING PUPIL DROPOUTS. THE FIRST SET OF 229 DROPOUT FORMS RETURNED WAS ANALYZED, AND THE FOLLOWING DATA FOR DROPOUTS ARE GIVEN--SEX, RACE, PART-TIME EMPLOYMENT, PROGRAM OF STUDIES, GENERAL SCHOLASTIC ACHIEVEMENT, RANK IN CLASS WHEN DROPPING OUT, NUMBER OF COURSES FAILED LAST REPORT, ATTENDANCE RECORD OF DROPOUTS, DISCIPLINARY RECORD, NUMBER OF SCHOOLS ATTENDED, SPECIAL EFFORTS BY SCHOOL TO RETAIN DROPOUTS, CONDITIONS FOR STAYING IN SCHOOL, PERSONS CONDUCTING EXIT INTERVIEW, PARENTAL ATTITUDES ABOUT SON OR DAUGHTER DROPPING OUT OF SCHOOL, SOURCE OF IDEA TO LEAVE SCHOOL, PERSONS WITH WHOM PUPIL RESIDED, OCCUPATIONS OF PARENTS,  RELATIONSHIP WITH PERSON, REASONS FOR DROPPING OUT OF SCHOOL, AND FUTURE PLANS OF DROPOUTS. REASONS GIVEN BY THE SCHOOL FOR MALE DROPOUTS INCLUDED (1) ACADEMIC DIFFICULTY, 20 PERCENT, (2) PARENTAL INFLUENCE, 21 PERCENT, AND (3) MARRIAGE, 20 PERCENT. REASONS GIVEN BY MALE DROPOUTS INCLUDED (1) ACADEMIC DIFFICULTY, 24 PERCENT, AND (2) DISLIKE OF SCHOOL, 29 PERCENT. PREGNANCY ACCOUNTED FOR APPROXIMATELY 43 PERCENT OF THE FEMALE DROPOUTS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012332</dc:identifier>
<dc:title>A REPORT ON DROPOUTS FROM NORTH DAKOTA PUBLIC HIGH SCHOOLS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-08-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>37</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Consultants</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>NAGEL, ELWYN H.</dc:creator>
<dc:type></dc:type>
<eric:keywords>North Dakota (Grand Forks)</eric:keywords>
<eric:keywords>NORTH DAKOTA RESEARCH COORDINATING UNIT</eric:keywords>
<eric:keywords_geo>North Dakota</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Dakota Univ., Grand Forks.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ACTIVITIES PURSUED BY THE CENTER FROM THE TIME OF ITS DESIGNATION AS A RESEARCH COORDINATING UNIT (RCU), JUNE 30, 1965, TO NOVEMBER 30, 1966 ARE REPORTED. OBJECTIVES OF THE RCU WERE TO (1) BUILD AN ATMOSPHERE WITHIN THE STATE THAT COMMITS ITSELF TO RESEARCH AND IS RECEPTIVE TO IT, (2) STIMULATE PROJECTS, IDEAS, AND UNDERSTANDING OF RESEARCH, (3) PROVIDE LEADERSHIP IN RESEARCH RELATED ACTIVITIES, (4) COORDINATE STATE EDUCATION RESEARCH EFFORTS IN THE STATE AGENCY AND WITH OTHER GOVERNMENT AND PROFESSIONAL AGENCIES AND PROFESSIONS, (5) SERVE AS CONSULTANTS ON RESEARCH IDEAS AND PROJECTS THAT FORWARD VOCATIONAL EDUCATION, (6) DISSEMINATE RESEARCH INFORMATION THAT ENABLES OTHERS TO UTILIZE RECENT RESEARCH FINDINGS, (7) IDENTIFY RESEARCH TRAINING NEEDS AND PERSONNEL, (8) WORK TOWARD  THE IDENTIFICATION OF BASIC ISSUES AND PROBLEMS NEEDING RESEARCH, AND (9) DEVELOP LONG-RANGE PLANS FOR RESEARCH. THE RCU ASSISTED IN THE DEVELOPMENT OF 17 RESEARCH PROPOSALS INCLUDING--(1) FACTORS INVOLVED IN THE DECISION TO MIGRATE AND THE IMPACT OF MIGRATION UPON THE INDIVIDUAL AND THE SENDER AND RECEIVER COMMUNITY, AND (2) DETERMINATION OF NORTH DAKOTA HIGH SCHOOL STUDENTS&apos; KNOWLEDGE OF OCCUPATIONAL AREAS AND VOCATIONAL TRAINING AVAILABLE. THE DIRECTOR, FUNDING REQUESTED, AND STATUS ARE SHOWN FOR EACH PROJECT. THE RCU HELPED IDENTIFY RESEARCH PROBLEMS, AND SUPERVISED AND COORDINATED STUDIES RELATED TO VOCATIONAL EDUCATION. (SL)</dc:description>
<dc:identifier scheme='eric_accno'>ED012333</dc:identifier>
<dc:title>ESTABLISHING A CENTER FOR RESEARCH IN VOCATIONAL AND TECHNICAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>22</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Admission Criteria</dc:subject>
<dc:subject>Advisory Committees</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Problems</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Public Relations</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Problems</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BOTTOMS, JAMES E.</dc:creator>
<dc:creator scheme='personal author'>MURPHY, MARY KAY</dc:creator>
<dc:type></dc:type>
<eric:keywords>Georgia (Atlanta)</eric:keywords>
<eric:keywords_geo>Georgia (Atlanta)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia State Dept. of Education, Atlanta.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE RESEARCH COORDINATING UNIT ADVISORY COMMITTEE, COMPOSED OF REPRESENTATIVES FROM MANY AND DIVERSE COMMUNITY, OCCUPATIONAL, AND EDUCATIONAL GROUPS, MET TO IDENTIFY RESEARCH PROBLEMS OF A PRIORITY NATURE IN VOCATIONAL AND TECHNICAL EDUCATION. THEY MET IN SMALL GROUPS DURING THE 1-DAY SESSION. MAJOR PROBLEMS WERE IDENTIFIED AT THE SECONDARY AND POST-SECONDARY LEVELS IN THE AREAS OF HOME ECONOMICS, AGRICULTURE, TRADE AND INDUSTRIAL, DISTRIBUTIVE, AND BUSINESS EDUCATION. SUGGESTED TOPICS FOR RESEARCH INCLUDED (2) INVESTIGATION OF METHODS OF CREATING A FAVORABLE AND POSITIVE IMAGE OF VOCATIONAL EDUCATION, (2) STUDY OF THE CORRELATION OF ACADEMIC BACKGROUND AND OCCUPATIONAL EXPERIENCE AS RELATED TO TEACHER COMPETENCIES, (3) DEVELOPMENT AND DISSEMINATION OF OCCUPATIONAL INFORMATION TO  HIGH SCHOOL STUDENTS, AND (4) DETERMINATION OF REASONS FOR THE CONTINUING LOSS OF OUTSTANDING DISTRIBUTIVE EDUCATION TEACHER COORDINATORS TO BUSINESS AND INDUSTRY. OTHER TOPICS CONCERNED EVALUATION OF STUDENT AND PERSONNEL RECRUITMENT, STUDENT SELECTION AND PLACEMENT, CURRICULUM DEVELOPMENT AND EXPERIMENTATION, OCCUPATIONAL TRENDS, TEACHER EDUCATION, PROGRAM DEVELOPMENT, AND ADMINISTRATION AT LOCAL AND STATE LEVELS. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012334</dc:identifier>
<dc:title>RESEARCH PROBLEMS IN VOCATIONAL EDUCATION, CONFERENCE REPORT OF THE GEORGIA RCU ADVISORY COMMITTEE. (CLARKSTON, OCTOBER 21, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>31</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Automation</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>WEINSTEIN, EMANUEL</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS GUIDE IS TO HELP THE STATES ORGANIZE AND OPERATE EDUCATIONAL PROGRAMS FOR OCCUPATIONS IN THE FIELD OF INSTRUMENTATION. CHAPTER TITLES ARE--(1) INSTRUMENTATIONS--PAST, PRESENT, AND FUTURE, (2) THE OCCUPATIONAL FIELD, (3) WORK ACTIVITIES (DESIGN, FABRICATION, MAINTENANCE, REPAIR, AND SERVICE), (4) TRAINING REQUIREMENTS, AND (5) DEVELOPING THE CURRICULUM (JOB ANALYSIS). AN ANNOTATED BIBLIOGRAPHY LISTS 30 TITLES DEALING WITH RELATED TOPICS SUCH AS AUTOMATION, MANPOWER, OCCUPATIONS, AND TRAINING. THE APPENDIX CONTAINS (1) A LIST OF MATHEMATICS, INSTRUMENTATION TECHNOLOGY, AND SUPPLEMENTARY COURSE DESCRIPTIONS, (2) A SAMPLE CURRICULUM OUTLINE, AND (3) A SELECTED BIBLIOGRAPHY OF U.S. OFFICE OF EDUCATION PUBLICATIONS. THIS DOCUMENT IS ALSO AVAILABLE AS FS 5.280--80043  FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.25. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012335</dc:identifier>
<dc:title>INSTRUMENTATION AND AUTOMATIC CONTROL, SUGGESTED TECHNIQUES FOR DETERMINING COURSES OF STUDY IN VOCATIONAL AND TECHNICAL EDUCATION PROGRAMS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>40</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Sheet Metal Work</dc:subject>
<dc:subject>Trade and Industrial Education</dc:subject>
<dc:creator scheme='personal author'>RONEY, MAURICE</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords>Manpower Development and Training Act</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:keywords_law>Manpower Development and Training Act</eric:keywords_law>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSE OF THIS CURRICULUM GUIDE IS TO ASSIST ADMINISTRATORS AND INSTRUCTORS IN PLANNING AND DEVELOPING MANPOWER DEVELOPMENT AND TRAINING PROGRAMS TO PREPARE WORKERS FOR ENTRY-LEVEL POSITIONS IN THE SHEET METAL INDUSTRY. THE MATERIAL WAS PREPARED UNDER CONTRACTUAL AGREEMENT BY OKLAHOMA STATE UNIVERSITY AND REVIEWED BY ADVISORY GROUPS. IT IS DESIGNED TO GIVE THE TRAINEE A BACKGROUND OF FUNDAMENTALS IN MANIPULATIVE SKILLS AND RELATED INFORMATION. THE COURSE OUTLINE CONTAINS UNITS IN (1) MATHEMATICS AND BLUEPRINT READING, (2) DRAWING, (3) JOB PLANNING, (4) PATTERN DEVELOPMENT, (5) FABRICATION, (6) ASSEMBLY, (7) SHEET METAL INSTALLATION IN CONSTRUCTION, (8) MANUFACTURING (QUANTITY PRODUCTION), AND (9) MAINTENANCE AND SAFETY PROCEDURES. THE COURSE COVERS 780 HOURS OF INSTRUCTION  IN A PERIOD OF 26 WEEKS. A DISTRIBUTION OF INSTRUCTIONAL TIME FOR RELATED INSTRUCTION AND SHOP PRACTICE IS GIVEN WITHIN EACH MAJOR DIVISION. A CLASS OF 20 OR LESS IS SUGGESTED TO PERMIT TIME FOR THE NECESSARY INDIVIDUAL INSTRUCTION. THE TRAINEE SHOULD HAVE A HIGH SCHOOL EDUCATION WITH AT LEAST ONE COURSE IN MATHEMATICS AND HAVE MECHANICAL REASONING ABILITY, MANUAL DEXTERITY, AND A SENSE OF SPATIAL RELATIONS. SUPPLEMENTARY MATERIALS INCLUDE A LAYOUT OF A TRAINING FACILITY AND A LIST OF MACHINES, TOOLS, EQUIPMENT, AND SUPPLIES FOR A CLASS OF 20 PERSONS. INSTRUCTIONAL TEXTS, REFERENCES, AND FILMS ARE LISTED. (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012336</dc:identifier>
<dc:title>SHEET METAL WORKER, A SUGGESTED TRAINING COURSE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1965-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Instrumentation</dc:subject>
<dc:subject>Instrumentation Technicians</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>INSTRUMENT SOCIETY OF AMERICA</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>A 2-YEAR POST-SECONDARY CURRICULUM FOR TECHNICIANS IS PRESENTED. IT IS DESIGNED TO AID SCHOOL ADMINISTRATORS, SUPERVISORS, AND TEACHERS TO PLAN AND DEVELOP NEW PROGRAMS OR EVALUATE EXISTING PROGRAMS. IT WAS PREPARED PURSUANT TO A U.S. OFFICE OF EDUCATION CONTRACT BY THE INSTRUMENT SOCIETY OF AMERICA AFTER A NATIONAL SURVEY OF INSTRUMENTATION MANUFACTURERS, USERS, AND EDUCATIONAL INSTITUTIONS. A CURRICULUM, DESCRIPTION OF EACH COURSE, AND A DISCUSSION OF THE CONTENT RELATIONSHIPS ARE GIVEN. OUTLINES FOR EACH COURSE GIVE HOURS REQUIRED, A COURSE DESCRIPTION, MAJOR DIVISIONS, TEXTS, AND REFERENCES, AND VISUAL AIDS. THE SPECIALIZED NATURE OF THE CURRICULUM REQUIRES THAT THE TEACHERS HAVE SPECIAL COMPETENCIES BASED ON PROFICIENCY IN TECHNICAL SUBJECT MATTER AND INDUSTRIAL EXPERIENCE.  IN GENERAL, STUDENTS ENTERING THE PROGRAM SHOULD HAVE COMPLETED 2 YEARS OF HIGH SCHOOL MATHEMATICS AND 1 YEAR OF PHYSICS OR THE EQUIVALENT. INFORMATION ON FACILITIES, EQUIPMENT, AND COSTS INCLUDES FLOORPLANS, AN EQUIPMENT LIST, AND A SUMMARY OF COSTS. AN EXTENSIVE BIBLIOGRAPHY OF SUGGESTED TEXTS AND REFERENCES IS INCLUDED. THE APPENDIX CONTAINS A LIST AND DESCRIPTION OF RELATED ORGANIZATIONS AND SOCIETIES, A GUIDE FOR REPORT WRITING, AND SAMPLE INSTRUCTIONAL MATERIALS. THIS DOCUMENT IS ALSO AVAILABLE AS FS 5.280--80033 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.75 (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012337</dc:identifier>
<dc:title>INSTRUMENTATION TECHNOLOGY, A SUGGESTED 2-YEAR POST HIGH SCHOOL CURRICULUM. TECHNICAL EDUCATIONAL PROGRAM SERIES, NUMBER 6.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>123</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Civil Engineering</dc:subject>
<dc:subject>Curriculum</dc:subject>
<dc:subject>Curriculum Guides</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Engineering Technicians</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Organizations (Groups)</dc:subject>
<dc:subject>Postsecondary Education</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BEAUMONT, JOHN A</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>DISTRICT OF COLUMBIA</eric:keywords>
<eric:keywords>UNIVERSITY OF ILLINOIS</eric:keywords>
<eric:keywords_geo>District of Columbia</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Office of Education (DHEW), Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>DESIGNED TO ASSIST ADMINISTRATORS, SUPERVISORS, AND TEACHERS TO PLAN, DEVELOP, AND EVALUATE PROGRAMS, THIS CURRICULUM GUIDE OFFERS COURSE OUTLINES, PROCEDURES, LABORATORY LAYOUTS, TEXTS AND REFERENCES, LISTS OF LABORATORY EQUIPMENT AND ITS COST, AND A SELECTED LIST OF SCIENTIFIC AND TECHNICAL SOCIETIES. BASIC MATERIALS WERE PREPARED AT THE UNIVERSITY OF ILLINOIS PURSUANT TO A U.S. OFFICE OF EDUCATION (USOE) CONTRACT. THESE WERE REVISED, AND THE FINAL DRAFT WAS PREPARED BY USOE PERSONNEL. TECHNICAL COURSE OUTLINES FOR BOTH OPTIONS INCLUDE HOURS REQUIRED, DESCRIPTION INSTRUCTION SUGGESTIONS, MAJOR DIVISIONS, TEXTS AND REFERENCES, AND VISUAL AND TRAINING AIDS. SOME COURSES ARE--(1) TECHNICAL DRAWING, (2) CONSTRUCTION METHODS AND EQUIPMENT, (3) SURVEYING AND MEASUREMENTS, (4) SOILS  AND FOUNDATIONS, AND (5) REINFORCED CONCRETE CONSTRUCTION. TEACHERS SHOULD HAVE ADVANCED TECHNICAL TRAINING. STUDENTS SHOULD BE HIGH SCHOOL GRADUATES WITH 1 1/2 YEARS OF ALGEBRA, 1 YEAR OF GEOMETRY, AND 1 YEAR OF PHYSICS. AN EXTENSIVE BIBLIOGRAPHY OF TEXTS AND REFERENCES IS GIVEN. THIS DOCUMENT IS ALSO AVAILABLE AS FS 5.280--80041 FROM THE SUPERINTENDENT OF DOCUMENT, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.60. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012338</dc:identifier>
<dc:title>CIVIL TECHNOLOGY, HIGHWAY AND STRUCTURAL OPTIONS, A SUGGESTED 2-YEAR POST HIGH SCHOOL CURRICULUM. TECHNICAL EDUCATION PROGRAM SERIES, NUMBER 8.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>115</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Agricultural Education</dc:subject>
<dc:subject weight='MAJOR'>Agricultural Machinery Occupations</dc:subject>
<dc:subject>Educational Needs</dc:subject>
<dc:subject weight='MAJOR'>Employment Opportunities</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Occupational Surveys</dc:subject>
<dc:subject weight='MAJOR'>Ornamental Horticulture Occupations</dc:subject>
<dc:subject weight='MAJOR'>Postsecondary Education</dc:subject>
<dc:subject weight='MAJOR'>Salaries</dc:subject>
<dc:creator scheme='personal author'>COBB, RICHARD A.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico State Univ., University Park.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN RESPONSE TO CHANGING OCCUPATIONAL PATTERNS, NEW LEGISLATIVE PROVISIONS, THE INCREASING INTEREST OF URBAN STUDENTS, AND THE ESTABLISHMENT OF A NEW 2-YEAR AGRICULTURAL INSTITUTE, A SURVEY OF HORTICULTURE AND AGRICULTURAL MACHINERY OCCUPATIONS WAS CONDUCTED. THE OBJECTIVES WERE TO (1) DETERMINE EMPLOYMENT OPPORTUNITIES AND TRAINING NEEDS, (2) COMPARE SALARIES, (3) DETERMINE EMPLOYER PREFERENCE FOR EMPLOYEES WITH POSTSECONDARY EDUCATION, AND (4) PROJECT EMPLOYMENT OPPORTUNITIES. OCCUPATIONAL TITLES WERE FORMULATED FROM THE LITERATURE, QUESTIONNAIRES DESIGNED AND TESTED, EMPLOYER LISTS COMPILED, QUESTIONNAIRES MAILED, NONRESPONDENTS CONTACTED, AND DATA ANALYZED. THE FINDINGS WERE BASED ON THE RESPONSES OF 79 HORTICULTURE AND 98 AGRICULTURAL MACHINERY EMPLOYERS. HORTICULTURAL  EMPLOYMENT OPPORTUNITIES WERE GREATEST IN RETAIL NURSERIES AND AT GOLF COURSES. SALARIES AVERAGED $86 PER WEEK, AND AN ESTIMATED 95 MORE WORKERS WOULD BE NEEDED WITHIN 5 YEARS. AGRICULTURAL MACHINERY EMPLOYMENT OPPORTUNITIES WERE GREATEST FOR MECHANICS, PARTS CLERKS, AND SALESMEN. SALARIES AVERAGED $100 PER WEEK, AND 448 ADDITIONAL EMPLOYEES WOULD BE NEEDED WITHIN 5 YEARS. MOST HORTICULTURE AND AGRICULTURAL MACHINERY EMPLOYERS WOULD HIRE POSTSECONDARY GRADUATES AT HIGHER SALARIES. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012339</dc:identifier>
<dc:title>EMPLOYMENT OPPORTUNITIES IN NEW MEXICO AND WEST TEXAS FOR GRADUATES OF A TWO-YEAR PROGRAM IN APPLIED HORTICULTURE AND AGRICULTURAL MACHINERY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>92</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>8/17/2004 23:05:53</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue>RIEDEC1967</eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Administrative Organization</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Finance</dc:subject>
<dc:subject>Evaluation Methods</dc:subject>
<dc:subject>Guidelines</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>COTRELL, C.J.</dc:creator>
<dc:creator scheme='personal author'>VALENTINE, I.E.</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ADDITIONAL MATERIALS WERE DEVELOPED TO SUPPLEMENT &amp;quot;COMPILATION OF TECHNICAL EDUCATION MATERIALS&amp;quot; (VT 002 936) ON RECOMMENDATION OF THE PROJECT EVALUATION COMMITTEE FOR THE NATIONAL LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION. FOUR PAPERS WERE COMMISSIONED BY THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION. &amp;quot;ADMINISTRATIVE PATTERNS IN TECHNICAL EDUCATION&amp;quot; DESCRIBES AND COMPARES STATE AND INSTITUTIONAL PATTERNS, PROJECTS FUTURE TRENDS, MAKES RECOMMENDATIONS FOR PLANNING AND DEVELOPING ADMINISTRATIVE STRUCTURES, AND INCLUDES AN APPENDIX OF STATE AND LOCAL ORGANIZATIONAL STRUCTURES. &amp;quot;THE EVALUATION OF TECHNICAL EDUCATION PROGRAMS&amp;quot; PRESENTS GUIDELINES FOR DEVELOPING EVALUATIVE CRITERIA AND SELF-EVALUATION INSTRUMENTS, AND PROVIDES EVALUATION CHECKLISTS FOR EACH PHASE OF  OPERATION. &amp;quot;FACILITIES PLANNING FOR TECHNICAL PROGRAMS&amp;quot; PRESENTS THE PROCEDURES, RESPONSIBILITIES, GUIDELINES, AND CRITERIA FOR PLANNING AND CONSTRUCTING FACILITIES. &amp;quot;FINANCING PROGRAMS OF TECHNICAL EDUCATION&amp;quot; DEVELOPS PRINCIPLES, METHODS, AND SOURCES OF FINANCING. A BIBLIOGRAPHY AND SUPPLEMENTARY MATERIALS ARE INCLUDED. THERE IS A SECOND SUPPLEMENT (VT 002 938). (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012340</dc:identifier>
<dc:title>COMPILATION OF TECHNICAL EDUCATION INSTRUCTIONAL MATERIALS. SUPPLEMENT I, NEW AND REVISED INFORMATIONAL RESOURCES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>185</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Curriculum Development</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Responsibility</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Instructional Programs</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Paraprofessional Personnel</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Resource Materials</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:creator scheme='personal author'>EMERSON, LYNN</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>COLUMBUS</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Ohio State Univ., Columbus. Center for Vocational and Technical Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE MATERIAL WAS SELECTED AND PREPARED FOR USE IN THE NATIONAL LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION CONDUCTED BY COLORADO STATE UNIVERSITY, OKLAHOMA STATE UNIVERSITY, RUTGERS STATE UNIVERSITY, THE UNIVERSITY OF FLORIDA, AND THE UNIVERSITY OF ILLINOIS AND COORDINATED BY THE CENTER FOR RESEARCH AND LEADERSHIP DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION AT OHIO STATE UNIVERSITY. THE MATERIAL IS GROUPED INTO 12 AREAS RELATING TO THE NEEDS, RESPONSIBILITIES, ORGANIZATION, AND IMPLEMENTATION OF TECHNICAL EDUCATION. ARTICLES ARE INCLUDED ON (1) THE SKILLS, KNOWLEDGE, AND PROFESSIONAL LEVEL OF TECHNICIANS, (2) THE RELATIONSHIP TO OTHER OCCUPATIONAL FIELDS, (3) THE TYPES, CONTENT, AND ENROLLMENT OF PRESENT TRAINING PROGRAMS, AND (4) AVAILABLE EMPLOYMENT. OTHER  ARTICLES SHOW THE RESPONSIBILITIES AND ROLES OF GOVERNMENT AGENCIES, STATE DEPARTMENTS OF EDUCATION, LOCAL BOARDS OF EDUCATION, VOCATIONAL EDUCATORS, ADMINISTRATORS, AND OTHERS IN ESTABLISHING QUALITY PROGRAMS. PROBLEMS AND PRINCIPLES OF CURRICULUM DEVELOPMENT ARE PRESENTED. MATERIAL IS PROVIDED ON FACILITIES AND EQUIPMENT, TEACHER QUALIFICATIONS, FINANCING, AND OTHER TOPICS. &amp;quot;TECHNOLOGY-RESOURCE CENTER FOR VOCATIONAL-TECHNICAL EDUCATION,&amp;quot; PREPARED BY RUTGERS STATE UNIVERSITY, AND A BIBLIOGRAPHY ON TECHNICAL EDUCATION ARE INCLUDED. THERE ARE TWO SUPPLEMENTARY VOLUMES (VT 002 930 AND VT 002 938). (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012341</dc:identifier>
<dc:title>COMPILATION OF TECHNICAL EDUCATION MATERIALS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>184</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Allied Health Occupations</dc:subject>
<dc:subject>Career Guidance</dc:subject>
<dc:subject>Counselors</dc:subject>
<dc:subject>Educational Programs</dc:subject>
<dc:subject>Employment Opportunities</dc:subject>
<dc:subject>Employment Services</dc:subject>
<dc:subject>Financial Support</dc:subject>
<dc:subject>Health Occupations</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Occupational Information</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Recruitment</dc:subject>
<dc:subject>School Counseling</dc:subject>
<dc:subject>School Counselors</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Speeches</dc:subject>
<dc:creator scheme='personal author'>MORGAN, PHILIP W.</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (New York)</eric:keywords>
<eric:keywords_geo>New York (New York)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>United Hospital Fund of New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE INSTITUTE, SPONSORED BY A FEDERATED CHARITY REPRESENTING 78 NONPROFIT VOLUNTARY HOSPITALS IN NEW YORK CITY, WAS ATTENDED BY 48 HIGH SCHOOL AND EMPLOYMENT SERVICE COUNSELORS. THE NEED FOR SUCH INSTITUTES WAS DOCUMENTED BY A PRE-INSTITUTE QUESTIONNAIRE TO LICENSED GUIDANCE COUNSELORS. TO EVALUATE THE INSTITUTE, THE PROFESSIONAL EXAMINATION SERVICE DEVELOPED AND ADMINISTERED THREE PARALLEL EXAMS TO A CONTROL AND AN EXPERIMENTAL GROUP. A COMPLETE SUMMARY OF THE EVALUATIVE TESTING PROGRAM IS INCLUDED. THE PURPOSE OF THE INSTITUTE WAS TO UPDATE VOCATIONAL GUIDANCE PERSONNEL TO THE RANGE OF CAREER OPPORTUNITIES EXISTING IN THE HEALTH FIELD BY (1) PROVIDING CURRENT MATERIALS, (2) CREATING AN AWARENESS OF THE PROBLEMS IN RECRUITING ADEQUATELY TRAINED PERSONNEL, (3) PROVIDING KNOWLEDGE  OF THE DIVERSE OPPORTUNITIES AND SATISFACTIONS OF HEALTH CAREERS, (4) DEVELOPING PROCEDURES FOR THE CONTINUING EDUCATION OF GUIDANCE PERSONNEL TO MANPOWER REQUIREMENTS OF THE HEALTH FIELD, AND (5) ASSISTING OTHERS IN PLANNING INSTITUTES. MAJOR SPEECHES PRESENTING MANY OF THE PROBLEMS CONFRONTING THE HEALTH SERVICE INDUSTRY AS WELL AS UP-TO-DATE FACTUAL INFORMATION ON MOST OF THE HEALTH PROFESSIONS, A BIBLIOGRAPHY OF ALL LITERATURE DISTRIBUTED, AND A LIST OF HEALTH CAREER FILMS ARE INCLUDED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012342</dc:identifier>
<dc:title>GUIDANCE COUNSELOR INSTITUTE FOR HEALTH CAREERS (JULY 7-22, 1966).</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>225</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Information Dissemination</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>STEVENSON, WILLIAM</dc:creator>
<dc:type></dc:type>
<eric:keywords>Oklahoma</eric:keywords>
<eric:keywords_geo>Oklahoma</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Oklahoma State Univ., Stillwater.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ACTIVITIES OF THE OKLAHOMA VOCATIONAL RESEARCH COORDINATING UNIT (RCU) ARE REPORTED FOR THE INITIAL FUNDING PERIOD FROM JULY 15, 1965 TO NOVEMBER 30, 1966. THE OBJECTIVES OF THE UNIT WERE COORDINATING RESEARCH, GENERATING NEW IDEAS, ASSISTING RESEARCHERS, AND DISSEMINATNG RESULTS. AN ADVISORY COMMITTEE CONSISTING OF VOCATIONAL TEACHERS AND BUSINESS REPRESENTATIVES, AND A CONSULTING COMMITTEE REPRESENTING INSTITUTIONS AND AGENCIES WERE ESTABLISHED. LISTED ARE (1) RESEARCH PROJECTS IN PROGRESS FOR EXAMPLE, (DEVELOPMENT OF A CURRICULUM GUIDE IN ELECTROMECHANICAL TECHNOLOGY), (2) PROPOSALS SUBMITTED UNDER PROVISIONS OF SECTION 4(C) OF THE VOCATIONAL EDUCATION ACT OF 1963 (FOR EXAMPLE, A PILOT STUDY FOR GAINFUL EMPLOYMENT IN HOME ECONOMICS), (3) PROPOSALS APPROVED FOR EXAMPLE, (A  SUMMER INSTITUTE TO TRAIN DATA PROCESSING TEACHERS), (4) PROPOSALS PENDING (FOR EXAMPLE, PROJECT DEVELOPMENT FOR DISTRIBUTIVE EDUCATION CURRICULUMS), (5) RESEARCH PROJECTS APPROVED THROUGH OTHER AGENCIES (FOR EXAMPLE, SURVEY OF PHYSICAL DISABILITIES), (6) RESEARCH PROJECTS CONDUCTED BY THE RCU (FOR EXAMPLE, FOLLOWUP OF HOME ECONOMICS STUDENTS), AND (7) RESEARCH PROPOSALS BEING PREPARED (FOR EXAMPLE, PARAMEDICAL TEACHER EDUCATION PROGRAM). MANY OF THE LISTINGS ARE ANNOTATED. FINDINGS HAVE BEEN DISSEMINATED THROUGH (1) PUBLICATIONS SUCH AS BROCHURES, NEWSLETTERS, AND SUMMARIES, (2) STATE AND OUT-OF-STATE MEETINGS AND CONFERENCES, AND (3) ORAL REPORTS TO INTERESTED GROUPS. SOME 300 INDIVIDUAL RESEARCHERS HAVE BEEN ASSISTED BY THE RCU. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012343</dc:identifier>
<dc:title>OKLAHOMA VOCATIONAL RESEARCH COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1966-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>20</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Career Choice</dc:subject>
<dc:subject>Conferences</dc:subject>
<dc:subject>Educational Policy</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Employment Patterns</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Leadership Training</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Development</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research and Development Centers</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Staff Utilization</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:subject>Vocational Education Teachers</dc:subject>
<dc:creator scheme='personal author'>COSTER, JOHN K.</dc:creator>
<dc:creator scheme='personal author'>MAYO, SELZ C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>United States (South)</eric:keywords>
<eric:keywords>North Carolina (Raleigh)</eric:keywords>
<eric:keywords_geo>North Carolina (Raleigh)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>North Carolina State Univ., Raleigh.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CENTER WAS ESTABLISHED ON JUNE 1, 1965, UNDER PROVISIONS OF THE VOCATIONAL EDUCATION ACT OF 1963, PUBLIC LAW 88-210. TWO PROGRAMS WERE INITIATED DURING THE CONTRACT PERIOD. THE FIRST INVOLVED RESEARCH AND DEVELOPMENT ON PROBLEMS IN SIX AREAS--(1) OCCUPATIONAL ADJUSTMENTS IN THE SOUTH, (2) SHAPING FLEXIBLE VOCATIONAL BEHAVIOR IN YOUTH, (3) POLICIES AND POLICYMAKING FOR OCCUPATIONAL EDUCATION, (4) PROFESSIONAL PERSONNEL, (5) THE EVALUATION OF OCCUPATIONAL EDUCATION, AND (6) A TOTAL COMMUNITY APPROACH TO OCCUPATIONAL EDUCATION FOR AREAS IN ECONOMIC TRANSITION. THE SECOND WAS A PROGRAM OF CONFERENCES AND SHORT COURSES FOR LAY LEADERS, VOCATIONAL EDUCATION PERSONNEL, AND RESEARCHERS. EIGHT SEMINARS AND CONFERENCES AND TWO TASK FORCE GROUPS TREATED OCCUPATIONAL MOBILITY AND  MANPOWER, AND TEACHER EDUCATION AND CURRICULUM PLANNING FOR OCCUPATIONAL EDUCATION. MANPOWER STRENGTH OF THE CENTER WAS THE EQUIVALENT OF 39.5 FULL-TIME PERSONNEL. EXPENDITURES OF FEDERAL FUNDS OVER THE 20-MONTH PERIOD, ENDING JANUARY 31, 1967, TOTALED $487,922.83. INTERIM REPORTS WILL BE PUBLISHED IN CENTER RESEARCH MONOGRAPH, CENTER SEMINAR AND CONFERENCE REPORTS, AND CENTER MONOGRAPH SERIES. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012344</dc:identifier>
<dc:title>THE CENTER FOR RESEARCH, DEVELOPMENT, AND TRAINING IN OCCUPATIONAL EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-04-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>41</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Aspiration</dc:subject>
<dc:subject>Attitudes</dc:subject>
<dc:subject>Career Choice</dc:subject>
<dc:subject>College Graduates</dc:subject>
<dc:subject>Degrees (Academic)</dc:subject>
<dc:subject>Employment</dc:subject>
<dc:subject>Females</dc:subject>
<dc:subject>Graduate Surveys</dc:subject>
<dc:subject>Individual Characteristics</dc:subject>
<dc:subject>Marriage</dc:subject>
<dc:subject>Questionnaires</dc:subject>
<dc:creator scheme='personal author'>LYON, RHEE</dc:creator>
<dc:type></dc:type>
<eric:keywords>AMERICAN ASSOCIATION OF UNIVERSITY WOMEN</eric:keywords>
<eric:keywords>Illinois (Evanston)</eric:keywords>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Northwestern Univ., Evanston, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PURPOSES OF THIS STUDY WERE TO DETERMINE WHAT HAPPENS TO CAREER AMBITIONS AFTER THE COLLEGE GIRL MARRIES, WHETHER INTERESTS AND AMBITIONS CHANGE IN SPECIFIC DIRECTIONS DURING MARRIAGE, AND IN WHAT WAYS MARRIED WOMEN WITH CAREER AMBITIONS DIFFER FROM THOSE WITH NONE. RESPONDENTS TO A FORCED-CHOICE QUESTIONNAIRE WERE 310 MEMBERS OF THE AMERICAN ASSOCIATION OF UNIVERSITY WOMEN 25 TO 45 YEARS OF AGE. THEY WERE CLASSIFIED BY ONE OF FIVE CAREER INTEREST CATEGORIES--NEGATIVE WORKERS, POSITIVE WORKERS, CAREER-ORIENTED HOUSEWIVES, SATISFIED HOUSEWIVES, AND AMBIVALENT HOUSEWIVES. THESE CATEGORIES WERE CONSTRUCTED FROM ANSWERS TO QUESTIONS CONCERNING CURRENT WORK STATUS, IMPORTANCE OF CAREER, STATUS SEEN AS MOST SATISFACTORY NOW AND IN 10 YEARS, AND CURRENT DEGREE OF SATISFACTION.  SIGNIFICANT RELATIONSHIPS EXISTED BETWEEN CAREER INTERESTS AND TYPE OF COLLEGE ATTENDED, ACADEMIC DISTINCTION AS AN UNDERGRADUATE, CAREER PLANS AS A SENIOR, POSSESSION OF GRADUATE DEGREE, MARITAL STATUS, AGE, AND COMPARISON OF OWN WITH HUSBAND&apos;S SELF-FULFILLMENT. BOTH PART-TIME AND FULL-TIME RESUMPTION OF EMPLOYMENT WAS POPULAR AS A DESIRED PROJECTED STATUS BUT NOT IN THE HIGHEST PROFESSIONS. MENTAL HEALTH PROFESSIONS, COLLEGE TEACHING, AND EDUCATIONAL SPECIALTIES WERE POPULAR AS &amp;quot;UP-GRADING&amp;quot; CHOICES AND ARTS-GLAMOUR-SERVICE AS IDEAL FIELDS. THE FINDINGS INDICATE THAT IT WILL SOON BECOME CONVENTIONAL FOR MIDDLE-CLASS COLLEGE WOMEN TO RETURN TO WORK AFTER 10 TO 15 YEARS OF MARRIAGE. (MS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012345</dc:identifier>
<dc:title>A STUDY OF THE ASPIRATIONS OF MARRIED WOMEN COLLEGE GRADUATES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-01-10</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>77</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Conferences</dc:subject>
<dc:subject>Consultants</dc:subject>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>State Programs</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>ROBERTSON, ALAN G.</dc:creator>
<dc:creator scheme='personal author'>AND OTHERS</dc:creator>
<dc:type></dc:type>
<eric:keywords>New York (Albany)</eric:keywords>
<eric:keywords_geo>New York (Albany)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ACTIVITIES OF THE NEW YORK STATE RESEARCH COORDINATING UNIT ARE REPORTED FOR THE FUNDING PERIOD FROM JUNE 1, 1965 TO MARCH 31, 1967. THE PURPOSE OF THE UNIT WAS TO CONDUCT, PROMOTE, EVALUATE, AND DISSEMINATE OCCUPATIONAL EDUCATION RESEARCH ON AN INTRA- AND INTER-STATE BASIS. IT CONDUCTED TWO IN-HOUSE PROJECTS--ONE TO COMPARE THE EFFECTIVENESS OF MACHINE SHORTHAND WITH MANUAL SHORTHAND AND A SECOND TO STUDY THE FEASIBILITY OF ESTABLISHING A MODEL OCCUPATIONAL INFORMATION DISSEMINATION UNIT. OTHER ACTIVITIES INCLUDED--(1) IDENTIFICATION OF MEANINGFUL CURRICULUMS FOR SLOW LEARNERS IN BUSINESS EDUCATION, (2) THE VALIDATION OF NEWLY DEVELOPED INDUSTRIAL TEACHER TRADE COMPETENCY EXAMINATIONS, (3) IDENTIFICATION OF PROBLEMS AND PATTERNS OF ACHIEVEMENT IN OCCUPATIONAL EDUCATION PROGRAMS  AT 2-YEAR COLLEGES, (4) DETERMINATION OF THE OPTIMUM HOURS OF SKILL INSTRUCTION NECESSARY TO ACHIEVE A GIVEN LEVEL OF SKILLS INSTRUCTION IN TRADE, TECHNICAL, BUSINESS, AND DISTRIBUTIVE EDUCATION, AND (5) A STUDY OF PILOT PROGRAMS AND THE DEVELOPMENT OF EVALUATIVE SCALES IN HOME ECONOMICS WAGE EARNING COURSES. PROJECTS SUPPORTED BY FEDERAL FUNDS ARE LISTED. (PS)</dc:description>
<dc:identifier scheme='eric_accno'>ED012346</dc:identifier>
<dc:title>PILOT PROGRAM FOR THE EXPANSION OF A STATE RESEARCH COORDINATING UNIT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>43</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Educational Research</dc:subject>
<dc:subject>Program Descriptions</dc:subject>
<dc:subject>Research Coordinating Units</dc:subject>
<dc:subject>Research Projects</dc:subject>
<dc:subject>Research Proposals</dc:subject>
<dc:subject>Vocational Education</dc:subject>
<dc:creator scheme='personal author'>BARNES, BILL</dc:creator>
<dc:creator scheme='personal author'>SCHRADER, EUGENE</dc:creator>
<dc:type></dc:type>
<eric:keywords>New Mexico (Santa Fe)</eric:keywords>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New Mexico Occupational Research and Development Coordinating Unit, Santa Fe.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE FINAL REPORT OF THE FIRST FUNDING PERIOD, JULY 1, 1965 TO FEBRUARY 28, 1967, IS PRESENTED. THE PURPOSES OF THE UNIT WERE (1) WORK WITH THE STATE DEPARTMENT OF EDUCATION RESEARCH DIVISION AND LOCAL EDUCATIONAL INSTITUTIONS IN PROMOTING AND ASSISTING RESEARCH STUDIES AND PROGRAMS CONCERNED WITH OCCUPATIONAL STUDIES, AND (2) WORK WITH THE STATE EMPLOYMENT SECURITY COMMISSION AND THE STATE PLANNING OFFICE IN AN OVERALL PROGRAM FOR IMPROVING AND EXPANDING OF OCCUPATIONAL RESEARCH THROUGHOUT THE STATE. THE UNIT HAS COORDINATED APPROXIMATELY 20 RESEARCH PROJECTS RANGING FROM SIMPLE SURVEYS TO RESEARCH REQUIRING ADVANCED STATISTICAL ANALYSIS. THE APPENDIX CONTAINS SUMMARIES OF RESEARCH ACTIVITIES--(1) COMPLETED, WHICH INCLUDE VOCATIONAL CORE PROGRAM, STATE VOCATIONAL SURVEY, LOCATING  AREA VOCATIONAL SCHOOLS, AND VOCATIONAL EDUCATION IN NEW MEXICO, (2) UNDERWAY, WHICH INCLUDE MOBILE LABORATORIES, TRADE AND INDUSTRIAL EDUCATION PROJECT, AND VOCATIONAL EVALUATION PROJECT, AND (3) PROPOSED, WHICH INCLUDE TAPE RECORDED OCCUPATIONAL INFORMATION, MANPOWER FOLLOWUP STUDY, AND DISTRIBUTIVE EDUCATION IN DEXTER-HAGERMAN SCHOOLS. (HC)</dc:description>
<dc:identifier scheme='eric_accno'>ED012347</dc:identifier>
<dc:title>THE ESTABLISHMENT OF THE STATE RESEARCH COORDINATING UNIT FOR THE STATE OF NEW MEXICO.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>23</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Automation</dc:subject>
<dc:subject>Cooperative Programs</dc:subject>
<dc:subject>Cybernetics</dc:subject>
<dc:subject>Demonstration Programs</dc:subject>
<dc:subject>Field Experience Programs</dc:subject>
<dc:subject>Followup Studies</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Industrial Education</dc:subject>
<dc:subject>Industry</dc:subject>
<dc:subject>Inservice Education</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Institutes (Training Programs)</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Interdisciplinary Approach</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Summer Programs</dc:subject>
<dc:subject>Teacher Improvement</dc:subject>
<dc:subject>Teacher Workshops</dc:subject>
<dc:subject>Technical Education</dc:subject>
<dc:subject>Trade and Industrial Teachers</dc:subject>
<dc:subject>Workshops</dc:subject>
<dc:creator scheme='personal author'>BOHN, RALPH C.</dc:creator>
<dc:type></dc:type>
<eric:keywords>California (San Jose)</eric:keywords>
<eric:keywords_geo>California (San Jose)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>San Jose State Coll., CA.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDENTS OF THE INSERVICE PROGRAM WERE 96 INDUSTRIAL EDUCATION TEACHERS FROM THE AREAS OF AUTO AND POWER, DRAFTING, ELECTRONICS, AND METALS WHO WERE SELECTED FROM 576 APPLICANTS. OBJECTIVES WERE TO (1) DEVELOP MODELS FOR INDUSTRY-SCHOOL COOPERATIVE PROGRAMS, (2) INTEGRATE INSTRUCTION ON INDUSTRIAL MATERIALS, CYBERNETICS, AND AUTOMATION INTO THE FOUR MODELS, (3) EVALUATE THE EFFECTIVENESS AND FEASIBILITY OF OBJECTIVES 1 AND 2, (4) EVALUATE THE EFFECTIVENESS OF INSERVICE EDUCATION IN CHANGING AND IMPROVING CURRICULUM AND INSTRUCTIONAL MATERIALS, AND (5) DISSEMINATE A REPORT WHICH WOULD PERMIT THE DUPLICATION OF EFFECTIVE PARTS OF THE MODEL PROGRAMS. STUDY TRIPS AND SHORT-TERM WORK EXPERIENCE PROVIDED INDUSTRIAL EXPERIENCE. PARTICIPANTS WERE SENT TO APPROPRIATE INDUSTRIAL SCHOOLS  AND STAFF AND EQUIPMENT WERE BROUGHT TO THE CAMPUS. A SPECIAL INDUSTRIAL MATERIALS LABORATORY WAS USED BY THE FOUR INSTRUCTIONAL PROGRAMS--AUTOMOTIVE AND POWER, INDUSTRIAL DRAFTING, ELECTRICITY AND ELECTRONICS, AND METALS TECHNOLOGY. FOLLOWUP EVALUATION SHOWED (1) 91 PARTICIPANTS INAUGURATED 26 NEW COURSES AND 321 NEW UNITS, (2) 62 HAD EQUIPMENT BUDGET REQUESTS OF $500 OR MORE, (3) 38 SCHOOLS WERE USING INSTITUTE MATERIALS, AND (4) 31 SIMILAR WORKSHOPS WERE REPORTED FOLLOWING THE INSTITUTE. (EM)</dc:description>
<dc:identifier scheme='eric_accno'>ED012348</dc:identifier>
<dc:title>SUMMER PROGRAM FOR UPDATING THE TECHNICAL COMPETENCY OF TEACHERS OF INDUSTRIAL SUBJECTS. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>361</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2016-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>African Culture</dc:subject>
<dc:subject>Area Studies</dc:subject>
<dc:subject>Creoles</dc:subject>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Diachronic Linguistics</dc:subject>
<dc:subject>Dialect Studies</dc:subject>
<dc:subject>Grammar</dc:subject>
<dc:subject>Literature</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Pidgins</dc:subject>
<dc:subject>Sociocultural Patterns</dc:subject>
<dc:subject>Swahili</dc:subject>
<dc:creator scheme='personal author'>POLOME, EDGAR C.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Africa</eric:keywords_geo>
<eric:keywords_geo>Congo</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Center for Applied Linguistics, Washington, DC.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS INTRODUCTION TO THE STRUCTURE AND BACKGROUND OF THE SWAHILI LANGUAGE WAS WRITTEN FOR THE NON-SPECIALIST. ALTHOUGH THE LINGUISTIC TERMINOLOGY USED IN THE DESCRIPTION OF THE LANGUAGE ASSUMES THE READER HAS HAD SOME TRAINING IN LINGUISTICS, THIS HANDBOOK PROVIDES BASIC LINGUISTIC AND SOCIOLINGUISTIC INFORMATION FOR STUDENTS OF AFRICAN CULTURE AND INTERMEDIATE OR ADVANCED SWAHILI LANGUAGE STUDENTS AS WELL AS FOR LINGUISTS. IN AN INTRODUCTION TO THE PRESENT LANGUAGE SITUATION, THIS HANDBOOK EXPLAINS THE DISTRIBUTION AND USE OF SWAHILI AS A LINGUA FRANCA, AS A PIDGIN, AND AS A MOTHER LANGUAGE AND EXPLAINS PRESENT USAGE THROUGH A BRIEF HISTORY OF THE LANGUAGE. DIALECTS OF SWAHILI ARE DISCUSSED AND RELATED LANGUAGES MENTIONED WHEN RELEVANT TO SWAHILI STRUCTURE. ALTHOUGH THE AUTHOR  PLACES GREATEST EMPHASIS ON THE STRUCTURE OF THE LANGUAGE (PHONOLOGY, MORPHOLOGY, DERIVATION, INFLECTION, COMPLEX STRUCTURES, SYNTAX, AND VOCABULARY), HE INCLUDES CHAPTERS ON THE WRITING SYSTEM AND SWAHILI LITERATURE. OF SPECIAL INTEREST TO LANGUAGE TEACHERS IS A CHAPTER EXAMINING SPECIFIC POINTS OF CONTRAST BETWEEN SWAHILI AND ENGLISH. THIS HANDBOOK IS ALSO AVAILABLE FOR $4.50 FROM THE OFFICE OF INFORMATION AND PUBLICATIONS, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVE., N.W., WASHINGTON, D.C., 20036. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED012888</dc:identifier>
<dc:title>SWAHILI LANGUAGE HANDBOOK.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>250</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-11-13</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingualism</dc:subject>
<dc:subject>Educational Media</dc:subject>
<dc:subject>Experimental Programs</dc:subject>
<dc:subject>Interpreters</dc:subject>
<dc:subject>Language Laboratories</dc:subject>
<dc:subject>Language Programs</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Programed Instruction</dc:subject>
<dc:subject>Speech Skills</dc:subject>
<dc:subject>Speed Reading</dc:subject>
<dc:creator scheme='personal author'>WHITING, C.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN EXPERIMENT TO IMPROVE THE METHOD OF TRAINING INTERPRETERS TO INCREASE SPEED OF TRANSLATION FROM ONE LANGUAGE TO ANOTHER, ONCE THE VOCABULARY BUILDUP HAS BEEN ACCOMPLISHED, INVOLVED THE USE OF THE TACHISTOSCOPE AND THE CONTROLLED READER, MACHINES USED IN SPEEDREADING COURSES. THIS INNOVATIVE PRACTICE HELPED TRAIN THE INTERPRETERS TO INCREASE CONCENTRATION ABILITY AND REACTION SPEED AND TO RETAIN INCREASINGLY LARGER NUMBERS OF WORDS AND VASTER CONCEPTS. THE MEMBERS OF THE EXPERIMENTAL GROUP, TEACHERS BORN AND SCHOOLED IN GERMANY BUT WHO HAD LIVED MOST OF THEIR ADULT LIVES IN THE U.S., WERE ENCOURAGED TO INCREASE THE SPEED OF THEIR INDIVIDUALLY CONTROLLED FILMSTRIP CONTAINING LISTS OF KEY WORDS AND EXPRESSIONS, BEFORE TAPING THEIR TRANSLATIONS. AS A RESULT OF USING THIS  AUTOINSTRUCTIONAL TECHNIQUE, THERE WAS AN AVERAGE 25 PERCENT INCREASE IN TRANSLATION SPEED WITH ALMOST NO LOSS IN ACCURACY. TO ADAPT THIS ESSENTIALLY VISUAL TECHNIQUE MORE EFFECTIVELY TO THE SPECIFIC ORAL NEEDS OF INTERPRETER TRAINING PROGRAMS, APPROPRIATE MATERIALS AND A SPECIALIZED APPROACH MUST BE DEVELOPED. THIS ARTICLE APPEARED IN THE &amp;quot;INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,&amp;quot; VOLUME 5, NUMBER 2, JULY 1967, PAGES 141-144. (AB)</dc:description>
<dc:identifier scheme='eric_accno'>ED013590</dc:identifier>
<dc:title>EXPERIMENTAL USE OF MACHINES IN THE TRAINING OF INTERPRETERS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-11-22</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Cognitive Processes</dc:subject>
<dc:subject>Comprehension</dc:subject>
<dc:subject>Concept Formation</dc:subject>
<dc:subject>Concept Teaching</dc:subject>
<dc:subject>Creative Reading</dc:subject>
<dc:subject>Critical Reading</dc:subject>
<dc:subject>Problem Solving</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Development</dc:subject>
<dc:subject>Reading Research</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:creator scheme='personal author'>WOLFE, JOSEPHINE B.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>AN ADDRESS FOR CLASSROOM TEACHERS IS PRESENTED WHICH CONSIDERS THE NATURE OF COMPREHENSION AND THE PROCESSES INVOLVED IN TEACHING CHILDREN TO COMPREHEND WHAT THEY READ. A REVIEW OF THE RESEARCH ON COMPREHENSION SINCE 1960 IS GIVEN. THE FOLLOWING TOPICS ARE DISCUSSED--THE PROCESS OF COMPREHENDING, THE KINDS OF COMPREHENSION, THE RELATIONSHIP BETWEEN COMPREHENSION AND CONCEPT DEVELOPMENT, AND THE PLACE OF WORD PERCEPTION IN COMPREHENSION. SOME APPLICATIONS OF WHAT IS KNOWN ABOUT COMPREHENSION TO CLASSROOM PROCEDURES ARE SUGGESTED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (RH)</dc:description>
<dc:identifier scheme='eric_accno'>ED014371</dc:identifier>
<dc:title>APPLYING RESEARCH FINDINGS IN COMPREHENSION TO CLASSROOM PRACTICE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>11</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-09-27</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Books</dc:subject>
<dc:subject>Communications</dc:subject>
<dc:subject>Content Area Reading</dc:subject>
<dc:subject>Elementary School Science</dc:subject>
<dc:subject>Information Sources</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Population Growth</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Technological Advancement</dc:subject>
<dc:creator scheme='personal author'>MALLINSON, GEORGE G.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE CURRENT DEBATE OVER THE READING SKILLS NECESSARY FOR SCIENCE LEARNING IS DISCUSSED. IN THE PAST, THE TEACHING OF READING WAS BASED ON THESE TWO MAJOR CONSIDERATIONS--THE RECOGNITION OF MEANINGS OF INDIVIDUAL WORDS AND THE ORGANIZATION OF THE WORD STIMULI RECEIVED FROM THE PRINTED PAGE INTO MEANINGFUL PATTERNS. THE RESURGENCE OF THE INVESTIGATION OF THE THEORY AND PRINCIPLES OF LEARNING IS CHARACTERIZED. SOME CURRENT PROBLEMS ARE THAT RESEARCH IN PERCEPTION RELATING TO READING HAS NOT DEALT ADEQUATELY WITH THE INFORMATION EXPLOSION, WITH THE POPULATION SIZE AND TYPE, OR WITH PROBLEMS ARISING FROM MODERN COMMUNICATION. CURRENT ASSUMPTIONS FOR TEACHING ARISING FROM PRIOR RESEARCH ARE PRESENTED. PREDICTIONS CONCERNING THE ROLE OF THE BOOK AND OF ELECTRONICS TECHNOLOGY AND  SUGGESTIONS FOR RESEARCH AND STUDY ARE OUTLINED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (BK)</dc:description>
<dc:identifier scheme='eric_accno'>ED014380</dc:identifier>
<dc:title>TEACHING THE ESSENTIAL READING SKILLS IN SCIENCE.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-05</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>15</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-11-15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Autoinstructional Aids</dc:subject>
<dc:subject>Descriptive Linguistics</dc:subject>
<dc:subject>Field Studies</dc:subject>
<dc:subject>Language Instruction</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Tagalog</dc:subject>
<dc:subject>Uncommonly Taught Languages</dc:subject>
<dc:subject>Workbooks</dc:subject>
<dc:creator scheme='personal author'>MARQUEZ, ELY J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Philippines</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS WORKBOOK WAS WRITTEN TO ENABLE PEACE CORPS VOLUNTEERS LIVING IN THE PHILIPPINES TO ANALYZE AND LEARN THE LANGUAGE SPOKEN IN THEIR REGION. IT WAS ASSUMED THAT THE VOLUNTEER WOULD HAVE SOME TRAINING IN TAGALOG BUT NOT NECESSARILY A KNOWLEDGE OF LINGUISTIC TERMS OR METHODS. THE AUTHOR ALSO ASSUMES THAT THE VOLUNTEER WILL WORK WITH A NATIVE INFORMANT AND THAT THE LANGUAGE BEING STUDIED IS SIMILAR IN PHONOLOGY AND GRAMMAR TO TAGALOG. SECTION I OF THE WORKBOOK GIVES A BRIEF OUTLINE OF BASIC PRINCIPLES OF PHONOLOGY AND MORPHOLOGY. NO SYSTEM OF PHONETIC TRANSCRIPTION IS PRESENTED. THE STUDENT IS TAUGHT TO FORMULATE AND TEST HIS OWN GRAMMATICAL RULES FOR THE LANGUAGE. SECTION II SHOWS HOW COMMON CONSTRUCTIONS ARE FORMED IN TAGALOG AND ENGLISH. THE STUDENT THEN LOOKS FOR  CORRESPONDENCES OR VARIANT PATTERNS IN HIS TARGET LANGUAGE. THE FINAL SECTION LISTS COMMON, VERY USEFUL EXPRESSIONS IN ENGLISH WHICH THE VOLUNTEER MAY WISH TO TRANSLATE AT AN EARLY STAGE IN HIS ANALYSIS OF THE LANGUAGE. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED014720</dc:identifier>
<dc:title>A WORKBOOK FOR LEARNING PHILIPPINE LANGUAGES.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>111</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-03-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Analysis of Variance</dc:subject>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Classroom Communication</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Elementary School Teachers</dc:subject>
<dc:subject>Instructor Coordinators</dc:subject>
<dc:subject>Interaction Process Analysis</dc:subject>
<dc:subject>Language Arts</dc:subject>
<dc:subject>Middle Class</dc:subject>
<dc:subject>Observation</dc:subject>
<dc:subject>Q Methodology</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Schools</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Attitudes</dc:subject>
<dc:subject>Teacher Interns</dc:subject>
<dc:subject>Teaching Skills</dc:subject>
<dc:subject>Verbal Learning</dc:subject>
<dc:creator scheme='personal author'>DICKMANN, LEONORE W.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Wisconsin Univ., Madison.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS EXPERIMENT WAS BASED ON 2 HYPOTHESES--(1) INTERNS WHO LEARN AND APPLY FLANDERS&apos; INTERACTION ANALYSIS WILL BECOME MORE INDIRECT IN THEIR VERBAL CLASSROOM BEHAVIOR THAN INTERNS NOT LEARNING THIS TECHNIQUE. (2) THERE IS A RELATION BETWEEN INTERNS&apos; PERCEPTIONS OF THEIR TEACHING PROBLEMS AND THEIR CLASSROOM VERBAL BEHAVIOR. TWO EXPERIMENTAL GROUPS OF 12 INTERN TEACHERS EACH WERE TRAINED IN INTERACTION ANALYSIS, WHILE A CONTROL GROUP OF 12 WAS NOT. ALL INTERNS TAUGHT AT THE ELEMENTARY LEVEL, HALF OF EACH GROUP IN &amp;quot;MIDDLE-CLASS&amp;quot; SCHOOLS AND HALF IN &amp;quot;UNDERPRIVILEGED&amp;quot; SCHOOLS. DURING THE FALL SEMESTER, INTERNS WORKED 2 TO A BUILDING UNDER A COORDINATING TEACHER. AN OBSERVATION TEAM (PROGRAM DIRECTOR, COLLEGE-CITY SUPERVISOR, GRADUATE ASSISTANT) VISITED 24 EXPERIMENTAL GROUP  CLASSROOMS FOR 4 COMPLETE DAYS (12 IN THE FALL, 12 IN THE SPRING) AND 12 CONTROL GROUP CLASSROOMS FOR 2 COMPLETE DAYS (IN THE SPRING) TO RECORD VERBAL BEHAVIOR IN TERMS OF INTERACTION OBSERVED. RESULTS WERE REPORTED IN 4 AREAS--(A) READING, (B) SOCIAL STUDIES, (C) LANGUAGE ARTS, AND (D) TOTAL TALK. ANALYSIS OF VARIANCE WAS USED TO TEST THE FIRST HYPOTHESIS AND A Q-SORT TO TEST THE SECOND HYPOTHESIS. EXPERIMENTAL DATA DID NOT SUPPORT THE HYPOTHESES. A DISCUSSION OF RESULTS AND SUGGESTIONS FOR INTERN TRAINING ARE INCLUDED. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED015890</dc:identifier>
<dc:title>OBSERVATION OF INTERN TEACHING AS A TECHNIQUE TO IMPROVE TEACHING METHODS USED BY THE OBSERVER. SUMMARY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-08-15</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>24</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-12-20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Auditory Discrimination</dc:subject>
<dc:subject>Consonants</dc:subject>
<dc:subject>Contrastive Linguistics</dc:subject>
<dc:subject>Distinctive Features (Language)</dc:subject>
<dc:subject>English</dc:subject>
<dc:subject>Experiments</dc:subject>
<dc:subject>French</dc:subject>
<dc:subject>Language Patterns</dc:subject>
<dc:subject>Language Research</dc:subject>
<dc:subject>Phonemics</dc:subject>
<dc:subject>Phonetics</dc:subject>
<dc:subject>Phonology</dc:subject>
<dc:subject>Pronunciation</dc:subject>
<dc:subject>Pronunciation Instruction</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vowels</dc:subject>
<dc:creator scheme='personal author'>CLARK, JOHN L.D.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Harvard Univ., Cambridge, MA. Lab. for Research in Instruction.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS REPORT DESCRIBES IN DETAIL FIVE RELATED EXPERIMENTS THAT WERE CONDUCTED IN AREAS PERTAINING TO THE TEACHING OF FRENCH PRONUNCIATION TO NATIVE SPEAKERS OF AMERICAN ENGLISH. THE FIRST TWO EXPERIMENTS SOUGHT TO DETERMINE THE RELATIVE ACCEPTABILITY OF 38 ENGLISH PHONEMES TO NATIVE FRENCH LISTENERS AT EACH OF TWO ACCEPTABILITY LEVELS--PHONEMIC AND PHONETIC. THE THIRD EXPERIMENT ATTEMPTED TO MEASURE THE EXTENT TO WHICH THE PHONETICALLY ACCURATE PRONUNCIATION OF EACH OF 34 FRENCH PHONEMES COULD BE ACQUIRED BY THE AMERICAN STUDENT THROUGH THE SIMPLE REPETITIVE IMITATION OF MODEL SOUNDS. PRELIMINARY SOUND DISCRIMINATION TRAINING OR PRONUNCIATION COACHING WAS DELIBERATELY AVOIDED IN FAVOR OF A SIMPLIFIED BASELINE PROCEDURE OF UNAIDED &amp;quot;SELF-SHAPING.&amp;quot; THE FOURTH AND FIFTH EXPERIMENTS  COMPARED THE SOUND JUDGING ACCURACY OF INDIGENOUS NATIVE SPEAKERS OF FRENCH TO THAT OF NATIVE FRENCH SPEAKERS FAMILIAR WITH ENGLISH AND TO AMERICAN TEACHERS OF FRENCH WHO HAD LEARNED FRENCH AS A SECOND LANGUAGE. THE RESULTS SUGGESTED THAT INDIVIDUAL DIFFERENCES IN SOUND DISCRIMINATION ABILITY ARE THE MAJOR DETERMINANT IN ACCURATE JUDGING. INCLUDED ARE TABLES, A BIBLIOGRAPHY, AND 13 APPENDIXES OF SOUND LISTS, JUDGING INSTRUCTIONS, AND QUESTIONNAIRES FOR THE FIVE EXPERIMENTS. (AUTHOR/AB)</dc:description>
<dc:identifier scheme='eric_accno'>ED016426</dc:identifier>
<dc:title>EMPIRICAL STUDIES RELATED TO THE TEACHING OF FRENCH PRONUNCIATION TO AMERICAN STUDENTS.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>262</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-03-20</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Context Free Grammar</dc:subject>
<dc:subject>Deep Structure</dc:subject>
<dc:subject>Surface Structure</dc:subject>
<dc:subject>Transformational Generative Grammar</dc:subject>
<dc:creator scheme='personal author'>ROSS, JOHN ROBERT</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Massachusetts Inst. of Tech., Cambridge.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>IN ATTEMPTING TO DEFINE &amp;quot;SYNTACTIC VARIABLE,&amp;quot; THE AUTHOR BASES HIS DISCUSSION ON THE ASSUMPTION THAT SYNTACTIC FACTS ARE A COLLECTION OF TWO TYPES OF RULES--CONTEXT-FREE PHRASE STRUCTURE RULES (GENERATING UNDERLYING OR DEEP PHRASE MARKERS) AND GRAMMATICAL TRANSFORMATIONS, WHICH MAP UNDERLYING PHRASE MARKERS ONTO SUPERFICIAL (OR SURFACE) PHRASE MARKERS. THE THESIS PRESENTS A SET OF CONSTRAINTS ON VARIABLES--UNIVERSAL AND LANGUAGE-PARTICULAR--AND DISCUSSES HOW THEY AFFECT SYNTACTIC RULES. HE POINTS OUT THAT CHOMSKY&apos;S A-OVER-A PRINCIPLE IS BOTH TOO STRONG AND TOO WEAK, BECAUSE THE PRINCIPLE CANNOT BE EXTENDED TO ACCOUNT FOR THE PHENOMENA WHICH THE AUTHOR CALLS &amp;quot;SYNTACTIC ISLANDS.&amp;quot; THE ENTIRE DISCUSSION CENTERS AROUND RULES AND CONSTRAINTS, WHICH ARE ACTUALLY LIMITS ON THE POWER OF  VARIABLES THAT CAN APPEAR IN CERTAIN TYPES OF RULES. IT IS SHOWN THAT CONSTRAINTS, ESPECIALLY WITH THE NOTION OF &amp;quot;COMMAND,&amp;quot; DIVIDE PHRASE MARKERS INTO &amp;quot;ISLANDS,&amp;quot; SUGGESTING THAT THESE &amp;quot;ISLANDS&amp;quot; BEHAVE LIKE PSYCHOLINGUISTIC ENTITIES. THE AUTHOR PREFERS TO MAKE THE RELATIONSHIP BETWEEN GRAMMATICALITY AND ACCEPTABILITY MORE ABSTRACT THAN PREVIOUSLY ASSUMED BY TRANSFORMATIONALISTS. THIS THESIS WAS PREPARED AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY. (FB)</dc:description>
<dc:identifier scheme='eric_accno'>ED016965</dc:identifier>
<dc:title>CONSTRAINTS ON VARIABLES IN SYNTAX.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-09-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>523</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-11-14</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Behavior Development</dc:subject>
<dc:subject>Comparative Education</dc:subject>
<dc:subject>Conformity</dc:subject>
<dc:subject>Creative Development</dc:subject>
<dc:subject>Creative Thinking</dc:subject>
<dc:subject>Creativity Research</dc:subject>
<dc:subject>Cultural Differences</dc:subject>
<dc:subject>Cultural Images</dc:subject>
<dc:subject>Cultural Influences</dc:subject>
<dc:subject>Grade 4</dc:subject>
<dc:subject>Individual Development</dc:subject>
<dc:subject>Longitudinal Studies</dc:subject>
<dc:subject>Nonverbal Ability</dc:subject>
<dc:subject>Student Characteristics</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>TORRANCE, E. PAUL</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Australia</eric:keywords_geo>
<eric:keywords_geo>India</eric:keywords_geo>
<eric:keywords_geo>Norway</eric:keywords_geo>
<eric:keywords_geo>United States</eric:keywords_geo>
<eric:keywords_geo>West Germany</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Georgia Univ., Athens.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>STUDIES OF CREATIVITY AND OF PSYCHOLOGICAL DISTURBANCES IN CHILDREN HAVE SUGGESTED THE PRESENCE OF SLUMPS (OR INVERSIONS) WHICH MAY BE CORRELATED WITH DEVELOPMENTAL TRANSITIONS. THE MOST NOTABLE OF THESE OCCURS AT ABOUT THE FOURTH GRADE AND IS THE OBJECT OF THIS STUDY. THREE SETS OF INVESTIGATIONS WERE UNDERTAKEN--(1) A STUDY OF CREATIVE DEVELOPMENT IN 7 CULTURES, (2) A STUDY OF THE DEVELOPMENT OF CONFORMITY TENDENCIES, AND (3) LONGITUDINAL STUDIES OF CREATIVE DEVELOPMENT. THE 7 CULTURES SELECTED WERE (1) UNITED STATES, DOMINANT, ADVANTAGED, (2) UNITED STATES, SEGREGATED, NEGRO, (3) WESTERN AUSTRALIA, (4) WESTERN SAMOA, (5) WEST GERMANY, (6) NORWAY, AND (7) INDIA. THE BASIC DATA WERE OBTAINED FROM A BATTERY OF VERBAL AND NONVERBAL TESTS GIVEN TO THE CHILDREN AND WERE SUPPLEMENTED  WITH INFORMATION FROM TEACHERS ABOUT THEIR TEACHING PRACTICES AND THEIR CONCEPTS OF AN &amp;quot;IDEAL PUPIL.&amp;quot; SAMPLE SIZES FOR EACH CULTURE RANGED FROM 500 TO 1000 CHILDREN COVERING GRADES 1 THROUGH 6. THE CONFORMITY TENDENCIES WERE EXPLORED IN A SERIES OF 6 STUDIES, EACH INVOLVING FROM 150 TO 500 U.S. ADVANTAGED-CULTURE CHILDREN IN GRADES 2 THROUGH 6. THE LONGITUDINAL STUDY WAS BASED ON A SAMPLE OF 100 U.S. ADVANTAGED-CULTURE CHILDREN WHOSE PERFORMANCES IN THE THIRD, FOURTH, AND FIFTH GRADES WERE COMPARED. THE INTERCULTURAL STUDY FOUND THAT DISCONTINUITIES IN DEVELOPMENT OCCUR IN MOST CULTURES AND CONCLUDED THAT THERE IS EVIDENCE TO SUGGEST THAT THEY ARE ASSOCIATED WITH THE IMPOSITION OF ADDITIONAL SOCIAL DEMANDS. THE TEACHERS&apos; RESPONSES ON AN IDEAL PUPIL CHECKLIST PROVED ABLE, WHEN COMPARED  WITH THOSE OF AN EXPERT PANEL ASKED TO DETERMINE THE CHARACTERISTICS OF A CREATIVE CHILD, TO PREDICT THE RELATIVE ACHIEVEMENTS OF THE DIFFERENT CULTURES&apos; CHILDREN IN CREATIVITY. THE CONFORMITY STUDIES REVEALED AN INCREASED TENDENCY FOR CHILDREN TO CONSULT WITH THEIR PEERS AT ABOUT THE FOURTH GRADE, AND THE LONGITUDINAL STUDY CONFIRMED THE EXISTENCE OF THE SLUMP IN INDIVIDUALS. (DR)</dc:description>
<dc:identifier scheme='eric_accno'>ED018273</dc:identifier>
<dc:title>UNDERSTANDING THE FOURTH GRADE SLUMP IN CREATIVE THINKING. FINAL REPORT.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>443</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-11-26</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Adult Basic Education</dc:subject>
<dc:subject>Discussion (Teaching Technique)</dc:subject>
<dc:subject>Diseases</dc:subject>
<dc:subject>Foods Instruction</dc:subject>
<dc:subject>Hygiene</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Lesson Plans</dc:subject>
<dc:subject>Nutrition</dc:subject>
<dc:subject>Physical Health</dc:subject>
<dc:subject>Worksheets</dc:subject>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York State Education Dept., Albany.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS MANUAL PROVIDES ADULT BASIC EDUCATION TEACHERS WITH LESSON PLANS IN HEALTH AND NUTRITION. EACH LESSON CONTAINS BACKGROUND MATERIAL OFFERING SPECIFIC INFORMATION ON THE SUBJECT OF EACH LESSON, AIMS, LESSON DEVELOPMENT, AND TWO STUDENT WORKSHEETS. DISCUSSION QUESTIONS ARE SUGGESTED TO ENCOURAGE THE GREATEST POSSIBLE STUDENT INVOLVEMENT. THE TEN LESSON PLANS ARE--SHOTS AND IMMUNIZATION-TETANUS, MEASLES, TUBERCULOSIS, CANCER, VENEREAL DISEASE, KEEPING YOUR FOOD SAFE, WHY DO WE NEED FOOD, IT&apos;S UP TO YOU (MALNUTRITION), FOOD IN THE MORNING, AND BEWARE (FOOD FADS). ADDITIONAL ELEMENTS ARE FLIPCHARTS AND FILMSTRIPS, EACH WITH ITS ACCOMPANYING TEACHER&apos;S MANUAL. PRODUCTION OF INEXPENSIVE PHONOGRAPH DISKS RELATED TO THE LESSONS IS PLANNED. SIMILAR PACKETS ARE NOW AVAILABLE TO HELP  TEACHERS OF ADULT BASIC EDUCATION IN THE AREAS OF PRACTICAL GOVERNMENT, CONSUMER EDUCATION, AND PARENT EDUCATION AND FAMILY LIFE. (AJ)</dc:description>
<dc:identifier scheme='eric_accno'>ED019594</dc:identifier>
<dc:title>HEALTH AND NUTRITION LESSON PLANS AND STUDENT WORKSHEETS, ADULT BASIC EDUCATION.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>125</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-12-11</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bibliographies</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Electrical Stimuli</dc:subject>
<dc:subject>Exceptional Child Research</dc:subject>
<dc:subject>Perception</dc:subject>
<dc:subject>Perception Tests</dc:subject>
<dc:subject>Physiology</dc:subject>
<dc:subject>Sensory Experience</dc:subject>
<dc:subject>Stimulus Devices</dc:subject>
<dc:subject>Tactual Perception</dc:subject>
<dc:subject>Visual Impairments</dc:subject>
<dc:creator scheme='personal author'>GIBSON, ROBERT H., COMP.</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>American Foundation for the Blind, New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>ONE OF A SERIES OF PROVISIONAL BIBLIOGRAPHIES IN THE FIELD OF SENSORY RESEARCH RELATED TO SENSORY (ESPECIALLY VISUAL) IMPAIRMENT, THE DOCUMENT LISTS 284 SELECTED WORKS ON ELECTRICAL STIMUATION OF SKIN. PRIMARILY JOURNAL ARTICLES, BUT INCLUDING SOME BOOKS AND SEVERAL THESES, THE ITEMS DATE FROM 1891 THROUGH 1967 (IN PRESS). PUBLICATIONS CITED ARE IN ENGLISH, ITALIAN, FRENCH, GERMAN, AND RUSSIAN. (JD)</dc:description>
<dc:identifier scheme='eric_accno'>ED019804</dc:identifier>
<dc:title>ELECTRICAL STIMULATION OF THE SKIN--A SELECTED BIBLIOGRAPHY.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-07-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>25</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-11-29</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Black Leadership</dc:subject>
<dc:subject>Blacks</dc:subject>
<dc:subject>Board of Education Role</dc:subject>
<dc:subject>Community Action</dc:subject>
<dc:subject>Desegregation Litigation</dc:subject>
<dc:subject>Desegregation Methods</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Majority Attitudes</dc:subject>
<dc:subject>Northern Schools</dc:subject>
<dc:subject>School Boycotts</dc:subject>
<dc:subject>School Desegregation</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>Whites</dc:subject>
<dc:creator scheme='personal author'>MEIER, AUGUST</dc:creator>
<dc:creator scheme='personal author'>RUDWICK, ELLIOTT</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Illinois</eric:keywords_geo>
<eric:keywords_geo>New Jersey</eric:keywords_geo>
<eric:keywords_geo>Ohio</eric:keywords_geo>
<eric:keywords_geo>Ohio (Dayton)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THIS ARTICLE PRESENTS A HISTORICAL REVIEW OF NEGRO SCHOOL BOYCOTTS FROM 1897 TO 1925 IN ALTON, ILL., EAST ORANGE, N.J., AND SPRINGFIELD AND DAYTON, OHIO, WHERE ATTEMPTS WERE MADE TO INTRODUCE RACIALLY SEPARATE SCHOOLS. THE REVIEW DESCRIBES THE PROTEST MOVEMENT AND THE VICISSITUDES OF THE INTEGRATION ATTEMPTS IN EACH CITY. ALL THE NEGRO PROTEST MOVEMENTS WERE CONSERVATIVE ATTEMPTS TO PRESERVE EXISTING INTEGRATED EDUCATION AS SANCTIONED BY LAW. HOWEVER, ALTHOUGH IN THE TWO STATES WHERE THE ISSUE WAS BROUGHT TO COURT, THE HIGHEST JUDICIAL AUTHORITY SUSTAINED THE NEGROES&apos; CASE, THE SCHOOLS IN THESE CITIES REMAINED SEGREGATED. AMONG THE SUGGESTED REASONS FOR THE FAILURE OF THE INTEGRATION EFFORTS WERE THE EFFECTS OF CLEAVAGES WITHIN THE NEGRO COMMUNITY DUE TO CONFLICTING  SELF-INTERESTS. BUT THE DECISIVE FACTOR IN THE DEFEATS IS SAID TO HAVE BEEN THE ATTITUDE OF THE DOMINANT WHITES WHOSE PREJUDICES INFLUENCED POLITICIANS AND SCHOOL BOARDS. THIS ARTICLE WAS PUBLISHED IN &amp;quot;INTEGRATED EDUCATION,&amp;quot; VOLUME 5, NUMBER 4, ISSUE 28, AUGUST-SEPTEMBER 1967. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED020217</dc:identifier>
<dc:title>NEGRO BOYCOTTS OF JIM CROW SCHOOLS IN THE NORTH, 1897-1925.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-01-31</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Ancillary School Services</dc:subject>
<dc:subject>Class Size</dc:subject>
<dc:subject>College School Cooperation</dc:subject>
<dc:subject>Compensatory Education</dc:subject>
<dc:subject>Disadvantaged Schools</dc:subject>
<dc:subject>Disadvantaged Youth</dc:subject>
<dc:subject>Educational Discrimination</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Improvement</dc:subject>
<dc:subject>Elementary Schools</dc:subject>
<dc:subject>Equal Education</dc:subject>
<dc:subject>Foreign Countries</dc:subject>
<dc:subject>Inservice Teacher Education</dc:subject>
<dc:subject>Non English Speaking</dc:subject>
<dc:subject>Preschool Education</dc:subject>
<dc:subject>Public Education</dc:subject>
<dc:subject>Teacher Aides</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Teacher Salaries</dc:subject>
<dc:creator scheme='personal author'>LEESON, JIM</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>United Kingdom (England)</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>THE PLOWDEN REPORT, A STUDY OF GOVERNMENT-SUPPORTED SCHOOLS IN ENGLAND, CONCLUDED THAT FAMILY AND HOME ENVIRONMENT ARE THE MOST SIGNIFICANT FACTORS AFFECTING SCHOOL ACHIEVEMENT, AND THAT THERE SEEMS TO BE NO RELATIONSHIP BETWEEN CLASS SIZE AND ACHIEVEMENT. ALTHOUGH CONCENTRATING ON PRIMARY SCHOOLS, THE REPORT MADE RECOMMENDATIONS ABOUT A SERIES OF ANNUAL PRIORITIES FOR THE ENTIRE SCHOOL SYSTEM. THE STUDY FOUND SERIOUS INEQUITIES IN EDUCATIONAL FACILITIES FOR DIFFERENT SOCIAL CLASSES AND, THEREFORE, PLACED HIGHEST PRIORITY ON DEVELOPING A PROGRAM OF &amp;quot;POSITIVE DISCRIMINATION&amp;quot; TO FAVOR SCHOOLS IN DISADVANTAGED AREAS. THE REPORT STRONGLY FAVORED COMPENSATORY EDUCATION AND RECOMMENDED SMALLER CLASSES, SALARY SUPPLEMENTS FOR ALL TEACHERS, USE OF TEACHER AIDES, AND NEW AND RENOVATED  SCHOOL BUILDINGS. ALSO SUGGESTED WERE EXTRA EDUCATIONAL MATERIALS, PRESCHOOLS FOR 3- AND 4-YEAR-OLDS, COOPERATIVE PROGRAMS BETWEEN TEACHERS COLLEGES AND DISADVANTAGED SCHOOLS, INSERVICE TRAINING, SCHOOL SOCIAL WORK SERVICES, AND PRIORITY ATTENTION TO ESTABLISHING COMMUNITY SCHOOLS. FOR NONWHITE IMMIGRANT CHILDREN, THE REPORT RECOMMENDED COURSES IN TEACHING ENGLISH AS A SECOND LANGUAGE AND URGED THE DEVELOPMENT OF APPROPRIATE INSTRUCTIONAL MATERIALS. THIS ARTICLE WAS PUBLISHED IN THE &amp;quot;SOUTHERN EDUCATION REPORT,&amp;quot; VOLUME 3, NUMBER 1, JULY-AUGUST 1967. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED020234</dc:identifier>
<dc:title>HIGH PRIORITY FOR LOW LEVELS. CHILDREN AND THEIR PRIMARY SCHOOLS, REPORT III.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-02-05</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Advanced Students</dc:subject>
<dc:subject>Applied Linguistics</dc:subject>
<dc:subject>Culture</dc:subject>
<dc:subject>Language Ability</dc:subject>
<dc:subject>Language Tests</dc:subject>
<dc:subject>Listening Comprehension</dc:subject>
<dc:subject>Modern Languages</dc:subject>
<dc:subject>Professional Training</dc:subject>
<dc:subject>Reading</dc:subject>
<dc:subject>Speech Communication</dc:subject>
<dc:subject>Teacher Qualifications</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:subject>Writing (Composition)</dc:subject>
<dc:creator scheme='personal author'>del Olmo, Guillermo</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Federation International des Professeurs de Langues Vivantes.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>The development, design, and purposes of these advanced proficiency tests are discussed, along with brief descriptions of their seven component parts--listening comprehension, speaking, reading, writing, applied linguistics, civilization and culture, and professional preparation. Some of the research inspired by the tests is identified. (AF)</dc:description>
<dc:identifier scheme='eric_accno'>ED021510</dc:identifier>
<dc:title>THhe MLA Foreign Language Proficiency Tests for Teachers and Advanced Students.</dc:title>
<dc:source>Contact</dc:source>
<eric:citation>n10 p18-22 Dec 1967</eric:citation>
<dc:date>1967-12-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>6</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-01-19</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Court Litigation</dc:subject>
<dc:subject>Federal Courts</dc:subject>
<dc:subject>History</dc:subject>
<dc:subject>Neighborhood Schools</dc:subject>
<dc:subject>School Policy</dc:subject>
<dc:subject>School Segregation</dc:subject>
<dc:subject>State Legislation</dc:subject>
<dc:creator scheme='personal author'>Weinberg, Meyer</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>An historical study of the neighborhood system of school assignment is presented in this monograph. The basic framework of this research is that of the legal history of the neighborhood school policy and the relationship of this policy to school segregation. The applicable State and Federal court cases and decisions are cited for the various school practices. (NH)</dc:description>
<dc:identifier scheme='eric_accno'>ED023751</dc:identifier>
<dc:title>Race and Place: A Legal History of the Neighborhood School.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor>Office of Education (DHEW), Washington, DC.</eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>108</eric:pageCount>
<dc:publisher>Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 ($0.45)</dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-03-25</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Amputations</dc:subject>
<dc:subject>Attitude Measures</dc:subject>
<dc:subject>Attitudes toward Disabilities</dc:subject>
<dc:subject>Blindness</dc:subject>
<dc:subject>Demography</dc:subject>
<dc:subject>Exceptional Child Research</dc:subject>
<dc:subject>Factor Analysis</dc:subject>
<dc:subject>Item Analysis</dc:subject>
<dc:subject>Negative Attitudes</dc:subject>
<dc:subject>Physical Disabilities</dc:subject>
<dc:subject>Scaling</dc:subject>
<dc:subject>Stereotypes</dc:subject>
<dc:subject>Test Construction</dc:subject>
<dc:creator scheme='personal author'>Siller, Jerome</dc:creator>
<dc:creator scheme='personal author'>And Others</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>New York Univ., NY. School of Education.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>To describe and to develop instruments to measure attitudes toward amputees, the blind, and those with cosmetic conditions, three groups of subjects responded to one of three large pools of items tapping attitudes toward the three disability conditions. Three new groups of about 500 subjects of diverse demographic characteristics were given one of three revised and reduced questionnaires. The returns were factor analyzed and scales were derived from the resulting factors. The seven virtually identical factors which emerged from the amputation and blindness analysis were interaction strain, rejection of intimacy, generalized rejection, authoritarian virtuousness, inferred emotional consequences, distressed identification, and imputed functional limitations. The cosmetic conditions  item set contained two factors which were identical (interaction strain, rejection of intimacy); two which were analogous (reluctant aversion and superficial empathy); and two unique dimensions (qualified aversion and proximate offensiveness). A review of related research, and data on each item of the scales are included. (LE)</dc:description>
<dc:identifier scheme='eric_accno'>ED034327</dc:identifier>
<dc:title>Studies in Reaction to Disability. XII: Structure of Attitudes toward the Physically Disabled; Disability Factor Scales--Amputation, Blindness, Cosmetic Conditions.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-11-00</dc:date>
<eric:sponsor>Social and Rehabilitation Service (DHEW), Washington, DC.</eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>109</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-03-18</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Building Plans</dc:subject>
<dc:subject>Building Systems</dc:subject>
<dc:subject>Classrooms</dc:subject>
<dc:subject>Construction Costs</dc:subject>
<dc:subject>Construction (Process)</dc:subject>
<dc:subject>Coordination</dc:subject>
<dc:subject>Educational Equipment</dc:subject>
<dc:subject>Educational Facilities</dc:subject>
<dc:subject>Educational Facilities Design</dc:subject>
<dc:subject>Environmental Standards</dc:subject>
<dc:subject>Equipment</dc:subject>
<dc:subject>Facility Expansion</dc:subject>
<dc:subject>Facility Requirements</dc:subject>
<dc:subject>Flexible Facilities</dc:subject>
<dc:subject>High Schools</dc:subject>
<dc:subject>Modular Building Design</dc:subject>
<dc:subject>Performance Criteria</dc:subject>
<dc:subject>Space Utilization</dc:subject>
<dc:creator scheme='personal author'>Benet, James</dc:creator>
<dc:creator scheme='personal author'>And Others</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Educational Facilities Labs., Inc., New York, NY.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>SCSD, a structurally coordinated school building components system, is a highly automated method of building new schools that creatively meet the needs of the ever changing educational environment through functional and flexible planning. Examples of why SCSD high schools are efficient, flexible, and spatially planned, are cited. Environmental requirements are given for--(1) heating/ventilation, (2) air conditioning, (3) lighting/ceiling, (4) storage and equipment, and (5) partitions. Photographs and diagrams demonstrate the interaction of the subsystem components. The evaluation concludes that society needs both higher quality and larger quantities of school buildings to meet the complex learning facility requirements of the present and future. (TG)</dc:description>
<dc:identifier scheme='eric_accno'>ED035180</dc:identifier>
<dc:title>SCSD: The Project and the Schools. A Report from Educational Facilities Laboratories.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-05-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>90</eric:pageCount>
<dc:publisher>Educational Facilities Laboratories, 477 Madison Avenue, New York, New York 10022</dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2020-03-19</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Bilingual Students</dc:subject>
<dc:subject>Elementary School Students</dc:subject>
<dc:subject>Grade Point Average</dc:subject>
<dc:subject>Intelligence</dc:subject>
<dc:subject>Intelligence Tests</dc:subject>
<dc:subject>Nonverbal Ability</dc:subject>
<dc:subject>Nonverbal Tests</dc:subject>
<dc:subject>Perceptual Motor Learning</dc:subject>
<dc:subject>Predictive Measurement</dc:subject>
<dc:subject>Secondary School Students</dc:subject>
<dc:subject>Spanish Americans</dc:subject>
<dc:subject>Spanish Speaking</dc:subject>
<dc:subject>Verbal Ability</dc:subject>
<dc:creator scheme='personal author'>Philippus, M. J.</dc:creator>
<dc:type></dc:type>
<eric:keywords_test>Raven Progressive Matrices</eric:keywords_test>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>Denver Dept. of Health and Hospitals, CO.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>Thirty bilingual Hispanoamerican students between the ages of eight and thirteen were given verbal and non-verbal intelligence tests which were then correlated with overall school grade point average. Non-verbal tests resulted in higher correlations; the Raven Colored Progressive Matrices appeared to be the best predictor of school successes of these children. Following these results it was hypothesized that perceptual-motor skills were used by these children in some way to accomplish verbal activities. [Not available in hard copy due to marginal legibility of original document.] (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED036577</dc:identifier>
<dc:title>Test Prediction of School Success of Bilingual Hispanoamerican Children.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-10-00</dc:date>
<eric:sponsor>Luke B. Hancock Foundation, Reno, NV.</eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>13</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-01-19</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Context Clues</dc:subject>
<dc:subject>English Instruction</dc:subject>
<dc:subject>Phonetic Analysis</dc:subject>
<dc:subject>Reading Comprehension</dc:subject>
<dc:subject>Reading Instruction</dc:subject>
<dc:subject>Reading Skills</dc:subject>
<dc:subject>Structural Analysis</dc:subject>
<dc:subject>Teaching Methods</dc:subject>
<dc:subject>Vocabulary Skills</dc:subject>
<dc:subject>Word Recognition</dc:subject>
<dc:subject>Word Study Skills</dc:subject>
<dc:creator scheme='personal author'>Emans, Robert</dc:creator>
<dc:creator scheme='personal author'>Fisher, Gladys Mary</dc:creator>
<dc:type></dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'>National Council of Teachers of English, Champaign, IL.</dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>This study involved the development of exercises for teaching the use of context clues in word recognition. Although authorities believe that context clues are best used in combination with other methods of word identification, such as phonetic analysis and word form, no hierarchy of difficulty among the many exercises for teaching context clues is known. Subsequently, to measure the degree of difficulty of six different word recognition techniques found in literature, students in grades 3-10 of 11 schools were given six different exercise forms. The results indicated that the more clues given a reader, the more easily he could identify a word. The easiest form provided phonetic and configuration clues with the context clues, while the most difficult form indicated only the  omission of a word. Students, regardless of sex, intelligence, comprehension, or vocabulary and grade level, used the same clues to determine the suitable word. The exercises developed can also be used for teaching context clues in the classroom. (JM)</dc:description>
<dc:identifier scheme='eric_accno'>ED040984</dc:identifier>
<dc:title>Teaching the Use of Context Clues.</dc:title>
<dc:source>Elementary English</dc:source>
<eric:citation>v44 n3 p243-46 Mar 1967</eric:citation>
<dc:date>1967-03-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>4</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2018-11-15</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Geography</dc:subject>
<dc:subject>Geography Instruction</dc:subject>
<dc:subject>Human Geography</dc:subject>
<dc:subject>Inquiry</dc:subject>
<dc:subject>Physical Geography</dc:subject>
<dc:subject>Relevance (Education)</dc:subject>
<dc:subject>Secondary Education</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:creator scheme='personal author'>de Leeuw, G.</dc:creator>
<dc:type></dc:type>
<eric:keywords_geo>Canada</eric:keywords_geo>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>Teaching geography as a system of inquiry to elementary and secondary students in the Alberta school system is justified in this paper, based upon the three related assumptions that geography has a structure that contributes significantly to social knowledge; has in the past often been misinterpreted; and could be an interesting part of the social studies from the student&apos;s point of view. The structure of geography is an interrelated system of values, concepts, and skills which become meaningful and useful to learners only when applied to the analysis of geographic problems. Misinterpretation of geography by curriculum makers in Alberta has probably occurred because a majority of departments stress the physical domain and fail to communicate the true nature of their subject to  non-geographers, and because geographical concepts have changed over the years. The basic research traditions of geography, consisting of the physical, cultural, regional, spatial, and political, can, if properly taught, stimulate analytical and decision-making interests in students. It is concluded that the geographical method of inquiry must be taught because of the probability that such instruction will produce in students some of the analytical skills of the social scientist and will educate people to observe their environment analytically, thereby seeing the totality of a place in some comprehensible form. (SJM)</dc:description>
<dc:identifier scheme='eric_accno'>ED066380</dc:identifier>
<dc:title>Contributions of the Discipline of Geography to the Social Studies.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-00-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>18</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-01-03</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
<record>
<header>
<action>New</action>
</header>
<metadata>
<dcterms:accessRights>Yes</dcterms:accessRights>
<dc:subject>Achievement</dc:subject>
<dc:subject>Achievement Rating</dc:subject>
<dc:subject>Achievement Tests</dc:subject>
<dc:subject>Anthropology</dc:subject>
<dc:subject>Comparative Analysis</dc:subject>
<dc:subject>Curriculum Evaluation</dc:subject>
<dc:subject>Data Analysis</dc:subject>
<dc:subject>Educational Experiments</dc:subject>
<dc:subject>Elementary Education</dc:subject>
<dc:subject>Instructional Materials</dc:subject>
<dc:subject>Knowledge Level</dc:subject>
<dc:subject>Program Evaluation</dc:subject>
<dc:subject>Sequential Approach</dc:subject>
<dc:subject>Social Studies</dc:subject>
<dc:subject>Statistical Analysis</dc:subject>
<dc:subject>Tables (Data)</dc:subject>
<dc:subject>Teacher Education</dc:subject>
<dc:subject>Test Interpretation</dc:subject>
<dc:subject>Test Results</dc:subject>
<dc:creator scheme='personal author'>Wash, James A., Jr.</dc:creator>
<dc:type>Reports - Research</dc:type>
<eric:issn></eric:issn>
<dc:creator scheme='institution'></dc:creator>
<dc:language></dc:language>
<dcterms:educationLevel></dcterms:educationLevel>
<dc:description>An evaluation of materials in the sequential anthropology curriculum project with regard to student learning and teacher training is presented. The project sample consisted of 2,183 students in grades 1, 2, 4, and 5. Two forms of the anthropology achievement test were administered as pretest and posttest measures to experimental and control groups of students within each grade. Test results were analyzed to determine differences in anthropology achievement among students by controlling for sex, group identification, and pretest scores. Two conclusions are that students in elementary school can learn the content of the materials presented by the Sequential Anthropology Curriculum Project and that the effect of special training in anthropology for teachers on the achievement of  students remains unknown. Eighteen tables showing means and standard deviations of pretest scores and posttest scores and analysis of variance for posttest scores are presented. (Author/DB)</dc:description>
<dc:identifier scheme='eric_accno'>ED132070</dc:identifier>
<dc:title>An Evaluation of the Sequential Anthropology Curriculum Project.</dc:title>
<dc:source></dc:source>
<eric:citation></eric:citation>
<dc:date>1967-02-00</dc:date>
<eric:sponsor></eric:sponsor>
<eric:isbn></eric:isbn>
<dcterms:audience></dcterms:audience>
<eric:pageCount>26</eric:pageCount>
<dc:publisher></dc:publisher>
<eric:peer_reviewed>N/A</eric:peer_reviewed>
<dc:identifier scheme='dcterms:URI'></dc:identifier>
<eric:dateAdded>1967</eric:dateAdded>
<eric:dateModified>2019-01-31</eric:dateModified>
<eric:abstractor></eric:abstractor>
<eric:issue></eric:issue>
<eric:ies_funded></eric:ies_funded>
<eric:contract_number></eric:contract_number>
<eric:wwcguide_link></eric:wwcguide_link>
<eric:ies_publication_link></eric:ies_publication_link>
<eric:ies_datasource_link></eric:ies_datasource_link>
<eric:note></eric:note>
</metadata>
</record>
</records>